4^th Grade

Standard: 01

Objective: 01. Describe the relationship between heat energy, evaporation, and condensation

of water on Earth.

ILO:

Where is most water found on Earth?

a. in glaciers

b. in lakes

c. in rivers

d. in oceans

Correct Answer: d

4^th Grade

Standard: 01

Objective: 01. Describe the relationship between heat energy, evaporation, and condensation

of water on Earth.

ILO:

What source of energy evaporates the most water from Earth's surface?

a. volcanoes

b. the sun

c. lightning

d. wind

Correct Answer: b

4^th Grade

Standard: 01

Objective: 01. Describe the relationship between heat energy, evaporation, and condensation

of water on Earth.

ILO:

What controls whether water is a gas, liquid, or solid ice?

a. what cup it is in

b. how long it has been in a place

c. if it is being used for anything

d. what its temperature is

Correct Answer: d

4^th Grade

Standard: 01

Objective: 01. Describe the relationship between heat energy, evaporation, and condensation

of water on Earth.

ILO:

On which kind of day would you expect the most evaporation from the surface of a pond?

a. cold, rainy

b. cold, sunny

c. warm, rainy

d. warm, sunny

Correct Answer: d

4^th Grade

Standard: 01

Objective: 01. Describe the relationship between heat energy, evaporation, and condensation

of water on Earth.

ILO:

What is water doing when it changes to water vapor?

a. evaporating

b. condensing

c. precipitating

d. freezing

Correct Answer: a

4^th Grade

Standard: 01

Objective: 01. Describe the relationship between heat energy, evaporation, and condensation

of water on Earth.

ILO:

What is water vapor doing when it changes to water?

a. evaporating

b. condensing

c. precipitating

d. freezing

Correct Answer: b

4^th Grade

Standard: 01

Objective: 01. Describe the relationship between heat energy, evaporation, and condensation

of water on Earth.

ILO:

How does the sun affect water on Earth?

Possible Answer:

The sun evaporates water off of oceans, and evaporated water condenses to form clouds and rain.

4^th Grade

Standard: 01

Objective: 01. Describe the relationship between heat energy, evaporation, and condensation

of water on Earth.

ILO:

Explain why evaporation would occur more quickly in hot St. George during the summer than on Antelope Island during the winter.

Possible Answer:

The temperature is different. It is hot in St. George in summer and cold in Antelope Island in winter. There is more moisture in the air around Antelope Island.

4^th Grade

Standard: 01

Objective: 01. Describe the relationship between heat energy, evaporation, and condensation

of water on Earth.

ILO:

Activity Description:

Students will observe the effect of the sun on the evaporation rate of water.

Materials Needed:

Water, sunshine, 2 small paper or plastic cups per group, marker

Prior to Assessment:

Students should be familiar with the process of evaporation. They should be able to perform a simple experiment with a hypothesis, data and conclusion. They should be able to identify a control for their experiment.

Time Needed:

1/2 hour to set up experiment, 1-2 hours for it to work, 1/2 hour to finish write up.

Procedure:

1. Students should be in groups of 3-4. They should be introduced to the question "What determines how quickly water evaporates?"

2. Explain the lab procedure to students. Two cups should have an equal amount of water placed in them and a line drawn on the outside to indicate the level.

3. Students should decide where they want to place the cups. One cup should be the control and kept in the classroom. If needed, a single control can be made for the whole class so that each groups doesn't have to make one. Students can decide where they want to place the other.

4. A hypothesis should be made. ex. If I place a cup in the sun then it will evaporate more quickly than the one in the dark.

5. Time should be allowed for the water to evaporate. Students should record data on worksheet.

6. Students should finish the worksheet(see below) and questions.

Scoring Guide:

1. Students participate and set up an experimental jar..................................5 pts

2. Students collect data and answer questions.............................................10 pts

3. Students clean up experiment....................................................................3 pts

Correct Answers:

1. Probably the one in the sun.

2. It had the most energy available for evaporation

3. Water evaporated into the air as a gas.

4. Water vapor

5. Sunlight causes water to evaporate because it is a high energy source.

6. The jar in the classroom was the control because it was left alone and not changed.

Student worksheet

Name_______________________

Question:

What affects the evaporation of water?

Procedure:

1. Place an equal amount of water in two cups and draw a line with a marker where the top of the water is in each.

2. One cup should stay in the classroom as a control, you decide where to put the other one.

4. Check each jar after several hours go by. If possible, leave overnight or for an additional day or two. Draw the level of the water in the cup in the data table.

Hypothesis:

If I place a jar in ________ then _______________________________________________

Data:

Time Checked	Control Cup in Classroom	Test Cup

Questions:

1. Compare your results to your classmates. Whose cup had most water evaporate?

2. Why do you think that cup had the most evaporation?

3. Where did the water go?

4. What is it now called?

5. How does sun affect how water evaporates?

6. Which cup was the control? Why?

Conclusion:

4^th Grade

Standard: 01

Objective: 01. Describe the relationship between heat energy, evaporation, and condensation

of water on Earth.

ILO:

Activity Description:

Students will observe water evaporating from a puddle and predict and record the evaporation rate during 30-minute intervals for several hours. Ideally this would be repeated at another time in the year at approximately the same time of day.

Materials Needed:

water

liter container

chalk

paper and pencil

string

cm. measuring tape

Prior to Assessment:

Students should have experience measuring in centimeters. Students should be grouped in teams of 4.

Time Needed for Assessment:

30 minutes for initial directions and set-up of experiment. Students will then need 10 minutes during the 30-minute intervals to record data.

Procedure:

Each group will select a spot on the blacktop to pour their liter container of water. They will draw around the puddle with chalk. Using the string they will measure how many centimeters their puddle is in circumference. They will record the time of day and size at the outset. At each 30-minute interval students will predict and record the prediction and then measure the puddle size, recording time and actual size. Students will discuss measurement results with at least one other group at each interval. Students will write summary sentences.

Scoring Guide:

20 points total

1 point for recording initial measurement with time of day

1 point for each recorded prediction with time of day (up to 8 points)

1 point for each recorded actual measurement with time of day (up to 8 points)

1 point for writing a comparison sentence stating similarities in group's experiments

1 point for writing a contrasting sentence stating a difference in group's experiments

1 point for writing a summarizing sentence telling what was learned during the experiment process

Total points should be adjusted if less observation intervals are used.