Evaporation and Condensation

Context and Background

Unit: Water Wonders: The Cycle
Lesson: 4 of 6
Class size: 30
Duration: 60 minutes
Age group: Year 5 (ages 9-10)

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Curriculum for Excellence Links

Sciences Experiences and Outcomes

• SCN 2-12a: I have explored and can demonstrate my understanding of the processes involved in natural cycles, such as the water cycle, through practical experiments and working with others.
• SCN 2-16a: I can use straightforward equipment and techniques to observe, measure, and record physical processes, and interpret data to explain phenomena, including changes of state, such as evaporation and condensation.
• SCN 1-01a: I collaborate in different types of groupings to share ideas and solve problems related to scientific investigations.

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Learning Intentions (WALT)

• WALT understand the processes of evaporation and condensation, and how temperature affects these changes of state.
• WALT conduct and observe a simple experiment demonstrating condensation forming from evaporation.
• WALT explain the role of evaporation and condensation in the water cycle.

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Success Criteria

By the end of the lesson, pupils will be able to:

• Describe evaporation and condensation in their own words.
• Explain how temperature influences evaporation and condensation rates.
• Record observations from a live experiment showing condensation on a lid during boiling water.
• Relate the experiment to real-world water cycle processes.

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Resources

• Stovetop or kettle to boil water safely
• Clear glass or metal pots with lids (1 per group of 5 students)
• Whiteboard and markers
• Science journals or worksheets for observations
• Thermometers (optional)
• Visual aids (diagrams of water cycle focusing on evaporation & condensation)
• Safety equipment (oven mitts, heat-resistant gloves)

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Lesson Structure

Starter (10 mins)

• Engage: Begin with a brief class discussion. Ask:
  • Where does water come from after rain? (Link to water cycle)
  • Has anyone seen water “disappear” from a puddle or a wet surface?
• Show a short animation or diagram illustrating evaporation and condensation within the cycle.
• Clarify vocabulary: evaporation, condensation, temperature, water vapour.

Main Activity (35 mins)

Activity 1: Demonstrating Condensation (25 mins)

• Split the class into 6 groups of 5 pupils.
• Each group will gather round a teacher or adult leading the boiling water experiment.
• Place a lid on the pot or kettle as water is heated.
• Students observe water droplets forming on the inside of the lid (condensation).
• Students will note:
  • Where droplets form and why
  • How quickly condensation appears with rising temperature.
• Discuss: What happened to the water inside the pot? Where did that water go?
• Relate observations to evaporation (water turning to vapour) and condensation (vapour cooling back to liquid).

Activity 2: Recording and Explaining (10 mins)

• Students individually sketch the experiment setup and droplets forming.
• Prompt: Describe in their own words what evaporation and condensation are.
• Think-Pair-Share: Pupils discuss why temperature affects the process (hotter water => faster evaporation, cooler lid surfaces => cause condensation).

Plenary (10 mins)

• Recap key terms and phenomena observed.
• Create a class summary chart on the board with evaporation and condensation definitions, supported by student examples.
• Ask pupils to predict what would happen if the water was cooler or the lid warmer.
• Discuss everyday examples (fog on a window, dew in the morning).

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Differentiation

Learner Profile	Strategy
Support Needs	Provide sentence starters ("Evaporation is ...", "Condensation happens when...")
	Use labelled diagrams to support recording.
	Small group work with teaching assistant for guided observations and explanations.
English as Additional Language	Use visuals and gestures; pair with buddy; use multilingual glossaries if available.
Advanced Learners	Challenge to explain molecular changes during evaporation/condensation.
	Create a short report linking experiment to local weather patterns and water cycle.

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Assessment for Learning

• Formative: Monitor group participation during experiment; check understanding via discussion and recorded observations.
• Summative: Evaluate pupil explanations in their science journals for correct use of terms and concepts.
• Use questioning techniques: “Why do you think the droplets formed on the lid?” “How does temperature influence the speed of evaporation?”

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Extension Activities

• Creative writing: Write a diary entry as a “water droplet” describing the journey through evaporation and condensation.
• Design challenge: Investigate how different surfaces or temperatures affect condensation formation (e.g., use plastic vs metal lids, chilled vs room temperature lids).
• Digital option: Create a short stop-motion animation to show evaporation and condensation in the water cycle.

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Health and Safety Notes

• Always ensure adult supervision when boiling water.
• Use heat-resistant gloves or mitts for handling hot equipment.
• Keep all pupils at a safe distance from heat sources during the demonstration.

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This lesson plan aims to develop clear scientific understanding by combining direct observation with discussion and reflection, firmly linked to Curriculum for Excellence outcomes. It encourages active participation, critical thinking, and creativity, designed to engage Year 5 learners in the fascinating natural processes of evaporation and condensation within the water cycle.