This resource appears to be designed to build towards this performance expectation, though the resource developer has not explicitly stated so.
Comments about Including the Performance Expectation
This activity provides understanding of one part of the water cycle – condensation. This activity should be one of several that a student engages in. Other activities should include precipitation, evaporation, runoff, etc. When doing this activity a jar with a lid would be best. Students need to think about what is happening to the water molecules. Ask questions such as where does the water come from? Hopefully they say from the air but students may have the misconception that the water comes from inside the glass jar. If students say from the jar ask how it gets from the inside to the outside. If they are still having trouble dry off the jar, place in a dish and find its mass. Then after condensation has occurred find its mass again. If the water came from inside the jar then the masses should be the same or a little less (if some evaporates), but students will find that there has been an increase in mass because the water was “added” to the jar. The model doesn’t really go much further than condensation but after students determine the water came from the air they should begin thinking about the energy change that occurs for this to happen, which this activity doesn’t really go into. Students should already know about phase changes so ask, “Why does water evaporate? What causes water to condense or become a liquid again?” Students should draw and explain how the water vapor in the air ended up becoming liquid water on the jar. There is a change in the energy of the water (transfer of the energy of the water molecules in the air to the slower moving molecules in the jar and the water it contains) causing the molecules in the air to slow enough to become water droplets on the side of the glass. When enough condensation has formed on the jar, the water will slide down the jar due to gravity. Questions/discussion about how this activity relates to cloud formation and eventually rain should also be included so students can start relating this process to part of the water cycle. Students are not developing a model for condensation; rather, they are replicating an already established model. However if students are asked to draw and describe what is happening to the water molecules for condensation to occur they would be developing a model. Teachers may want to have students tweak the demonstration in order to discern the importance of the cold water. What happens if room temperature water is used? What happens if the water is heated? What may not be clear to students is that the water doesn’t have to be at 0oC. A metal can could be used (after being sure they understand the water doesn’t come from the container). Slowly add ice to the can letting it melt each time. Measure the temperature of the container with a laser thermometer. Continue the process until condensation begins to form on the container.