Preactivity or a framing task for the unit

A framing task to introduce the core idea, question, as a challenge to act as an anchor to revisit so as to connect activities and the learning throughout the unit and to culminate in a deeper understanding of condensation and evporation and preparation for learning more about the water cycle.

Materials

• Rainstorm that creates a puddle to measure how it disappears.
• Outdoor puddle, sidewalk chalk, camera
• Lab note -

Focus questions:

1. What happens to ran water after it rains?

Learning outcomes:

1. A challenge activity to focus the other activities in the unit on Earth and environmental phenomen for evaporation and condensation.

Exploration -

1. Put learners in pairs.
2. Ask. What happens to rain water after it rains?Accept all answers without comment on accuracy.
3. List all answers on Lab note
4. Listen to the responses. Do not comment on accuracy.
5. Ask. How can we find out? Accept all answers without comment on accuracy.
6. If there are puddles after a rain, suggest they can observe it and see what happens.
7. Select or make a puddle. Preferably on asphalt or concrete so they can mark where the water ends every hour or so. If you are familiar with a playground or space where water puddles, it can be easy to use a few gallons of water to create a puddle if the weather isn't cooperative. Alternatively you could use a sheet of plastic to make an indoor puddle to use.
8. Explain that you are going to view a puddle and record how it changes it's size by marking its outline with chalk every hour or 15 minutes depending on the kind of puddle and its location.
9. Observe and collect data. Write their observations along with where they think the water is going. And map the puddle and how it decreases in size.

Invention -

1. Review to catch up to date.
2. Ask. What do you think happened to the water? Do not comment on accuracy. Record all ideas.
3. How long did it take the rain water to disappear from the puddle?
4. Explain this packet has activities to explore some possibilities of what happens.
5. Exploration will continue with all the activities in the unit.

Invention will result with the useof the observtions from the activities and discussions in all the activities in the unit from which explanations are created.

Discover

Discovery is relating the information from one activity to the next.

Activity 1 - Water, Water Everywhere and not a Drop to Drink

First written by Laura Gausman & Chris Kuehler

Materials

• Large bowl, heavy glass cup, (shorter than the bowl is deep) teaspoon, clear plastic wrap, clear cellophane tape, penny, blue food coloring, newspaper or paper towels, salt
• Lab note -

Focus questions:

1. Is rain salty?
2. What happens to the salt in ocean water when sea water evaporates?

Learning outcomes:

1. Explain salt, food coloring, and other particles are suspended in water and when water evaporates the suspended particles don't go with it.

Exploration -

1. Put learners in pairs.
2. Ask. Is rain salty? Accept all answers without comment on accuracy.
3. Is rain over the ocean salty?
4. Tell. Imagine that you are on a shipwrecked on a desert island in the middle of the ocean. You have no food and some supplies from you ship but not a single drop of drinking water. You have to figure out some way to make the salt water from the ocean safe to drink. What can you do?
5. Listen to the responses. Do not comment on accuracy.
6. Put tap water in a bowl to a depth of about 2 inches.
7. Add ten drops of blue food coloring and 2 or 3 teaspoons of salt.
8. Mix well, until salt is dissolved.
9. THIS IS YOUR OCEAN
10. Stand the heavy glass cup in the center of the bowl, so it is surrounded by the salt water.
11. Put a loose covering of plastic food wrap over the top of the bowl.
12. Tape the plastic wrap to the sides of the bowl so that no air can get in or out.
13. Tape a coin or centicube to the outside of the plastic wrap directly over the center of the glass.
14. Make sure that the weight makes the plastic wrap slant down toward the center of the glass.
15. Put the bowl on a flat surface outside, where it will get a lot of sunshine. Or under a light that radiates heat.
16. Check the bowl every hour for four hours.
17. Have the learner's journal what they observe.

Invention -

1. Explain and discuss with the learners
2. Did you see any droplets of water on the bottom of the plastic wrap?
3. How do you think the water got there?
4. Take the plastic wrap off.
5. What color is the water in the glass?
6. What do you think happened to the blue food coloring? 
7. Make sure your hands are clean; dip your finger in the glass to get a drop or two of water on the tip of your finger?
8. Taste the water. 
9. Is it salty?
10. Record the results,
11. Write an explanation in your own words.

Discover

Summarize how this relates to the framing task on your evaporation and condensation over all lab note.

Activity 2 - Lose Some Weight Evaporate!

