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Sky Watchers Curriculum Correlation
Province: Saskatchewan
Curriculum: Science: A Curriculum Guide for the Elementary
Level (1990) - Core Unit: Predicting Weather
Grade: Grade 4
Date of Correlation: March 4, 2008
Sky Watchers Curriculum Correlation
| Chapter |
Common Essential Learnings and Science Foundational and Learning Objectives
Addressed1 |
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
|
- Common Essential Learnings
To promote both intuitive, imaginative thought and the ability to evaluate ideas, processes, experiences and objects in meaningful contexts.
Science Foundational and Learning Objectives
- 1.1 Discover how weather systems develop.
- 1.3. Identify instruments used to measure weather conditions.
- 1.5. Record measurements made with weather instruments.
- 2.3. Interpret recorded data.
|
- Activity, page 4: Technology (Internet)
- Throughout chapter: Math (measurement)
|
Chapter 2
What Makes Weather?
Includes Activities 1 to 6 on pages 61 to 68
|
- Common Essential Learnings
-
To promote both intuitive, imaginative thought and the ability
to evaluate ideas, processes, experiences and objects in meaningful
contexts.
Science Foundational and Learning Objectives
- 1.1. Discover how weather systems develop.
- 1.2. Determine what information is recorded on weather maps
- 1.3. Identify instruments used to measure weather conditions.
- 1.4. Construct instruments to measure weather conditions.
- 1.5. Record measurements made with weather instruments.
- 2.1. Interpret information on weather maps.
|
- 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
|
- Common Essential Learnings
-
To promote both intuitive, imaginative thought and the ability
to evaluate ideas, processes, experiences and objects in meaningful
contexts.
Science Foundational and Learning Objectives
- 1.3. Identify instruments used to measure weather conditions.
- 1.4. Construct instruments to measure weather conditions.
- 1.5. Record measurements made with weather instruments.
- 2.3. Interpret recorded data.
|
- 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
|
- Common Essential Learnings
-
To promote both intuitive, imaginative thought and the ability
to evaluate ideas, processes, experiences and objects in meaningful
contexts
Science Foundational and Learning Objectives
- 1.1. Discover how weather systems develop.
- 3.3. Identify some hazards associated with bad weather.
- 3.4. Describe some ways in which the weather affects human activity.
|
- 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
|
- Common Essential Learnings
-
To develop students' appreciation of the value and limitations
of technology within society.
Science Foundational and Learning Objectives
- 3.1. Suggest some reasons why people rely on accurate weather
information.
- 3.4. Describe some ways in which the weather affects human activity.
|
- 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
|
- Common Essential Learnings
-
To develop students' appreciation of the value and limitations
of technology within society.
|
- 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
|
- Common Essential Learnings
-
-To develop students' appreciation of the value and limitations
of technology within society.
-To promote both intuitive, imaginative thought and the ability
to evaluate ideas, processes, experiences and objects in meaningful
contexts.
Science Foundational and Learning Objectives
- 1.1. Discover how weather systems develop.
- 1.3. Identify instruments used to measure weather conditions.
- 1.5. Record measurements made with weather instruments.
- 2.2. Forecast weather based on cloud patterns.
- 2.3. Interpret recorded data.
- 2.4. Predict weather based on a number of different indicators.
|
- 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)
|
- Common Essential Learnings
-
To develop students' appreciation of the value and limitations
of technology within society.
|
- 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..
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