Grade 4
Lesson: Water Cycle
Condensation
Reference to English Interconnections Lesson
Cycles: Patterns of the Earth pg. 13
Science Standard(s): Standard 1 Objective 1, Standard 1 Objective 2
Content Objective(s):
Language Objective(s):
Students will demonstrate the process of condensation,
Students will be able to state what condensation is, state how
compare and contrast it to evaporation, and locate examples of
evaporation and condensation are similar and different, and
it in the world around them by participating in an experiment
orally give examples of where it most often occurs by using
with a small group.
sentence frames in an activity with a partner.
I can demonstrate how water condenses, compare and contrast
it to evaporation, and locate examples of it in the world around
me by doing and experiment with a small group.
Essential Questions:
How does water change as it collects on Earth?
Materials:
Science Journals
Mirror
Glass Jar
Cold and Hot water
Ice cubes
Food coloring
Paper Towel
Clear plastic cups )2 per group
Clear tape
Plastic sandwich bags
Matches
Word Bank
Exit Ticket
Lesson:
I can tell explain what condensation is, state how evaporation
and condensation are similar and different, and give examples
of where it often occurs by using sentence frames in an activity
with a partner.
Required Academic Vocabulary for Word Wall:
Listen: water cycle, condensation, clouds, fog, breathe, opposite
Speak: water cycle, condensation, clouds, fog, breathe, breath
Read:
Write: evaporation, quickly, slowly, opposite
Sentence Frames:
Condensation is___________________.
Evaporation and condensation are similar because__________.
Evaporation and condensation are different because________.
Two examples of condensation are ________.
Additional Lesson Vocabulary:
Instructional Time: 40 minutes
Opening: (2 minutes)
T: Hold up a mirror. Invite a student on each table to breathe on it. “What happened? When I say ‘Go’, turn to
your partner and tell them what you saw? Go!”
S: The mirror fogs up.
Call on a student to share out loud with the class what they saw.
T: “Where did the fog come from? When I say ‘Go’, turn to your partners and tell them what is it made of?”
S: Your breath.
Call on a student to share out loud with the class what it is made of.
T: “When you breathe on a mirror, the WARM air from your lungs hits the COLDER surface of the mirror
and CONDENSES. Today we’re going to learn about condensation.”
T: “Let’s take a look at our learning objective today.” Point and refer to the objective on the board: I will
describe how water condenses, compare it to evaporation, and locate examples of it in the world around me, on my
own and with a small group “In your partnership, I want one of you to be partner 1 and one of you to be
partner 2. Take 5 seconds to decide.”
Students turn to their neighbors and decide who is partner 1 and who is partner 2.
T: “Partner 1, when I say “go” you will read the objective on the board. When Partner 1 finishes, Partner 2
will tell Partner 1 one thing we will learn and be able to do today. Go.” Give the class 1-2 minutes.
S1reads the objective.
S: I can describe how water condenses, compare it to evaporation, and locate examples of it in the world around me, by
doing and experiment with a small group.
S2states one thing the class will learn and be able to do today.
Call on one student in the class to read the objective and another student to tell the class one thing we will
learn and be able to do today.
Introduction to New Material (Direct Instruction): (5 minutes)
Hold up your vocabulary card for condensation. “CONDENSATION is the process of water vapor changing to
a liquid.”
When you say this definition, do a hand signal to represent water vapor turning into a liquid. You can do the
opposite motion of evaporation. Begin by wiggling your fingers and then make an ocean wave motion for liquid
water. Be careful not to make a falling motion for the liquid because you want that to be used for precipitation.
Do this action each time you say the word CONDENSATION.
T: “Repeat with me the word condensation.”
S: Condensation
T: “Now move your hands and repeat the definition with me. Condensation is when…
S: Together with the students, move your hands again slowly and say ‘water vapor changes to liquid water’ with the
students.
Write the definition on the board or post a previously written one.
T: “Earlier we learned that evaporation is the process of changing liquid water to water vapor. Well,
condensation is the opposite of evaporation. When we breathe on a mirror we see our breath condense. If
we wait a few minutes, the fog will warm up and disappear. That is evaporation! Evaporation and
Condensation are similar because they both involve changes in states of matter. Both of these changes
depend on a change in temperature. The changes, however, are different. They are different because
evaporation is a liquid turning into a gas, and condensation is a gas turning into a liquid. Evaporation
happens when a liquid is warmed and condensation occurs when a gas is cooled.”
