LESSON PLAN

DESCRIPTION: The essential question the students will be engaging in throughout this lesson plan would be, "when water evaporates, where does it go?" They will explore this question by performing a water painting acticity. This could be implemented outside on a nice day so that the water evaporates quickly. See what your students can come up with!



Student Learning Map

Subject: Science                             Topic: Water and Water Mixtures/ Water panting

Key Learning: Experimenting with water panting, children will discover that water evaporates into the air.

Unit Essential Question: When water evaporates, where does it go?

Concept: Observing	Concept: Comparing
Lesson Essential Questions: How does the ground look when it is wet? Is it still wet? Where do you think the water is going?	Lesson Essential Questions: What happens when you try this experiment in the sun vs. the shade?
Vocabulary: damp, wet, dark, shiny	Vocabulary: evaporates, dries, disappears, fades away, vanish

Acquisition Lesson Plan

Plan for the concept, topic, or skill-not for the day            

                                                                        Water and Water Mixtures/ Water panting

Essential Question: When water evaporates, where does it go?

What do students need to learn to be able to answer the Essential Question? Assessment Prompt: First, ask all of the children to join you at a spare table in the classroom. After that, place the paintbrushes, chalk, and eyedroppers on the table, and prompt the children to begin a discussion. “Hmm, I wonder what we will be doing with these different materials. Have a discussion with a friend standing beside you about what you think we will be doing today.” Allow the children a sufficient amount of time to discuss the answer with their peers. Scaffold the children’s thinking as they engage in conversations with one another. Assessment Prompt: After that, get their attention and explain what they will be doing with the different materials on the table. First, use the activating strategy you prepared, and then head on outside. When you are outside, first model what you want your students to do. Remember to be explicit when demonstrating; let them hear you think aloud. Assessment Prompt: After the children become familiar with what they will be doing, allow them to perform the experiment on their own. While they are painting shapes using the different materials that are provided, and outlining what they have created with the chalk, be sure to scaffold children’s thinking as necessary. Ask the questions that have you created specifically for this lesson. Also, take advantage of any “teachable moments” that could arise.

Activating Strategy: First, to get the children excited about learning I will say, “Class, look outside, it is way too beautiful to spend our entire day inside. How would you like to learn something outside for a change? Okay, but in order for this to work, I need your undivided attention. I know that this is really exciting, but remember, all rules still apply. So I am expecting you to act as if we were still in the classroom. I don’t think our class will have a problem with this, because you have all earned my trust. Now, let’s line up and have some fun.” -----------------------------------------------------------------------------------------------------------Key vocabulary to preview: damp, wet, dark, shiny, evaporates, dries, disappears, fades away, vanish

Teaching Strategies: *Remember, the more excited you are about learning, the more excited they will be! You set the mood. Graphic Organizer: With this activity there is no graphic organizer.

Instruction: (Note to self) As the children are experimenting with water painting, walk around outside and ask them several questions about what they are thinking (meta cognition). (Refer to the questions that you have prepared for this lesson.)   AP#1: First, ask all of the children to join you at a spare table in the classroom. After that, place the paintbrushes, chalk, and eyedroppers on the table, and prompt the children to begin a discussion. “Hmm, I wonder what we will be doing with these different materials. Have a discussion with a friend standing beside you about what you think we will be doing today.” Allow the children a sufficient amount of time to discuss the answer with their peers. Scaffold the children’s thinking as they engage in conversations with one another. AP #2: After that, get their attention and explain what they will be doing with the different materials on the table. First, use the activating strategy you prepared, and then head on outside. When you are outside, first model what you want your students to do. Remember to be explicit when demonstrating; let them hear you think aloud.   AP #3: After the children become familiar with what they will be doing, allow them to perform the experiment on their own. While they are painting shapes using the different materials that are provided, and outlining what they have created with the chalk, be sure to scaffold children’s thinking as necessary. Ask the questions that have you created specifically for this lesson. Also, take advantage of any “teachable moments” that could arise. Assignment: With their care givers permission, children could share what they have learned about evaporation with their friends and families at home. For fun, they can continue to experiment with water panting.

Summarizing Strategy: After experimenting with water panting, be sure to refer back to the essential question: When water evaporates, where does it go? Allow the children wait time to ponder this question once more. Allow the children a sufficient amount of time to discuss the answer with their peers. Regroup and choose a few volunteers to share their answers. After sharing some of the student’s ideas, allow the children five more minutes outside to finish exploring.

SITE: Brittany Salisbury lesson plan