States of Water Part 2

Students will be able to describe water as it changes state through boiling, evaporation, and
condensation.
Subject(s): English Language Arts, Science
Grade Level(s): 3
Technology: Document Camera, Computer for Presenter, Internet Connection,
Speakers/Headphones
Instructional Time: 1 Hour(s)
Keywords: States of Matter, Solids, Liquids, Gases, Melting, Freezing, Boiling, Evaporation,
Condensation
Resource Collection: CPALMS Lesson Plan Development Initiative
LESSON CONTENT
Formative Assessment
1

Prior to beginning the lesson, the teacher should have an enlarged copy of the K/W/L (What I
Know, What I Want to Know, What I Learned) chart from the following website: K/W/L
Chart.

The teacher reviews the three states of matter.

The teacher reviews what the students learned about melting and freezing water from the
previous day's lesson.

The teacher asks the students to share what they already know about boiling, evaporating,
and condensation and record their answers on the chart under the K column (What I Know).

The teacher asks the students share what they want to know about boiling, evaporating, and
condensation and record their answers on the chart under the W column (What I Want to
Know).

The teacher will return to this chart after the lesson for students to share what they learned
about boiling, evaporating, and condensation and record their answers on the chart under the
L column (What I Learned).

Summative Assessment
1

The teacher has the students return to the K/W/L (What I Know, What I Want to Know, What
I Learned) chart and has the students share what they learned about boiling, evaporating, and

condensation and records their answers on the chart under the L column (What I Learned).
The teacher asks the students if they learned what they wanted to know about boiling,
evaporating, and condensation. The teacher refers to the chart under the W column (What I
Want to Know).
2

The teacher hands out page 1 of the worksheet, The Many States of Water from the following
website www.HaveFunTeaching.com: The Many States of Water for the students to complete
independently (Page 2 has the answer key).

Learning Objectives: What should students know and be able to do as a result of this
lesson?
1

Students will be able to record in their science notebooks the changes that they see
happening to water when water boils, evaporates, or is in a condensation state.

Students will be able to use the information gained from illustrations and the words in
a text to record how and why key events occur such as water boiling, evaporating, or
in a condensation state.

Teaching Phase: How will the teacher present the concept or skill to students?
1

The teacher pulls up the interactive website: Solids, Liquids, Gases from the previous
day's lesson. (The teacher should zoom into the interactive to avoid projecting ads on
the screen.)

The teacher calls on students to tell where on the chart to drag the items. (solids,
liquids, or gases) reviewing from the previous day's lesson.

The teacher says, "Now that we have reviewed the three states of matter, let's look at
the states of matter water changes to more closely."

From the interactive website:, Solids, Liquids, Gases (The teacher should zoom into
the interactive to avoid projecting ads on the screen.), the teacher continues onto the
screen experimenting with liquids and gases.

The teacher pulls up the interactive website: Ice, Water, Steam. The video is in the
center of the screen.(The teacher should zoom into the interactive to avoid projecting
ads on the screen.)

Guided Practice: What activities or exercises will the students complete with teacher
guidance?
1

The teacher says, "We're going to experiment with boiling water.

The teacher has all students put on a pair of safety goggles.

The teacher has a student fill a large glass beaker with water.

The teacher turns the camera from the doc cam to the beaker projecting the set up on
the large screen.

The teacher turns on the Bunsen Burner as the students watch.

The teacher instructs the students to take out their science notebooks and record their
predictions about what will happen to the water when heat is added. (The students
should write and draw their predictions. Answers will vary.)

As the students watch the water boil, the teacher instructs the students to draw the
phases of the water boiling in their science notebooks.

Once the water boils (to a full boil), the teacher turns off the Bunsen Burner for the
water to cool.

The teacher says, "We're going to experiment with water evaporation.