T: “During our first water science lesson, you watched water in a pot start to boil. The water evaporated
and then we held ice in a plate over the vapor. When I say ‘Go,’ turn to your partners and tell them what
happened on the plate. Go!?”
S: The plate with ice had water under it.
Have a student or two share with the class.
T: “The plate was so cold from the ice, that it turned the vapor back into a liquid! We are going to try to
think of some different places where we might notice the process of condensation. I will help you with the
first example. Sometimes, in the winter time, when you are driving in your car, the windows get all fogged
up and you can’t see out. When I say ‘Go,’ turn to your partners and tell them where that fog is coming
from. Go!”
S: Your breath, the air, etc.
Have the whole class share together.
T: “Let’s figure out why there is fog forming on the window. Class, in the winter is it hot or cold outside?”
S: Cold
T: “Right. Usually, we have the heater going inside the car to keep it warm, but the windows are still pretty
cool. Can anyone think how this might cause condensation to happen on the window? When I say ‘Go,’ turn
to your partners and tell them how condensation happened on the window. Go!?”
S: Help the students understand that the warm breath puts water vapor into the air. When it hits the window, it
cools.
Have a student or two share with the class.
T: “Great. Now, I want you to brainstorm, with your partner, other places where you might see
condensation happen. It is a good idea to think of places where you might find vapor that can cool. We’re
going to write them on the board and create a word bank. When I say ‘go,’ I’m going to give you 1 minute to
talk with your partner about all the places that you can think of, where condensation happens. Then we’ll
share our ideas with the class and write them on the board as part of our word bank. For example, my
partner and I might have thought of the car example. We’ll share it with the class and then the teacher will
write it on the board in our word bank. You’re going to think of as many condensation locations as you can
with your partners. Go!”
S: Students talk with their partners for one minute.
Get the attention of the students.
T: “Okay, raise your hand to share your ideas with the class. We will add the condensation locations you
come up with to our word bank.”
S: clouds, dew, the shower, our breath on a cold winter day, on the cupboards in the kitchen, on your glasses for your
eyes, glasses you drink from, dishes etc.
Write the student responses to the word bank. Write other possible responses from the sample word bank
that you find important to include. Clouds and Dew need to be mentioned and understood.
Guided Practice: (10 minutes)
T: “ I want all of you to think about the process of condensation. When I say, ‘Go’ I want you to all turn to
your partners and in your own words, describe the process of condensation. “
Use the Modeling Cycle
Teacher Does:
T: “Partner 1 will go first. You are going to use the sentence frame ‘Condensation is ______’” Point to the
sentence frame. “For example I could say, ‘Condensation is when water vapor turns into a liquid. Then
Partner 2 will define it using the sentence frame in his/her own words.”
Teacher Does with a Student:
Call on a student to help model. Student does not necessarily need to come up in front of the class.
T: “Describe the process of condensation. Go!”
S: Condensation is when water vapor cools and turns from a gas to a liquid
T: “Then it would be Partner 2’s turn to define condensation using the sentence frame.”
All Students Practice:
T: “Now you’re all going to define and describe the process of condensation. Go!”
Students all talk with their partners.
Call on a couple of students to share out their definition of condensation in their own words.
T: “In our last lesson we learned about evaporation, and in this lesson we learned about condensation.
Let’s compare and contrast to two. Normally I would use a Venn Diagram to compare and contrast the two
stages, but I would like to use sentences. So I’m going to make a T chart. On this side, I’m going to write
how they are similar and on the other side I’m going to write how they are different.”
Draw a T-chart and label one side Similar and the other side Different.
T: “When I say go, I want you to turn to your partners and talk about how evaporation and condensation
are similar.”
Teacher Does:
T: “Partner 2 will go first. You are going to use the sentence frame ‘Evaporation and Condensation are
similar because ______’” Point to the sentence frame. “For example I could say, ‘Evaporation and Condensation
are similar because they both involve a change of state of matter. Then Partner 1 will use the sentence
frame to explain how evaporation and condensation are similar in his/her own words.”
Teacher Does with a Student:
Call on a student to help model. Student does not necessarily need to come up in front of the class.
T: “Explain how Evaporation and Condensation are similar using the sentence frame. Go!”
