Laura Pena

ELED 3221- 002

3/19/15
edTPA Indirect Instruction Lesson Plan Template
Water Vapor and Humidity
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Central Focus/Big Idea: Earth Systems, Structures & Processes
Subject of this lesson: Students will use information on water vapor and humidity to predict
weather events.
Grade Level: 5th grade
NC Essential Standard(s): 5.E.1.1- Compare daily and seasonal changes in weather conditions
(including wind speed and direction, precipitation, and temperature) and patterns.
5. E.1.2- Predict upcoming weather events from weather data collected through observation and
measurements.
Next Generation Science Standard(s): 5-ESS2-1. Develop a model using an example to
describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.
21st Century Skills: Creativity and Innovation- Outcome for 4th grade states students provide
concrete examples of science as a way of thinking that involves both systematic and creative
processes that anyone can apply as they ask questions.
Communication- Outcome for 4th grade states students prepare and interpret a variety of methods
for understanding and explaining results.
Academic Language Demand
Language Function: Students must interpret the information given to them with the
puddle experiment and cloud experiment and explain their findings and describe their
reasoning.
Analyze

Argue

Categorize

Interpret

Predict

Question

Compare/contras
t
Retell

Describe

Explain

Summarize

Scientific Vocabulary: water vapor, humidity, observation, evaporation, condensation

Instructional Objective: Students will be able to define water vapor, humidity, evaporation,
condensation, relative humidity in their own words and have a visual representation for each
word. They will be able to successfully answer two questions given to them at the end of the

lesson for an exit ticket. Additionally, they will be able to illustrate their understandings by using
their inquiry skills to communicate their findings in their experiments.
Prior Knowledge (student): Students are expected to know what atmosphere and air pressure are
and all that the troposphere entails, as well as be familiar with the vocabulary words due to their
morning visual vocab.
Content Knowledge (teacher): Teacher should have read the section in the students text book
to be knowledgeable on the subject, as well as some additional research to gain more knowledge.
The teacher should also have researched the experiments and be ready to present them.
Accommodations for special needs: Those with visual impairments will get a print out of each
slide and be provided a read aloud of any quizzes or instructions. There will also be strategic
grouping mixing in those with needs with those with higher abilities so they can scaffold each
other.
Materials and Technology requirements: SMART board, white board, PowerPoint, plastic
cups, ice, plastic 2-liter bottles, matches, water, post- it notes.
Total Estimated Time: 45 mins
Source of lesson: Student Science textbook, http://www.weatherwizkids.com/experimentscloud.htm
Safety considerations: I will have materials pre-set on stations, and the CT, TA, and I will be the
ones handling the matches for the cloud in a bottle, students will wear protective eyewear and
gloves.

Content and Strategies (Procedure)

Engage: Show students picture of the golden gate bridge on a foggy day. Ask the following
questions:

If you were on this bridge what would you see and feel all around you?
What is fog made of?
If you had a cold glass of water on a hot day what would you see and feel on the outside of the
glass?
What is a humid day like? Where is the moisture on a humid day?

Go over vocabulary and have students share what pictures they drew for their visual vocabulary.
Be sure to stop and clarify any question that the students have, they must know these terms, do
not just breeze past the vocabulary. Provide your own examples and explain why you chose the
pictures you did on the slides.
Explore: Students will now Create a Puddle with the simple materials ice and a plastic cup
students will observe how the water condensates on the outside of the cup and then the water
droplets fall around the cup and create a puddle at the base of the cup. (Since this is a quick
demonstration for the students have the ice in the cup already sitting for at least 5 min. as to not
waste time). Ask the following question:

Where did the puddle come from?

Explanation: Discuss the differences between water vapor, humidity, evaporation, condensation,
and relative humidity. Explain that when we were creating puddles some or all of these factors
were at play. Ask:

Do you think we would get the same results on a cooler day? On a warmer day?
Do you get the same results on a humid day as a dry day?
Why you think a puddle forms around a frosty/ cold drink? Why?

Elaborate: In order to review information they just learned in the Atmosphere and air pressure
unit, as well as to integrate the new information today students will be making a cloud in a bottle.
After they complete the procedure I will then explain that:
Water vapor, water in its invisible gaseous state, can condense into the form of small
cloud droplets. By adding particles such as the smoke enhances the process of water
condensation and by squeezing the bottle causes the air pressure to drop. This creates a
cloud!
Evaluate: Students will be assessed informally with an exit ticket in which they have to answer
two questions from the important concepts that were taught.

What causes water vapor to change into droplets of liquid water?

How is relative humidity different from humidity?

To be complete after the lesson is taught as appropriate

Assessment Results of all objectives/skills:
Reflection on lesson:
CT signature/confirmation: _________________________________ Date: ________________