|
|
 |
Sky Watchers Curriculum Correlation
Province: New Brunswick
Curriculum: Grade / Group: 3-5
Date of Correlation: March 20, 2008 based on the 2007 temporary
curriculum
Sky Watchers Curriculum Correlation
| Chapter |
General and Specific Curriculum Outcomes Addressed |
Cross Curricular Connections |
| 1The chapter provides teacher information
and/or student activities to support the teaching of the specific curriculum
outcome. |
Chapter 1
First Steps
|
- General Curriculum Outcome
-
- 4. Understand the primary components of the non-living world
- 6. Explain the mechanisms that cause the non-living world to
change over time
- Specific Curriculum Outcome The Earth
-
- 4.4 Identify the various features of a weather report (ex: temperature,
wind speed, precipitation, cloud cover)
- Interpret weather data over a period of time and use them to
describe climate change (ex.: days, weeks or seasons)
|
-
Activity, page 1-2: Technological Studies (Internet)
-
Entire chapter: Math (measurement)
|
Chapter 2
What Makes Weather?
Includes Activities 1 to 6 on pages 8-1 to 8-8
|
- General Curriculum Outcome
-
- Understand the primary components of the non-living world
- Understand the principles governing the primary components of
the non-living world
- Explain the mechanisms that cause the non-living world to change
over time
- Specific Curriculum Outcome
The Earth
-
- 4.4 Identify the various features of a weather report (ex: temperature,
wind speed, precipitation, cloud cover)
- Interpret weather data over a period of time and use them to
describe climate change (ex.: days, weeks or seasons)
- Space
-
- Understand that the Earth, like the other planets, orbits around
the Sun and the moon orbits around the Earth
- 5.11 Describe how air affects everything around
us
|
-
Activity, page 2-4: Math (measurement)
-
Activity 4, page 8-4: Math (measurement)
|
Chapter 3
Weather Elements
Includes Activities 7 to 12 on pages 8-9 to 8-13
|
- General Curriculum Outcome
-
- 4. Understand the primary components of the non-living world
- 5. Understand the principles governing the primary components
of the non-living world
- 6. Explain the mechanisms that cause the non-living world to
change over time
- Résultats d’apprentissage spécifiques visés
La matière et l’énergie
-
- 4.12 Identify various natural sources of energy (sun, oil, coal,
plants, food, nuclear, water, wind)
- The Earth
-
- 4.4 Identify the various features of a weather report (ex: temperature,
wind speed, precipitation, cloud cover)
- 6.8 Interpret weather data over a period of time and use them
to describe climate change (ex.: days, weeks or seasons)
- Space
-
- 5.11 Describe how air affects everything around us
|
- Activity, page 3-2: Social Studies (mapping)
- Activity, page 3-3: Math (data management)
- Activity, page 3-10: Nature Science (sound) and French and English
(writing)
- Activity, page 3-11: Math (measurement)
- Activity 7, page 8-9: Math (measurement and data management)
|
Chapter 4
Severe Weather in Canada
Includes Activity 13 on page 8-14
|
- General Curriculum Outcome
-
- 4. Understand the primary components of the non-living world
- 6. Explain the mechanisms that cause the non-living world to
change over time
- Specific Curriculum Outcome
The Earth
-
- 4.4 Identify the various features of a weather report (ex: temperature,
wind speed, precipitation, cloud cover)
- Understand that changes occur in various ways all the time (regular,
repetitive or irregular); sometimes, change occurs in different
ways at the same time (ex.: waves, tides, tsunami, wind, earthquakes)
- 6.8 Interpret weather data over a period of time and use them
to describe climate change (ex.: days, weeks or seasons)
|
-
Entire chapter: Health Education (severe weather safety)
-
Activity, page 4-2: Math (measurement)
-
Activity, page 4-9: French and English (writing)
|
Chapter 5
Weather and Canadians
Includes Activities 14 to 17 on pages 8-15 to 8-19
|
- General Curriculum Outcome
-
- 4. Understand the primary components of the non-living world
- 6. Explain the mechanisms that cause the non-living world to
change over time
- Specific Curriculum Outcome The Earth
-
- 4.4 Identify the various features of a weather report (ex: temperature,
wind speed, precipitation, cloud cover)
- 6.3 Understand that the products what we throw away into the
environment contribute to the problem of waste storage
- 6.8 Interpret weather data over a period of time and use them
to describe climate change (ex.: days, weeks or seasons)
|
-
Activity, page 5-1: French and English (Reading and Media Literacy)
-
Activity 14, page 8-15: Math (data management) and Technological
Studies (Internet and spreadsheets)
-
Activity 15, page 8-16: Social Studies (mapping)
? Activity 16, page 8-17: Social Studies (mapping)
-
Activity 17, pages 8-18 and 8-19: Social Studies (mapping)
|
Chapter 6
Ultraviolet Radiation
Includes Activities 19 to 23 on pages 8-20 to 8-24
|
- General Curriculum Outcome
-
- 4. Understand the primary components of the non-living world
- 6. Explain the mechanisms that cause the non-living world to
change over time
- Specific Curriculum Outcome The Earth
-
- 4.4 Identify the various features of a weather report (ex: temperature,
wind speed, precipitation, cloud cover)
- 6.8 Interpret weather data over a period of time and use them
to describe climate change (ex.: days, weeks or seasons)
- La matière et l’énergie
-
- 4.12 Identify various natural sources of energy (sun, oil, coal,
plans, food, nuclear, water, wind)
|
-
Entire chapter: Health Education (sun exposure safety) and Social
Studies and Nature Science (environment)
-
Activity 20, page 8-21: Health Education (sun exposure safety)
and Math (data management)
-
Activity 21, page 8-22: Health Education (sun exposure safety)
and Math (percentages)
-
Activity 22, page 8-23: Health Education (sun exposure safety)
and Math (percentages)
-
Activity 23, page 8-24: Health Education (sun exposure safety)
and Math (percentages)
|
Chapter 7
Putting It All Together
Includes Activity number 18 on page 8-20
|
- General Curriculum Outcome
-
- 4. Understand the primary components of the non-living world
- 6. Explain the mechanisms that cause the non-living world to
change over time
- Specific Curriculum Outcome The Earth
-
- 4.4 Identify the various features of a weather report (ex: temperature,
wind speed, precipitation, cloud cover)
- 6.8 Interpret weather data over a period of time and use them
to describe climate change (ex.: days, weeks or seasons)
|
-
Activity, page 7-4: French and English (oral communication)
-
Activity, page 7-5: French and English (written and oral communication)
-
Activity, page 7-9: Math (measurement)
-
Activity 18, page 8-20: French and English (writing)
|
Supplement One
Air Quality
Includes Activities 1 to 6 on pages 9 to 17 (Supplement One)
|
- General Curriculum Outcome
-
- 4. Understand the primary components of the non-living world
- 6. Explain the mechanisms that cause the non-living world to
change over time
- Specific Curriculum Outcome The Earth
-
- 4.4 Identify the various features of a weather report (ex: temperature,
wind speed, precipitation, cloud cover)
- 6.8 Interpret weather data over a period of time and use them
to describe climate change (ex.: days, weeks or seasons)
|
-
Entire chapter: Social Studies and Nature Science (environment)
-
Activity, page 4: Technological Studies (Internet)
-
Activity 2A, page 10: Math (data management) and Technological
Studies (Internet)
-
Activity 2B – page 11: Math (data management)
-
Activity 3 – pages 12 and 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..
|
