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Mass Frameworks for grades 3-5 on the water cycle

1. Describe how water on earth cycles in different forms and in different locations, including underground and in the atmosphere. Draw a diagram of the water cycle. Label evaporation, condensation, and precipitation. Explain what happens during each process. Design and build a terrarium to demonstrate the water cycle. (T/E 1.2, 2.1-2.3)
2. Give examples of how the cycling of water, both in and out of the atmosphere, has an effect on climate.

Related MA standards for grades 3-5

3. Compare and contrast solids, liquids, and gases based on the basic properties of each of these states of matter. Design several stations, each of which demonstrates a state of matter (e.g., water table, balloon and fan table, sand and block table). Design one container for each state of matter, taking into account which material properties are important (e.g., size, shape, flexibility). (T/E 1.1, 2.3)
4. Describe how water can be changed from one state to another by adding or taking away heat. Do simple investigations to observe evaporation, condensation, freezing, and melting. Confirm that water expands upon freezing. Using given insulating materials, try to keep an ice cube from melting. (T/E 1.1)
5. Explain how air temperature, moisture, wind speed and direction, and precipitation make up the weather in a particular place and time. Use a collection of classical (not digital) weather instruments, including thermometer, barometer, rain gauge, hygrometer, and anemometer, that clearly show the physical principle that makes them work. Note: A "homemade" instrument is often too inaccurate and unreliable to be a good weather teaching aid by itself. However, when used in combination with a working instrument of similar simple design, it can help students grasp both an important physical concept and its relevance to weather. • Using measuring tools or graph paper, sketch a scale drawing of the front view of an object used to measure weather. (T/E 2.3)
• Design and construct a variety of simple instruments that could be used to measure weather. Discuss how their design suits their purpose. (T/E 2.1-2.4)
• Explain how tools of technology such as a hammer, screwdriver, pliers, tape measure, screws, nails, and other mechanical fasteners can be used to make or build weather instruments. (T/E 1.1)
6. Distinguish among the various forms of precipitation (rain, snow, sleet, and hail), making connections to the weather in a particular place and time. Measure various forms of precipitation. Bring a measured sample of snow into the classroom, allow it to melt, and compare the amount of water that results with the original measurement. Construct various weather station instruments (e.g., wind gauge, barometer, anemometer), record data from them, and make conclusions. (T/E 1.1, 1.2, 2.1, 2.2, 2.3)

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