First written by Laura Gausman & Chris Kuehler

Materials:

• 2 medium plastic cups, 2 disposable smaller paper or plastic cups, 1 straight pin, 1 plastic drinking straw, 1 paper towel, rubbing alcohol, water, metric ruler, scissors, tablespoon, safety goggles
• Lab note -

Focus questions:

Do different liquids evaporate the same?

Learning outcomes:

Observe different liquids evaporate and explain that different liquids evaporate differently.

Exploration

1. Put learners in pairs.
2. Accept all answers without comment on accuracy.
3. Put on safety goggles.
4. Measure the length of the straw, ask your partner to push the pin through the exact center of the straw.
5. Stand the two large cups near each other on the table and rest the pin on the rims of the two cups.
6. If the straw is not balanced you may need to adjust the pin.
7. Pour about 1 tablespoons of water into one of the smaller cups.
8. Have an adult pour 1 tablespoons of rubbing alcohol in the other small cup.
9. Cut two strips of paper towels measuring 1 inch wide, and 6 inches long.
10. Dip one strip in the alcohol and dip the other in the water.
11. Make sure they are both completely wet.
12. Touch strips on side of cup so some of the excess liquid comes off.
13. Hang the strips on opposite sides of the straw.
14. Move until the straw is balanced.
15. Watch the straw as the water and the alcohol evaporate.

Invention

1. Recall and review
2. Which side seemed to be losing weight fastest?
3. What is causing one side to lose faster than the other?
4. Does water or alcohol evaporate faster?
5. You saw the how water and alcohol evaporated at a different rate. That is an observation.
6. Why do you think they did? accept all ...
7. If it takes heat to evaporate liquids, what might explain the difference? They evaporate at different temperatures. If they don't compe up with this, ask. Do you think they might have different temperatures of evaporation.
8. Record answer in science journal.
9. How can you tell?
10. Do a mini experiment or show a video of two pans on the stove. One on a burner that is turned on and one on a burner not turned. Let them watch as the water in the hot pan evaporates quickly and the other does appear to evaporate while watching.
11. Ask. Was the temperature at the ends of the straw different or the same. same
12. Then if the temperature was the same, maybe the only thing different is that alcohol evaporates at a lower temperature.

Discover

Summarize how this relates to the framing task on your evaporation and condensation over all lab note.

Ask. If different liquids can evaporate at different temperatures.

Could do more experiments with

• Puddles of water in the sun or light vs. in the shade or dark.
• Puddles of water on white or black surfaces.
• Water in different fabrics on a clothes line.
• Create another.

Activity 3 - Dew Drop Inn

First written by Laura Gausman & Chris Kuehler

Materials:

• Clear glass jar with lid, ice, water, thermometer, hot water from the tap, or microwave ahead of time, and save in a thermal container.
• Lab notes -

Focus questions:

Where does the water on a cold glass come from?

Learning outcomes:

• Explain that water will condense on a surface that is cold when warm moist air touches it.

Exploration

1. Put learners in pairs.
2. Accept all answers without comment on accuracy.
3. The Dew Drop Inn has a problem…. WET WINDOWS.
4. In the winter it is colder outside the hotel than inside, and water forms on the inside of the windows. In the summer it is colder inside the hotel than outside, and water forms on the outside of the windows?
5. Can you explain why?
6. Record your thoughts in your science journals.
7. Suggest. I know an experiment that may help you figure it out.
8. Fill the jar half full with hot tap water.
9. Put the lid on the jar and place it on the table.
10. In a second jar, fill it half full with cold water and a few ice cubes.
11. Put the lid on the jar and place it on the table with the warm water jar.
12. Observe the jars.

Invention

1. What happened to the outside of the jars?
   • Observation - cold water had water on it, warm water didn't have water on the outside.
   • Inference - the water leaked through the jar.
   • Inference - the warm air outside touched the colder container and condensed.
2. Was water forming inside the jar or outside?
3. How can what you learned about evaporation and condensation, explain why?
4. Write your answers in your lab journal.
5. What jar is like - The Dew Drop Inn windows in the summer?
6. How about winter?
7. Explain
8. Record answer in journal.
   

Discovery

Summarize how this relates to the framing task on your evaporation and condensation over all lab note.

Activity 4 - Frosty The Snow Can

First written by Laura Gausman & Chris Kuehler

Materials

• Clean empty metal food can (label removed), crushed ice or small ice cubes, salt, teaspoon, dishtowel, masking tape, spoon, thermometers.
• Lab notes -
  

Focus questions:

1. How does frost get on objects in a freezer or a windshield in the winter?

Learning outcomes:

1. Learners will use the idea of condensation to describe how water vapor in air can come in contact with a cold object, turn to water, and freeze; making frost or ice.

