Lesson Observation
The teacher begins this science lesson by posing various questions to the students to activate their prior knowledge on the topic that is about to be discussed. The topic of the lesson is water vapor and humidity. The teacher asks the students what are some ways that they may know that water vapor is in the air; this knowledge was gained in a previous class discussion. Students answered the question by stating that you can look at the clouds and fog and see water vapor. The teacher asks students what they think fog is. Students responded suggesting that fog is tiny droplets of water, or rather water droplets that have come together. The teacher asks students then what season is most humid, and how they know that it is humid out. Students responded that it is of course due to the sticky feeling that the air holds. The teacher lastly asks the students where water vapor comes from. Students responded by saying that it could come from condensation; condensation can be found on a cool glass of lemonade in on a hot summer day.
Following this introduction into today's lesson, the teacher has students read aloud from their science book. In the text, students read the difference between water vapor and humidity. Conclusions were drawn that water vapor is not felt outside, however humidity is. The teacher further explains to students that humidity is the sticky feeling we get when we go outside. Students continue to read aloud in the classroom; the water cycle is additionally mentioned in its relation to water vapor and humidity. For example, in the morning the grass is wet. This "wetness" on the grass in the morning is known as dew.
The teacher moves on in the lesson to discuss what dew in the warm months may turn to in the winter, frost. Additionally the concept of air movement and the warming and cooling of air is discussed. The teacher explains to students that when air is warmed, it moves upward and then expands, and finally cools. Examples mentioned include that for example balloons with helium float while balloons with carbon-dioxide sink. This is due to the fact that helium is a lighter element than carbon-dioxide. The teacher continues to carry out her lesson, suggesting that certain pictures are examples of the previously mentioned science topics.
Following this teacher input, students receive science worksheets to compare how the sun hits the earth during different seasons. The teacher works with the students explaining this concept during the first half of the worksheet activity. During the second half of the worksheet completion, students work independently. The teacher prepares students for the next lesson by suggesting that they will be studying clouds and their movement.
Following this introduction into today's lesson, the teacher has students read aloud from their science book. In the text, students read the difference between water vapor and humidity. Conclusions were drawn that water vapor is not felt outside, however humidity is. The teacher further explains to students that humidity is the sticky feeling we get when we go outside. Students continue to read aloud in the classroom; the water cycle is additionally mentioned in its relation to water vapor and humidity. For example, in the morning the grass is wet. This "wetness" on the grass in the morning is known as dew.
The teacher moves on in the lesson to discuss what dew in the warm months may turn to in the winter, frost. Additionally the concept of air movement and the warming and cooling of air is discussed. The teacher explains to students that when air is warmed, it moves upward and then expands, and finally cools. Examples mentioned include that for example balloons with helium float while balloons with carbon-dioxide sink. This is due to the fact that helium is a lighter element than carbon-dioxide. The teacher continues to carry out her lesson, suggesting that certain pictures are examples of the previously mentioned science topics.
Following this teacher input, students receive science worksheets to compare how the sun hits the earth during different seasons. The teacher works with the students explaining this concept during the first half of the worksheet activity. During the second half of the worksheet completion, students work independently. The teacher prepares students for the next lesson by suggesting that they will be studying clouds and their movement.