CONCEPT: Cloud formations are associated with weather conditions.
CONTENT OBJECTIVE: 4K1.00 To understand how cloud formations relate to weather conditions
INSTRUCTIONAL OBJECTIVE: The learner will:
1.01 understand the process of condensation.
1.02 understand the process of evaporation.
1.03 understand the process of cloud formation.
OUTLINE OF CONTENT:
I. Definition of condensation
II. Definition of evaporation
III. Cloud formation
TN COMPONENT OF SCIENCE: Habits of Mind
TN GOAL:
To enable students to demonstrate ways of thinking and
acting inherent on the practice of science; and to exhibit an
awareness of the historical and cultural contributions to the
enterprise of science.
TN THEME:
3.2 ASSUMPTIONS - The recognition and the criticism of the validity of an argument through presentation of data and differentiation between fact and assumption in the preparation of an explanation for a natural phenomenon are vital parts of the scientific process.
TN STANDARD(S): The learner will understand that:
3.2b Predictions are based on previous knowledge.
BENCHMARK: Logical predictions are formulated from the evaluation
of observations and prior learning.
CLASSROOM CONNECTORS
TIME REQUIRED:
Three instructional periods, 30 to 40 minutes each
MATERIALS:
Hot plate or tripod holder for a container placed over a lighted candle, clear glass container, ice cubes, glass or pan of water, mirror, vegetable oil, thermos of dry ice, pictures of the different types of clouds
Classroom Connector One
SET:
Have you ever thought about why water is found in so many
places? (accept all responses) Today we want to try to understand
the movement of water and its affect on the weather.
INSTRUCTION:
Condensation is the change of state from a gas to a liquid. Water vapor condenses to a liquid when heat is removed. Look at the glass of ice cubes and notice the moisture forming on the outside of the glass. Where does that liquid come from? (response) What will happen if we put ice cubes in a container and put it over a source of heat? (response) Does the liquid form on the outside of the container? (response)
(Refer to the experiment and question children who did not raise their hand. Question them as to which container of ice will change to a liquid the fastest.) What happens when dry ice melts?
ACTIVE PARTICIPATION:
(Draw a diagram of the water cycle on the
board but do not label the parts of the picture. Have the children
label the condensation part of the picture.)
CLOSURE:
Today we learned about the change of state of water from
a gas to a liquid. We learned about condensation. Tomorrow we
will look closely at another part of the water cycle and learn
about evaporation. Are there any questions? Have students use
the water cycle to explain why it is important for us to conserve
our water in the world.
Classroom Connector Two
TIME REQUIRED:
30 minutes
SET:
Yesterday we learned all about condensation, today we want
to learn about evaporation. Where does the water go when it disappears?
All of you write the word condensation as I write it on the board.
INSTRUCTION:
(TEACHER MATERIALS: chalkboard, sunshine, a cloth
or sponge) Evaporation is the change of state from a liquid to
a gas. Each of you have a slate in your desk. Get out your slates.
I am going to give each of you a wet paper towel. I want you to
lightly wash your slate. Notice the moisture. Where does it go?
I have a mirror. Tommy, open your mouth and say "Huff and
puff" on the mirror. What do you see on the mirror? Watch
the moisture on the mirror, what happens to it? (response) Where
does it go? (response)
Now, I want to put two tablespoons of water in two different glasses. In one glass, I will add a tablespoon of vegetable oil. I want to put both glasses on the concrete platform just outside the door in the sunshine. At the end of the day, we will observe the water in each glass and measure the liquid in each glass. Will the water evaporate quicker in the glass with the oil or the glass without the oil? Now, I will wash the chalkboard. Notice where the moisture evaporates first. Why does the moisture at the top of the board evaporate quicker? (response) Where is the highest temperature at the bottom of the board or at the top of the board? (response)
MONITOR AND ADJUST:
As you washed your slate and the moisture
evaporated, what in the water cycle picture does this compare
with? (response) How does the moisture in that lake and on the
ground get to the sky and form a cloud? (response)
ACTIVE PARTICIPATION:
Will you please draw the water cycle now on your slate and label the parts. (pause) Let me see your drawing. Raise your hand when you are finished. Now, whisper to your neighbor on your left and tell him/her the two processes in the water cycle we talked about today. (pause)
REINFORCEMENT:
(Check the water cycle as they complete the drawing.
If there are students who did not learn the lesson, help them
with their drawing and then ask them to explain it.) Check the
glasses of water (Out in the sun). Record your findings on the
chalkboard. (pause)
CLOSURE:
Today we learned about how water changes from a liquid
to a gas. This process is evaporation. The water cycle shows precipitation,
condensation, and evaporation.
Classroom Connector Three
TIME REQUIRED:
30 minutes
SET:
In our previous lessons we have discussed evaporation and
condensation. Today we want to talk about cloud formation.
INSTRUCTION:
Clouds form when the water in the air condenses on
small particles of dust. As you recall the water which is available
on the earth evaporates. Water for evaporation is controlled to
a great extent by the way we keep our earth covered with vegetation
and provide for holding places for water. The tiny drops of water
that form in the air make up the clouds. Clouds take a number
of shapes. They are generally classed as cirrus which are feathery,
cumulus which are puffy with flat bottoms, and stratus which are
smooth and generally cover large portions of the sky.
ACTIVE PARTICIPATION:
(Take the students outside to view the different
types of clouds. Pictures of the different types of clouds will
help them in the identification process.)
CLOSURE:
Have students make their own chart of cloud types using
cotton and include a weather statement for each.
ENRICHMENT:
1. Record weather observations on a chart for one week. Include
the following information: Day, Time (same time each day), cloud
cover, wind speed, weather descriptions, at the end of the week,
discuss findings.
2. Cloud gaze to find different shapes. Draw the shape you find and write a creative story about it.
This is the
time this file has been accessed since 07/01/97.
The University of Tennessee at Martin is not responsible for the information or views expressed here.