Exploration

1. Ask.
2. In the "Dew Drop Inn," you saw how water molecules as a gas in the air would change into a liquid on the outside of a container if the container were cold enough.
3. Lets find out what will happen if the container is really cold.
4. What do you think will happen if the container is really cold? Accept all answers without comment on accuracy.
5. Have students record why in their science journals.
6. The following experiment will help you figure it out.
7. Make sure that the tape is put around the top of the cans, so the sharp edges are covered.
8. Dry out the inside of the can with the dishtowel.
9. Place three teaspoons of salt into the can.
10. Fill the can about half way with crushed ice.
11. Add three more teaspoons of salt.
12. Fill the can almost to the top with ice and another three teaspoons of salt.
13. Hold the can near the top with the dish towel or glove and mix the ice-salt mixture with a spoon. 
14. Keep stirring until something happens on the side of the can.

Invention

1. Ask. Did you notice any water on the outside of the can?
2. Ask. What happened?
3. Have the learners record their observations and inferences in their journals.
4. Ask. How this might relate to frost on the ground.
5. How might this related to frost on the packages in a freezer?  

Discover

Summarize how this relates to the framing task on your evaporation and condensation over all lab note.

Activity 5 - A Paint Sensation

First written by Laura Gausman & Chris Kuehler

Materials:

• Newspaper, white notebook or typing paper, pencil, rubbing alcohol, water, 6 paper cups, crushed holiday egg dye tablets or food coloring, teaspoon, 6 cotton swabs, safety goggles one per person
• Lab notes -

Focus questions:

1. What causes paint to dry? When the water or alcohol evaporate, the pigment and resin (glue) particles are pulled closer together. When the water or alcohol is gone, these particles are touching one another very tightly with the last of the water evaporated. Thus the particles stuck to one another make a coat of paint on the surface which was painted. Each particle still has its original chemistry, besides being stuck to the particle next to it. Otherwords there is no chemical change in this process.

Learning outcomes:

Use water and alcohol with coloring to model paint drying as the water and alcohol evaporate leaving behind the coloring particles as the paint and explain the process of evaporation as water or alcohol particles gain energy and change from a liquid to a solid and float of into the air - evaporate.

Exploration

1. Organize learners into pairs and groups.
2. Ask. When you and your parents paint your house what process takes place for the paint to dry? Accept all answers without comment on accuracy. 
3. Have students record their guess in their science journals.
4. The following experiment will help you figure it out.
5. Spread newspaper over your work area.
6. Put your safety goggles on.
7. Pour the dye into one of the cups.
8. Add food coloring or Crush each of the other dye tablets and put each into separate cups.
9. Separate the cups into two groups.
10. In one of the groups put 2 teaspoons of water into each cup and mark it with a W. 
11. In the other group have an adult put two teaspoons of rubbing alcohol into each cup and mark it with an A. (Make sure to replace the lid on the rubbing alcohol).
12. Fold another piece of notebook or typing paper in half and draw the same picture on both sides.
13. Use a cotton swab to paint one side using the paint from a cup marked W. 
14. Paint the other side with a cotton swab using the paint from a cup marked A.
15. Ask. Think about what you learned in Lose Some Weight - Evaporate and predict which picture will dry first. 
16. Watch the paintings and see which dries first. 
17. Record what happens as observations and write you inferences for your explanations.

Invention

1. Discuss what they observed and what inference they can make about evaporation.
2. Ask.
3. How did the temperture of the paper compare? Do you think that made a difference? no they were pretty much the same.
4. How did the temperture at which they evaporate compare? Alcohol evaporate at alower temperature than water.

Discover

Summarize how this relates to the framing task on your evaporation and condensation over all lab note.