S: Evaporation and Condensation are similar because both evaporation and condensation involve a change in state,
such as going from a liquid to a gas, and a gas to a liquid. (Both evaporation and condensation depend on the
temperature to make the state change.)
T: “Then it would be Partner 1’s turn to explain how they are similar using the sentence frame.”
All Students Practice:
T: “Now you’re all going to explain how evaporation and condensation are similar using the sentence
frames. Go!”
Students all talk with their partners.
Call on a couple of students to share out their comparisons. Emphasize the ones of most importance and write
them in complete sentences on the board under similar.
Teacher Does:
T: “Partner 1 will go first. You are going to use the sentence frame ‘Evaporation and Condensation are
different because ______’” Point to the sentence frame. “For example I could say, ‘Evaporation and
Condensation are different because evaporation is when a liquid changes to a gas and condensation is
when a gas changes to a liquid.’ Then Partner 2 will use the sentence frame to explain how evaporation
and condensation are different in his/her own words.”
Teacher Does with a Student:
Call on a student to help model. Student does not necessarily need to come up in front of the class.
T: “Explain how Evaporation and Condensation are different using the sentence frame. Go!”
S: Evaporation and Condensation are different because evaporation and condensation are opposites. Evaporation
happens when a liquid is warmed and condensation happens when a gas is cooled.
T: “Then it would be Partner 2’s turn to explain how they are different using the sentence frame.”
All Students Practice:
T: “Now you’re all going to explain how evaporation and condensation are different using the sentence
frames. Go!”
Students all talk with their partners.
Call on a couple of students to share out their contrasts. Emphasize the ones of most importance and write
them in complete sentences on the board under different.
T: “Now when I say ‘Go’ I want you to identify at least two examples of condensation in the world around
us. What do we see that is evidence of condensation? “
Teacher Does:
T: “Partner 2 will go first. You are going to use the sentence frame ‘Two examples of condensation are
______’” Point to the sentence frame. “For example I could say, ‘Two examples of condensation are the water
on the glass in the shower and dew.’ Then Partner 1 will use the sentence frame to give an example of
condensation.”
Teacher Does with a Student:
Call on a student to help model. Student does not necessarily need to come up in front of the class.
T: “Give two examples of condensation in the world around us. Go!”
S: Two examples of condensation are your breath on a cold day, and cloud, dew, etc.
T: “Then it would be Partner 1’s turn to give an example of condensation using the sentence frame.”
All Students Practice:
T: “Now you’re all going to give examples of condensation using the sentence frames. Go!”
Students all talk with their partners.
Call on a couple of students to share out their examples and write them on the board or refer to them on the
word bank.
Guided Exploration: (15 minutes)
T: “Let’s experiment with condensation.” (Do the hand motion.)
Fill a glass bottle half full with cold water and add ice cubes until the jar is almost full.
T: “Class, what temperature is our classroom? Warm or Cold? Turn to your partner and tell them the
answer.”
S: Warm
Have the whole class share out.
T:”What temperature is the water? Turn to your partner and tell them the answer.”
S: Cold
Have the whole class share out.
T: “What do you think will happen when the WARM air in the room touches the outside of the COLD jar?
When I say ‘Go,’ I will give you 1 minute to talk on your tables and make a prediction. With your group you
will decide what is going to happen when the warm air touches the cold jar. Go!”
S: When the warm air touches the cold jar, the water vapor in the air will turn into a liquid on the glass. Just like it did
on the plate with ice!
Have all the tables share their predictions. While you wait for condensation to take place, put a couple of drops
of food coloring in the water. (If time permits, you can explain how the movement of the food coloring shows
that the molecules are always moving. This can also demonstrate how they move slower in cold water than
they do in warm water.)
T: “Now, observe what is happening on the outside of the jar. Can you see the drops of water forming?”
Walk around the room and let them see the water forming. It is ok to have a few of them touch it to confirm that it
is wet. “Did I spill the water from inside the jar? Is that why it is wet? Turn to your partner and tell them
what you think.
S: No. Maybe.
Have the whole class share at once
T: “Where did the water on the jar come from? Turn to your partner and tell what you think.”
S: It was vapor in the air and now it is water.
Have one or two partners share.
T: “I can prove that the water didn’t come from inside the jar. Watch closely.” Dip the tip of a paper towel in
the cup and show how it changes to the color of the food coloring. Then wipe the outside of the jar and show that it
is wet, but clean.
