|
|
 |
Sky Watchers Curriculum Correlation
Province: New Brunswick
Curriculum: Science (2002), Earth and Space Science
Grade: Grade 5
Date of Correlation: February 18, 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
|
- identify and/or construct, and use instruments for measuring weather
information (204-8, 205-4, 205-10)
- use appropriate terminology to name weather instruments when collecting
weather data (104-7)
- record observations using instruments to describe weather in terms
of temperature, wind speed, wind direction, precipitation, and cloud
cover (205-7, 300-13)
- classify clouds as stratus, cumulus, cirrus, or “other”,
compare results with others, and recognize that results may vary (104-4,
206-1)
- use a variety of sources to gather information to describe the
key features of a variety of weather systems (205-8, 302-11)
- compile and display weather data collected over a period of time
in table and/or graph format, and identify and suggest explanations
for patterns or discrepancies in the data (206-2, 206-3)
|
- Activity, page 4: Technology (Internet)
- Throughout chapter: Math (measurement)
|
Chapter 2
What Makes Weather?
Includes Activities 1 to 6 on pages 61 to 68
|
- identify and/or construct, and use instruments for measuring weather
information (204-8, 205-4, 205-10)
- use appropriate terminology to name weather instruments when collecting
weather data (104-7)
- record observations using instruments to describe weather in terms
of temperature, wind speed, wind direction, precipitation, and cloud
cover (205-7, 300-13)
- use a variety of sources to gather information to describe the
key features of a variety of weather systems (205-8, 302-11)
- relate the transfer of energy from the sun to weather conditions
(303-21)
- describe situations which demonstrate air takes up space, has
weight, and expands when heated (300-14)
- draw a conclusion, based on evidence gathered through research
and observation, about the patterns of air and/or water flow that
result when two air or water masses of different temperature meet
(206-5)
- identify patterns in indoor and outdoor air movement (302-10)
- relate the constant circulation of water on Earth to the processes
of evaporation, condensation, and precipitation (301-13)
- identify examples of weather phenomena that are currently being
studied (105-1)
|
- Activity, page 14: Math (measurement)
- Activity number 4, page 64: Math (measurement)
|
Chapter 3
Weather Elements
Includes Activities 7 to 12 on pages 69 to 73
|
- identify and/or construct, and use instruments for measuring weather
information (204-8, 205-4, 205-10)
- use appropriate terminology to name weather instruments when collecting
weather data (104-7)
- record observations using instruments to describe weather in terms
of temperature, wind speed, wind direction, precipitation, and cloud
cover (205-7, 300-13)
- classify clouds as stratus, cumulus, cirrus, or “other”,
compare results with others, and recognize that results may vary (104-4,
206-1)
- use a variety of sources to gather information to describe the
key features of a variety of weather systems (205-8, 302-11)
- relate the transfer of energy from the sun to weather conditions
(303-21)
- relate the constant circulation of water on Earth to the processes
of evaporation, condensation, and precipitation (301-13)
- identify examples of weather phenomena that are currently being
studied (105-1)
|
- 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
|
- use a variety of sources to gather information to describe the
key features of a variety of weather systems (205-8, 302-11)
- identify examples of weather phenomena that are currently being
studied (105-1)
- identify positive and negative effects of technologies that affect
weather and the environment (108-1)
|
- 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
|
- provide examples of ways that weather forecasts are used by various
people in their community (107-5)
- identify examples of weather phenomena that are currently being
studied (105-1)
- identify positive and negative effects of technologies that affect
weather and the environment (108-1)
|
- 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
|
- identify examples of weather phenomena that are currently being
studied (105-1)
- identify positive and negative effects of technologies that affect
weather and the environment (108-1)
|
- 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
|
- identify and use weather-related folklore to predict weather (105-2)
- identify and/or construct, and use instruments for measuring weather
information (204-8, 205-4, 205-10)
- use appropriate terminology to name weather instruments when collecting
weather data (104-7)
- record observations using instruments to describe weather in terms
of temperature, wind speed, wind direction, precipitation, and cloud
cover (205-7, 300-13)
- classify clouds as stratus, cumulus, cirrus, or “other”,
compare results with others, and recognize that results may vary (104-4,
206-1)
- use a variety of sources to gather information to describe the
key features of a variety of weather systems (205-8, 302-11)
- compile and display weather data collected over a period of time
in table and/or graph format, and identify and suggest explanations
for patterns or discrepancies in the data (206-2, 206-3)
- ask various people in the community and region for advice on how
to predict weather; compare the tools and techniques they use to make
predictions (107-2, 107-10, 207-4)
- describe and predict patterns of change in local weather conditions
(204-3, 301-14)
- identify examples of weather phenomena that are currently being
studied (105-1)
|
- 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)
|
- identify examples of weather phenomena that are currently being
studied (105-1)
- identify positive and negative effects of technologies that affect
weather and the environment (108-1)
|
- 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
|
 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..
|