10 The teacher puts the class into two cooperative learning groups: Group A and Group
B.
11 The teacher hands out a plastic cup and a paper towel to each group.
12 The teacher instructs each group to wet the paper towel and place it inside the cup.
13 The teacher instructs Group A to place their cup upright and Group B to turn their cup
over with the paper towel inside.
14 The teacher instructs the students to take out their science notebooks and record their
predictions. (Will the paper towels remain wet when the students return to school the
next day?) (The students should write and draw their predictions.)
15 The teacher informs the students that they will confirm their predictions the next day.
16 The teacher says, "We're going to experiment with condensation.
17 The teacher has a student pour 4 inches of sand into an empty 10 gallon aquarium.
18 The teacher has another student dig a hole in the sand and measures it 4 inches across.
19 The teacher has another student place a lid to a jar upside down in the hole and place
many small twigs and grass around the lid.
20 The teacher has another student place a piece of plastic over the jar lid and place
small stones around the plastic.

21 The student also places a couple of small stones on top of the plastic.
22 The teacher places a desk lamp over the plastic and turns on the light.
23 The teacher and the student observe how condensation appears on the jar lid as the
plastic and the sand are warmed by the light.
24 The teacher instructs the students to take out their science notebooks and record their
observations. (They should write and draw the steps they took to create the
environment for the condensation to appear.)
Independent Practice: What activities or exercises will students complete to reinforce the
concepts and skills developed in the lesson?
1

The teacher hands out page 1 of the article, 'Many Phases of Water' from the
following website by Dorling Kindersley Limited (2010): Many Phases of
Water(Page 2 has the answer key). The students read the background knowledge, pay
attention to the diagrams beneath the background knowledge, and complete the
science activity independently.

The teacher will hand out page 1 of the article, 'This is Cool' from the following
website by Dorling Kindersley Limited (2010): Cool Changes(Page 2 has the answer
key). The students will read the background knowledge to themselves and complete
the science activity independently.

Closure: How will the teacher assist students in organizing the knowledge gained in the
lesson?
1

The teacher puts the class into two cooperative learning groups: Group A and Group
B.

Group A is given an empty glass and Group B is given a glass full of ice cubes.

The teacher instructs each group to place their glass in the sun.

The teacher instructs each group to take out their science notebooks and record their
predictions. (Which glass will produce condensation? If they think the glass with ice
in it does, would it make a difference covering the glass?) (The students should write
and draw their predictions.)

The teacher instructs each student take a plastic glass and write their name on the
glass with a marker.

The teacher instructs each student to fill each glass half way with water and to draw a
line on the glass at the water mark.

The teacher instructs the students to place their glass in a warm place.

The teacher instructs the students to take out their science notebooks and record their
predictions on what they think will happen to the water.

The teacher will return to this experiment in three days.

10 The students will confirm their predictions on what happened to the water and make a
mark on the glass with the marker where the water line is.
Special Materials Needed:
Teacher Computer
Internet Access
Document camera
Enlarged K/W/L Chart (What I Know, What I Want to Know, What I Learned) from the
following website:K/W/L Chart Sharpees
Science Notebooks (one for each student)
Pen or Pencil (one for each student)
Crayons, Markers, or Colored Pencils
Interactive Website: Solids, Liquids, Gases(The teacher should zoom into the interactive
to avoid projecting ads on the screen.)
Interactive Website:Changing States of Water(The teacher should zoom into the
interactive to avoid projecting ads on the screen.)
Bunsen Burner
Large Glass Beaker
Access to Water
2 Paper Cups
Paper Towels
10 Gallon Empty Acquarium
Sand
Jar Lid
Piece of Plastic
Grass and Twigs
Small Stones
Desk Lamp
2 Glasses
Ice Cube
Lid
Plastic Glasses (one for each student)
Worksheet page 1 from the following website by Dorling Kindersley Limited (2010):
Many Phases of Water (Page 2 has the answer key.)
Worksheet page 1 from the following website by Dorling Kindersley Limited (2010):
This is Cool (Page 2 has the answer key.)
Worksheet page 1 from the following website www.HaveFunTeaching.com: The Many
States of Water (Page 2 has the answer key.)