Why does water change?

Grade 2 · General Science

Semester 1 | Period 2 | Week 7

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Subject: General Science

Semester: 1

Period: 2

Week: 7

School Name:
Teacher’s Name:
Subject: General Science
Grade Level: Grade 2
Date: Week 7
Lesson Duration: 45 minutes
Week & Period: Week 7, Period 2
Topic: Why does water change?
Sub-topic: Sources of water, processes of evaporation and condensation, simple experiments to show changes in water
Learning Objectives
By the end of the lesson, students should be able to identify sources of water, explain the processes of evaporation and condensation, and demonstrate simple experiments showing changes in water.

Previous Knowledge
Students already know that water can exist as liquid and solid, and they have seen water in rivers, taps, and containers.

Instructional Materials
Water in cups, kettle or hot water source, tray, clear plastic covers, markers, observation sheets, pictures of clouds and rain

Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Teacher asks students where they see water in their homes, school, or neighborhood. Students discuss in pairs and share observations with the class.

B – Building Knowledge (Main Lesson Body)

Time: 25–30 minutes

Learners’ Activities (Expanded):

  1. Observation & Prediction Activity
    • Teacher places three cups of water in different conditions:
      1. One in the sunlight.
      2. One in the shade.
      3. One covered with plastic wrap.
    • Students predict what will happen to each cup after some time.
    • They check later to see differences (the sun cup reduces faster).
  2. Condensation Demonstration
    • Teacher pours hot water into a tray or bowl and covers it with a cold lid or metal tray.
    • Students observe steam rising and tiny droplets forming under the lid.
    • Teacher explains: “This is condensation—gas changing back to liquid.”
    • Learners draw what they see: steam rising, droplets forming.
  3. Drawing & Recording
    • Students record their observations in notebooks.
    • They make before-and-after diagrams of the cups of water and condensation demonstration.
    • They write short sentences, e.g., “The water in the sun got smaller. This is evaporation.”
  4. Discussion on Sources of Water
    • Students list water sources they know: rain, rivers, wells, taps, streams, boreholes, lakes, oceans.
    • Teacher guides discussion on how water changes in nature:
      • Rain comes from clouds (condensation).
      • Clouds form when water vapor rises (evaporation).
  1. Mini Role-Play
    • Learners act out the water cycle:
      • One group is the sun (shining, heating).
      • One group is water (puddles, oceans, rivers).
      • Another group is vapor (rising up as clouds).
      • Another group is rain (falling back to Earth).

 

Assessment Checks:

  • Observation & Recording: Teacher checks notebooks for accurate drawings and correct labeling of evaporation/condensation.
  • Oral Questions:
  1. What happens to water left in the sun?
  2. What is it called when water turns to gas?
  3. Give one example of condensation in daily life.
  4. Name two sources of water in your community.
  • Group Work Check: Teacher listens to role-play explanations to confirm students understand water cycle connections.

 

Notes (Expanded & Detailed):

  • Water can change form:
    • Liquid to gas = Evaporation (needs heat).
    • Gas to liquid = Condensation (needs cooling).
  • Water changes form but is never destroyed—it moves around in the water cycle.
  • Examples in daily life:
    • Wet clothes drying = evaporation.
    • Foggy bathroom mirror = condensation.
    • Dew on grass in the morning = condensation.
    • Puddles disappearing after rain = evaporation.
  • Evaporation helps form clouds, condensation makes rain.
  • Science involves prediction, observation, recording, and explanation.

 

✅ Extra Practical Activities for Learners:

  • Blow on a cold window or mirror and see water droplets form (condensation).
  • Place two wet cloths: one in the sun, one indoors, and compare drying speed (evaporation).
  • Put a bowl of warm water near the window and cover with cling wrap—observe droplets forming inside (condensation).

 

C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary: Students summarize what they observed about changes in water. Teacher reinforces that water moves through the environment in different forms and that evaporation and condensation are key processes.

Evaluation Method (Expanded)
Exit slip/quiz: Students write one example of a source of water and one example of how water changes form. Teacher collects slips and provides oral feedback.

Assignment (Expanded)
Students observe water at home over a day and note any changes. They draw or describe what they see.

Follow-up Activity: In Week 8, students will explore how water affects people and the environment and investigate soluble and insoluble substances.

Differentiation / Inclusive Strategies: Provide illustrated guides or labeled diagrams for students who need visual support. Pair students to support collaborative observation and discussion.

Teacher’s Reflection (After Class)
What worked well? ___________________________________________
What needs improvement? ____________________________________
Students’ engagement level: ☑ High ☑ Medium ☑ Low