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Sky Watchers Curriculum Correlation by Chapter for New Brunswick Grades 3-5 - Francophone

Province: New Brunswick
Curriculum: Grade / Group: 3-5
Date of Correlation: March 20, 2008 based on the 2007 temporary curriculum

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)

Cross Curricular Connections

  • 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

Cross Curricular Connections

  • 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

Specific Curriculum Outcome

Matter and Energy

  • 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

Cross Curricular Connections

  • 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)

Cross Curricular Connections

  • 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)

Cross Curricular Connections

  • 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)

Matter and Energy

  • 4.12 Identify various natural sources of energy (sun, oil, coal, plans, food, nuclear, water, wind)

Cross Curricular Connections

  • 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)

Cross Curricular Connections

  • 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)

Cross Curricular Connections

  • 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.

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