Activity 6 - Evaporation

First written by Laura Gausman & Chris Kuehler

Materials

• Plates, (not paper) one purple, orange, black crayon, (for each group) water, sponge, measuring cup,thermometer, humidity detector (optional)
• Lab notes -

Focus questions:

1. How does water disappear differently?

Learning outcomes:

1. Map the rate of water evaporation in different places and explain some inferences as what might have been different.

Exploration

1. Organize learners into groups and pairs.
2. Teacher wipes a wet sponge across the board.
3. Have the learners watch and make observations about what happens.
4. Ask where does the water on the board go? Accept all answers without comment on accuracy.
5. What happens to puddles after it rains? Accept all answers without comment on accuracy.
6. Where does the water go?Accept all answers without comment on accuracy.
7. Have you ever seen clothes hung out to dry in the sun and wind?
8. Where does that water go? Do not tell them if their answers are right or wrong at this point.
9. Divide into partners.
10. Give each pair a plate and three different colors of crayons.
11. Have learners make a shallow puddle on their plates.
12. They should make a purple circle around the puddle.
13. Have each group put their plate in different parts of the room.
14. Have the them make some predictions about what will happen to the puddles of water.
15. Possible questions, Will the puddle be the same size, will it be larger or smaller, what if we left it in the spot for an hour?
16. Check about an hour later, each pair should make an orange circle around their puddle. If it has changed any.
17. Students can compare puddles.
18. Have the pairs leave their plates in the same spot for another hour.
19. During this time you may have them compare their predictions to what happened. 
20. Have them predict what they think will happen in another hour.
21. Have them record that in their journals.
22. Possible questions What will your puddles look like in an hour, what will happen to the water, where does it go, do you think there will be a puddle left?
23. Have them check their puddles, and put a black circle around the puddle.
24. Have the groups compare puddles.
25. Have a discussion about what happened to the puddles, possible questions.
26. Is there a difference in how fast the puddles are evaporating in the different parts of the room, Who's puddle shrunk fastest, or evaporated faster, where did the water go, what types of places help evaporation to happen faster?
27. What did you think the puddle would look like in the morning if we leave it here all night?
28. Have them record response in journal.
29. The next day have pairs observe their plates.

Invention

1. Regroup as a class and groups shoe their plates.
2. Ask. What happened to the water, where did the water go, what is the name for water going from liquid to the air? evaporation
3. How does this relate to when you are done taking a shower and you hang your towel up to dry?

Discover

Summarize how this relates to the framing task on your evaporation and condensation over all lab note.

Activity 7 - Condensation

First written by Laura Gausman & Chris Kuehler

Materials

• Glass jars, ice cubes, water, paper clips, 8-10 Petri dishes or shallow transparent plates, 4-5 tin lids, salt.
• Lab notes -

Focus questions:

1. How can moisture affect objects in our environment?

Learning outcomes:

1. Observe water in a closed system with salt and infer the water evaporated, created a high moisture atmosphere, and interacted with the salt

Exploration

1. Organize learners into groups and pairs.
2. Ask. What are clouds? Accept all answers without comment on accuracy.
3. How are they made? ccept all answers without comment on accuracy.
4. Have you ever seen a cloud on the ground before?
5. What is a cloud (fog) on the ground called?
6. How is fog made?
7. In the winter, when you walk outside, what happens to your breath when the cold air hits it? it looks like fog
8. Record their answers in their science journals.
9. The following experiment will help you figure it out.
10. Remember in the Dew Drop Inn activity when filled the jar up with cold water.
11. What did you observe on the outside of the jars? moisture
12. Where might it have come from? the air
13. Give each group two shallow dishes, two paper clips, and one tin lid.
14. Have them place the paperclips in one of the shallow dishes
15. Next have them set the tin lid on top of the paper clips.
16. Have them place 6-10 salt crystals on the tin lid.
17. The teacher will then pour a thin layer of water into each shallow dish making sure that the tin lid does not get any water on it.
18. Then have each group place the other shallow dish on top of each set making sure that no water splashes onto the tin lid.
19. Let the setup sit for up to a half hour.
20. Ask. What do you think will happen?

Invention

1. Regroup as a class and groups demonstrate their projects.
2. Ask. What ahppened?
3. What happened to the salt and why are there drops in the lid instead of salt? accept all answers. Hopefull some will mention that the water might have evaporated and was in the air above. From there if they don's suggest further, then say. DO you think that the water that evaporated from the dish might have created air with high humidity above the water. Then this water or humidity from in the air moved around and around bumped into the salt crystals causing each of them to dissolve.
4. Record it in their science journals.
5. Now all that is left is the water on the lid. How is this condensation?
6. How does this relate to the fog when you wake up in the morning?

Discover

Summarize how this relates to the framing task on your evaporation and condensation over all lab note.

• Water cycle
• Enviornmental science - water cycle as an environmental factor in an ecosystem ctiity 7-11.
• Weather
• Weather
• Watershed