Divide the class into groups of 5or 6. Give each group two plastic cups and a strip of tape long enough to
circumscribe the cups. When they are sitting with their groups, give them the next instructions before you pour
hot water into one of the cups.
T: “Now, I am going to come around to each of your groups. I will pour some hot water into one of your
cups. When I do so, I want you place the other cup upside down over the top of the first.” Model how this is to
be done as you say the directions. “Then you will carefully and quickly tape the gap between the two cups. We
want to keep all of the heat inside the cups as we can.” Again, model how this is to be done as you give
directions. “Does anyone have any questions?” Wait a few seconds, answer any questions, and then begin
pouring the hot water. After you pour the water, you may need to help some groups with the taping.
T: “Remember, when water evaporates, it becomes water vapor. Normally this vapor moves around freely
in the air, but we have trapped it inside of the cups. Let’s see what happens.”
As the water condenses, it will collect on the top of the cup and the drip down like precipitation.
T: “What is a cloud made of? Turn to your partner and tell them what you think. Go!”
S: Water. Some might say water vapor
Have the whole class share their idea at once.
T: “I heard a lot of people say water. Do you think it is liquid water or water vapor? Think about it. Wait
three seconds. “When I say ‘go,’ shout you’re your answer out once. Go!”
S: liquid/water vapor
T: “Condensation is the process that makes clouds! Clouds were made of liquid droplets of water.
Independent Practice: (6 minutes)
Erase the answers that might be posted on the board, but leave the sentence frames. Place the exit ticket under
the document camera.
T: “Now that we’ve talked about the process of condensation with our partners and the class, compared it
to evaporation, and located examples of condensation in the world around us, we’re going to show what we
know independently. When you get this exit ticket, you are going read the directions and begin. The
directions state: Write a paragraph using 4-5 sentences or more to address these three points: 1. Describe
the process of condensation using the sentence frame. 2. Compare and contrast condensation to
evaporation using the two sentence frames 3. Give at least 2 examples of condensation in the world
around us using the sentence frame.
Pass out the exit tickets to the students.
T: “Go!”
Give students 5 minutes to write their five sentences. Walk around the class and ensure students are
understanding the directions and what they are to do. After five minutes, collect students’ papers to evaluate.
Closing: (2 minutes)
T: “Great job today. Let’s review what we learned”
T: “When I say ‘Go’ Partner 1 turn to Partner 2 and use the sentence frame to define Condensation. Go!”
Point to sentence frames.
All Partner 1’s turn to their Partner 2’s and define evaporation.
T: “When I say ‘Go’ Partner 2 turn to Partner 1 and use the sentence frames to define Condensation. Go!”
Point to sentence frames.
All Partner 2’s turn to Partner 1’s and define condensation.
T: “Did we meet our objective today? Let’s read the objective as a class. Go!”
Everyone reads the objective on the board.
T: “Now, Partner 1 will tell Partner 2 how condensation relates to evaporation. Go.”
S: They are opposites.
Have a couple of partners share.
T: “Now, Partner 2 will tell Partner 1 two examples of condensation in the world around us. Go!” Give them
about 30 seconds this time.
Students name some examples of condensation in the world around us from the list from the board that you made
earlier.
T: “You all did a great job today. When you go home today I want you to find 5 places where you see
condensation happening and tell me about it tomorrow.”
Assessment:
Informal Assessment as you watch group and partner discussions
Use Exit Ticket as a formative assessment
Extra Ideas:
There is a book and further recommendations that included integrations with measurement in the interconnections book pg. 13
Name_______________________________
Date_______________________________
Write a paragraph using 4-5 sentences to address these three points:
1. Describe the process of condensation using the sentence frame.
2. Compare and contrast condensation to evaporation using the two sentence frames
3. Give at least 2 examples of condensation in the world around us using the sentence frame.
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Name_______________________________
Date_______________________________
Write a paragraph using 4-5 sentences to address these three points:
1. Describe the process of condensation using the sentence frame.
2. Compare and contrast condensation to evaporation using the two sentence frames
3. Give at least 2 examples of condensation in the world around us using the sentence frame.
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Word Bank
Dew
Glass water drops on the Shower
Breath in Cold Air
Water drops on a cold can of soda
Water drops on the outside of a glass
Cloud