 |
 |
 |
|
| Select Framework:
|
|
| Select Grade: | |
 |
| Loading...This may take few minutes. |
|
|
Title
|
Mission 2 - Lesson 3: Phase Changes of Water
|
|
Type
|
Primary: Lesson Plan
|
|
Operation
|
Monster Storms
|
|
Mission:
|
Mission 2: The Plot Condenses
|
|
Subjects
|
Science
|
|
Grades
|
5 | 6 | 7 | 8
|
|
Duration
|
00:00:00 (HH:MM:SS)
|
|
Audience
|
Teachers | Elementary Grades | Junior High
|
|
|
Created On
|
9/3/2007
|
 |
From: Monster Storms Mission 2: The Plot Condenses |
 |
|
|
Mission 2 - Lesson 3: Phase Changes of Water Define the phases and phase changes of water. Describe the water cycle. |
|
 |
Prepare |
|
|
|
Time Required: 60 minutes
- Print the Phase Changes of the Water Cycle activity from the JASON Mission Center. Make enough copies for each student.
- Create the Water Cycle transparency from the JASON Mission Center.
- Gather resources for the Agricultural Connection outline on page 31 of the teacher’s edition. You may want to investigate crop losses, such as the Easter freeze of 2007, and explain what success the orange growers of California had with the described methods.
- Investigate how the Agricultural and Biology Connections on pages 31 and 32 could be used as long-term projects for selected students.
|
|
|
View
|
All the transparencies you'll need for Mission 2. |
|
|
|
|
To support the implementation of Mission 2. |
|
|
|
 |
Motivate |
|
|
|
|
- Ask students to recall the work they did on the critical thinking activity from the preceding lesson. As a class, come to a general consensus about why bottled oxygen is needed at high altitudes.
- Ask the students who conducted the inquiry activity to report on their findings.
- Explain that today’s lesson will give them insight into the role that water plays in making weather.
|
|
|
|
 |
Teach |
|
|
|
|
- On the board, write the bold face words from the article Phase Changes of Water from page 31 in the student edition. Ask students to comment on their prior knowledge of these words.
- Ask what they all have in common. They may know that they all have to do with the energy state of water. Make two columns on the board: energy absorbed and energy released. Ask students to make these columns in their notebooks as well.
- As they read, ask students to write each bold face word in the correct column and to write an example. For example, students would write the word “freezing” in the “energy released” column and include an example such as "water freezing in an ice tray in the freezer."
- When students have finished reading, have them share their ideas about what column the words should go in. As a class, come to a consensus about the definition of each word.
- Ask students if they have ever heard the term “water cycle.” What do they think it is? Accept all answers.
- Hand out copies of the handout Phase Changes in the Water Cycle and do the activity as directed on page 31 of the teacher’s edition.
- Ask students to read The Water Cycle on pages 32-34 of the student edition.
- Ask how the water cycle relates to phase changes of water.
- Display the Water Cycle transparency and use the guided questions from page 32 of the teacher’s edition to lead the discussion.
|
|
|
View
|
This article discusses phase changes of water and explains the various ways water can change between solid, liquid, and gaseous states. |
|
|
|
View
|
The movement of water in all its physical states, including a complex series of phase changes below, on, and above Earth’s surface, is called the water cycle. Learn about the processes by which water moves through these phase changes as it continuously cycles through Earth's crust, oceans, and atmosphere. |
|
|
|
 |
Reflect And Assess |
|
|
|
|
- Collect the Phase Changes in the Water Cycle activity sheet for immediate assessment of student understanding.
- Evaluate students’ responses and participation in discussions.
|
|
|
|
 |
Follow-up |
|
|
|
|
- Before the period ends, conduct the discussion outlined in Reteach: Natural Freshwater Filtration.
- Ask half of your students to research Extension: Living Without Fresh Water and the other half to write a paragraph on the importance of fresh water as outlined in the Critical Thinking activity. All are located on page 33 of the teacher’s edition.
- Students should be ready to report on their findings during the next class period.
|
|
|
|
 |
|
 |
|
 |
|
|
 |
|
 |
