This page has been archived on the Web

Information identified as archived is provided for reference, research or recordkeeping purposes. It is not subject to the Government of Canada Web Standards and has not been altered or updated since it was archived. Please contact us to request a format other than those available.

Correlation of Sky Watchers to the Northwest Territories Science and Technology Curriculum – Grade 5 Earth and Space Systems

An X indicates that the chapter provides teacher information and/or student activities to support the teaching of the general or specific learning outcome.

General Learning Outcomes
General Learning Outcomes1234567Supplement 1
Demonstrate an understanding of the major climatic factors and patterns associated with weather, based on altitude and latitude  X     
Investigate the major climatic factors associated with weather, and design, construct, and test a variety of instruments for recording various features of the weatherXXX   X 
Examine how weather forecasts influence decisions concerning human activity and how humans have adapted to a variety of weather conditions   XXX X

Specific Learning Outcomes

Specific Learning Outcomes – Understanding Basic Concepts
Understanding Basic Concepts1234567Supplement 1
Explain the difference between weather and climate and the factors that influence both these systems (e.g., temperature, relative humidity, wind, air pressure, the sun)XXXXX X 
Recognize large-scale and local weather systems (e.g., fronts, air masses, storms) X X  X 
Predict local weather patterns using data from their own observations of weather and from weather reports      X 
Explain the formation of clouds and the effects of different cloud formations on weather and climate (e.g., create a model of a cloud in a jar and relate it to the water cycle; describe the relationship between the formation of cumulonimbus clouds and thunderstorms)X XX  X 
Describe the water cycle in terms of evaporation, condensation, and precipitation  X     
Identify patterns in air movement (e.g., low pressure and high pressure) X      
Describe the ways in which energy from the sun affects weather conditions (e.g., evaporation of water results in condensation, which in turn results in precipitation) XX     
Identify the effects of air pressure (e.g., low pressure air masses are associated with mild temperature and create conditions that cause thunderstorms or clouds; high pressure air masses are cooler and are often associated with clear weather conditions) X    X 
Compare outdoor air movement with indoor air movement (e.g., as hot air rises, cold air takes its place; the warmest rooms in the house are usually the upstairs bedrooms)        
Identify and describe the major could types/formations.X X   X 
Specific Learning Outcomes - Developing Skills of Inquiry, Design, and Communication
Developing Skills of Inquiry, Design, and Communication1234567Supplement 1
Design, construct, and test a variety of weather instruments (e.g., weather vane, anemometer, rain gauge, wind sock, hydrometer); XX     
Formulate questions about and identify needs and problems related to objects and events in the environment, and explore possible answers and solutions (e.g., test a variety of fabrics for their waterproofing or insulating properties)        
Plan investigations for some of these answers and solutions, identifying variables that need to be held constant to ensure a fair test and identifying criteria for assessing solutions;        
Use appropriate vocabulary, including correct science and technology terminology, in describing their investigations and observations (e.g., use terms such as temperature, precipitation, relative humidity, wind chill factor, barometric pressure, and cloud cover);XXXXX X 
Compile data gathered through investigation in order to record and present results, tally charts, tables, and labeled graphs produced by hand or with a computer (e.g., record both qualitative and quantitative data from observations of weather over a period of time; accurately use a thermometer to read and record the results);X X XXXX
Communicate the procedures and results of investigations for specific purposes and to specific audiences, using electronic media, oral presentations, written notes and descriptions, drawings, and charts (e.g., draw a labeled diagram of the water cycle).X X XXXX
Specific Learning Outcomes - Relating Science and Technology to the World Outside the School
Relating Science and Technology to the World Outside the School1234567Supplement 1
Describe ways in which weather conditions affect the activities of humans and other animals (e.g., people refrain from strenuous physical activity in extreme heat; animals hibernate in extreme cold; animal fur thickens with cold weather);   XX   
Explain how climatic and weather conditions influence the choice of materials used for building shelters (e.g., wood/bricks are often used for building in cold climates, stone, and marble in warmer climates);    X   
Explain how advances in technology and science enable humans to make predictions about weather (e.g., satellite images of the Earth allow us to track weather patterns on a larger scale; computer modeling and automated weather stations);      X 
Understand and explain the importance of weather forecasting for people in certain occupations (e.g., fishers, hunters, farmers, pilots);    X   
Recognize how the movement of large scale air masses affects regional weather in the NWT (e.g., Arctic high pressure systems are associated with clear and cold weather, Atlantic systems are associated with cloudy skies; Pacific systems are associated with a wide variety of weather conditions)        
Explain how weather conditions influence activities and events related to science and technology (e.g., launching the space shuttle, flight testing an aircraft).        

This curriculum correlation was conducted by Curriculum Services Canada CSC, the Pan-Canadian standards agency for quality assurance in learning products and programs.

Date modified: