Correlation of Sky Watchers to the Manitoba Science Curriculum - Grade 5 Weather (Cluster 4)
An indicates that the chapter provides teacher information and/or student activities to support the teaching of the specific learning outcome.
Specific Learning Outcome Number
Specific Learning Outcome
Chapter
1
2
3
4
5
6
7
Supplement 1
5-4-01
Use appropriate vocabulary related to their investigations of weather.
Include: weather; properties; volume; pressure; air masses; fronts; weather instrument; severe weather; forecast; accuracy; water cycle; climate; terms related to public weather reports, and cloud formations
GLO: C6, D5
5-4-02
Describe how weather conditions may affect the activities of humans and other animals.
Examples: heavy rainfall may cause roads to wash out; stormy conditions may prevent a space shuttle launching; in excessive heat, cattle may produce less milk
GLO: D5
5-4-03
Describe properties of air.
Include: has mass/weight and volume; expands to fill a space; expands
and rises when heated; contracts and sinks when cooled; exerts pressure;
moves from areas of high pressure to areas of low pressure
GLO: D3
5-4-04
Recognize that warm and cold air masses are important components
of weather, and describe what happens when these air masses meet along
a front.
Include: in a cold front the cold air mass slides under a warm
air mass, pushing the warm air upwards; in a warm front the warm
moist air slides up over a cold air mass
GLO: D5, E2
5-4-05
Use the design process to construct a weather instrument.
Examples: an instrument that measures wind direction, wind
speed, rainfall
GLO: C3, D5
5-4-06
5-4-06 Observe and measure local weather conditions over a period of time, using student-constructed or standard instruments, and record and analyze these data.
GLO: A2, C2,C5, D5
5-4-07
Identify and describe components of public weather reports from
a variety of sources.
Include: temperature; relative humidity; wind speed and direction;
wind chill; barometric pressure; humidex; cloud cover; ultraviolet
index; warm and cold fronts; amount, types, and probability of precipitation
GLO: C6, D5
5-4-08
Describe the key features of a variety of weather phenomena.
Examples: wind speed and precipitation of blizzards
GLO: D5, E1, E2
5-4-09
Provide examples of severe weather forecasts, and describe preparations
for ensuring personal safety during severe weather and related natural
disasters.
5-4-10 Investigate various ways of predicting the weather, and evaluate
their usefulness.
Examples: weather-related sayings, traditional knowledge, folk
knowledge, observations of the natural environment
GLO: A2, A4, B2, C8
5-4-11
Contrast the accuracy of short- and long-term weather forecasts,
and discuss possible reasons for the discrepancies.
Include: long-term forecasts may not be accurate as weather is
a complex natural phenomenon that science is not yet able to predict
accurately
GLO: A1, C2
5-4-12
Describe examples of technological advances that have enabled humans
to deepen their scientific understanding of weather and improve the
accuracy of weather predictions.
Examples: satellites collect data that scientists analyze to
increase understanding of global weather patterns; computerized
models predict weather
GLO: A2, A5, B1, D5
5-4-13
Explain how the transfer of energy from the Sun affects weather
conditions.
Include: the Sun's energy evaporates water and warms the Earth's
land, water, and air on a daily basis
GLO: D4, D5, E4
5-4-14
Explain how clouds form, and relate cloud formation and precipitation to the water cycle.
GLO: D5, E2
5-4-15
Identify and describe common cloud formations.
Include: cumulus, cirrus, stratus
GLO: D5, E1
5-4-16
Differentiate between weather and climate.
Examples: weather includes the atmospheric conditions existing
at a particular time and place; climate describes the long-term
weather trend of a particular region
GLO: D5, E1
5-4-17
Identify factors that influence weather and climate in Manitoba
and across Canada, and describe their impacts.
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..
This curriculum correlation was conducted by Curriculum Services Canada CSC, the Pan-Canadian standards agency for quality assurance in learning products and programs at