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Sky Watchers Curriculum Correlation
Province: Alberta
Curriculum: Science (1996) - Topic D: Weather Watch
Grade: Grade 5
Date of Correlation: March 10, 2008
Sky Watchers Curriculum Correlation
| Chapter |
General and Specific Learner Expectations Addressed 1 |
Cross Curricular Connections |
| 1 The chapter provides teacher information and/or student activities to support the teaching of the specific learning outcome. |
Chapter 1
First Steps
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- General Learner Expectation
-
- 5-8 Observe, describe and interpret weather phenomena; and
relate weather to the heating and cooling of the Earth’s
surface.
- Specific Learner Expectations
-
- Describe and demonstrate methods for measuring wind speed
and for finding wind direction.
- Describe and measure different forms of precipitation, in
particular, rain, hail, sleet, snow.
- Measure at least four different kinds of weather phenomena.
Either student-constructed or standard instruments may be used.
- Record weather over a period of time.
- Identify some common types of clouds, and relate them to weather
patterns.
|
- Activity, page 4: Technology (Internet)
- Throughout chapter: Math (measurement)
|
Chapter 2
What Makes Weather?
Includes Activities 1 to 6 on pages 61 to 68
|
- General Learner Expectation
-
- 5-8 Observe, describe and interpret weather phenomena; and relate
weather to the heating and cooling of the Earth’s surface.
- Specific Learner Expectations
-
- Describe patterns of air movement, in indoor and outdoor environments,
that result when one area is warm and another area is cool.
- Describe and demonstrate methods for measuring wind speed
and for finding wind direction.
- Measure at least four different kinds of weather phenomena.
Either student-constructed or standard instruments may be used.
- Describe the effects of the Sun’s energy on daily and
seasonal changes in temperature— 24-hour and yearly cycles
of change.
- Recognize that weather systems are generated because different
surfaces on the face of Earth retain and release heat at different
|
- Activity, page 14: Math (measurement)
- Activity number 4, page 64: Math (measurement)
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Chapter 3
Weather Elements
Includes Activities 7 to 12 on pages 69 to 73
|
- General Learner Expectation
-
- 5-8 Observe, describe and interpret weather phenomena; and relate
weather to the heating and cooling of the Earth’s surface.
- Specific Learner Expectations
-
- Describe evidence that air contains moisture and that dew
and other forms of precipitation come from moisture in the air.
- Describe and measure different forms of precipitation, in
particular, rain, hail, sleet, snow.
- Identify some common types of clouds, and relate them to weather
patterns.
- Describe the effects of the Sun’s energy on daily and
seasonal changes in temperature— 24-hour and yearly cycles
of change.
|
- Activity, page 22: Social Studies (mapping)
- Activity, page 23: Math (data management)
- Activity, page 30: Science (sound), and Language (writing)
- Activity, page 31: Math (measurement)
- Activity, number 7 page 69: Math (measurement and data management)
|
Chapter 4
Severe Weather in Canada
Includes Activity 13 on page 74
|
- General Learner Expectation
-
- 5-8 Observe, describe and interpret weather phenomena; and
relate weather to the heating and cooling of the Earth’s
surface.
- 5-9 Investigate relationships between weather phenomena and
human activity.
- Specific Learner Expectations
-
- Appreciate how important it is to be able to forecast weather
and to have suitable clothing or shelter to endure various types
of weather.
|
- Throughout chapter: Health (severe weather safety)
- Activity, page 4-2: Math (measurement)
- Activity, page 4-9: Language (writing)
|
Chapter 5
Weather and Canadians
Includes Activities 14 to 17 on pages 75 to 79
|
- General Learner Expectation
-
- 5-9 Investigate relationships between weather phenomena and
human activity.
- Specific Learner Expectations
-
- Understand that climate refers to long term weather trends
in a particular region and that climate varies throughout the
world.
- Recognize that human actions can affect climate, and identify
human actions that have been linked to the greenhouse effect.
- Appreciate how important it is to be able to forecast weather
and to have suitable clothing or shelter to endure various types
of weather.
|
- Activity, page 39: Language (reading and media literacy)
- Activity number 14, page 75: Math (data management), and Technology
(spreadsheets)
- Activity number 15, page 76: Social Studies (mapping)
- Activity number 16, page 77: Social Studies (mapping)
- Activity number 17, pages 78 to 79: Social Studies (mapping)
|
Chapter 6
Ultraviolet Radiation
Includes Activities 19 to 23 on pages 80 to 84
|
- General Learner Expectation
-
- 5-9 Investigate relationships between weather phenomena and
human activity.
|
- Throughout chapter: Health (sun safety), and Social Studies/Science
(environment)
- Activity number 20, page 81: Health (sun safety), and Math (data
management)
- Activity number 21, page 82: Health (sun safety), and Math (percentage)
- Activity number 22, page 83: Health (sun safety), and Math (percentage)
- Activity number 23, page 84: Health (sun safety), Math (percentage)
|
Chapter 7
Putting It All Together
Includes Activity number 18 on page 80
|
- General Learner Expectation
-
- 5-8 Observe, describe and interpret weather phenomena; and relate
weather to the heating and cooling of the Earth’s surface.
- Specific Learner Expectations
-
- Describe and demonstrate methods for measuring wind speed
and for finding wind direction.
- Describe and measure different forms of precipitation, in
particular, rain, hail, sleet, snow.
- Measure at least four different kinds of weather phenomena.
Either student-constructed or standard instruments may be used.
- Record weather over a period of time.
- Identify some common types of clouds, and relate them to weather
patterns.
|
- Activity, page 52: Language (oral communication)
- Activity, page 53: Language (writing and oral communication)
- Activity, page 57: Math (measurement)
- Activity number 18, page 80: Language (writing)
|
Supplement One
Air Quality
Includes Activities 1 to 6 on pages 9 to 17 (Supplement One)
|
- General Learner Expectation
-
- 5-9 Investigate relationships between weather phenomena and
human activity.
|
- Throughout chapter: Social Studies/ Science (environment)
- Activity, page 4: Technology (internet)
- Activity number 2A, page 10: Math (data management), and Technology
(internet)
- Activity number 2B, page 11: Math (data management)
- Activity number 3, pages 12-13: Reading
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 This curriculum correlation was conducted by Curriculum Services Canada (CSC)
, the Pan-Canadian standards agency for quality assurance in learning products and programs at www.curriculum.org..
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