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Sky Watchers Curriculum Correlation by Chapter for Newfoundland and Labrador

Province: Newfoundland and Labrador
Curriculum: Science (2002), Earth and Space Science
Grade: Grade 5
Date of Correlation: February 16, 2008

Chapter 1 First Steps

Specific Curriculum Outcomes Addressed

  • identify and/or construct, and use instruments for measuring weather information (204-8, 205-4, 205-10)
  • use appropriate terminology in naming weather instruments and collecting weather data (104-7)
  • record observations using measuring instruments in order to describe weather in terms of temperature, wind speed, wind direction, precipitation, and cloud cover (205-7, 300-13)
  • classify clouds as stratus, cumulus, cirrus, or "other", compare results with others, and recognize that results may vary (104-4, 206-1)
  • use a variety of sources to gather information to describe the key features of a variety of weather systems (205-8, 302-11)
  • compile and display weather data collected over a period of time in table and/or graph format, and identify and suggest explanations for patterns or discrepancies in the data (206-2, 206-3)

Cross Curricular Connections

  • Activity, page 4: Technology (Internet)
  • Throughout chapter: Math (measurement)

Chapter 2 What Makes Weather?

Includes Activities 1 to 6 on pages 61 to 68.

Specific Curriculum Outcomes Addressed

  • identify and/or construct, and use instruments for measuring weather information (204-8, 205-4, 205-10)
  • use appropriate terminology in naming weather instruments and collecting weather data (104-7)
  • record observations using measuring instruments in order to describe weather in terms of temperature, wind speed, wind direction, precipitation, and cloud cover (205-7, 300-13)
  • use a variety of sources to gather information to describe the key features of a variety of weather systems (205-8, 302-11)
  • relate the transfer of energy from the sun to weather conditions (303-21)
  • describe situations demonstrating that air takes up space, has mass, and expands when heated (300-14)
  • draw a conclusion, based on evidence gathered through research and observation, about the patterns of air and/or water flow that result when two air or water masses of different temperature meet (206-5)
  • identify patterns in indoor and outdoor air movement (302-10)
  • relate the constant circulation of water on Earth to the processes of evaporation, condensation, and precipitation (301-13)
  • identify examples of weather phenomena that are currently being studied (105-1)

Cross Curricular Connections

  • 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.

Specific Curriculum Outcomes Addressed

  • identify and/or construct, and use instruments for measuring weather information (204-8, 205-4, 205-10)
  • use appropriate terminology in naming weather instruments and collecting weather data (104-7)
  • record observations using measuring instruments in order to describe weather in terms of temperature, wind speed, wind direction, precipitation, and cloud cover (205-7, 300-13)
  • classify clouds as stratus, cumulus, cirrus, or "other", compare results with others, and recognize that results may vary (104-4, 206-1)
  • use a variety of sources to gather information to describe the key features of a variety of weather systems (205-8, 302-11)
  • relate the transfer of energy from the sun to weather conditions (303-21)
  • relate the constant circulation of water on Earth to the processes of evaporation, condensation, and precipitation (301-13)
  • identify examples of weather phenomena that are currently being studied (105-1)

Cross Curricular Connections

  • 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.

Specific Curriculum Outcomes Addressed

  • use a variety of sources to gather information to describe the key features of a variety of weather systems (205-8, 302-11)
  • identify examples of weather phenomena that are currently being studied (105-1)
  • identify positive and negative effects of technologies that affect weather and the environment (108-1)

Cross Curricular Connections

  • 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.

Specific Curriculum Outcomes Addressed

  • identify weather-related technological innovations and products that have been developed by various cultures in response to weather conditions (107-14)
  • provide examples of ways that weather forecasts are used by various people in their community (107-5)
  • identify examples of weather phenomena that are currently being studied (105-1)
  • identify positive and negative effects of technologies that affect weather and the environment (108-1)

Cross Curricular Connections

  • 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.

Specific Curriculum Outcomes Addressed

  • identify examples of weather phenomena that are currently being studied (105-1)
  • identify positive and negative effects of technologies that affect weather and the environment (108-1)

Cross Curricular Connections

  • 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.

Specific Curriculum Outcomes Addressed

  • identify and use weather-related folklore to predict weather (105-2)
  • identify and/or construct, and use instruments for measuring weather information (204-8, 205-4, 205-10)
  • use appropriate terminology in naming weather instruments and collecting weather data (104-7)
  • record observations using measuring instruments in order to describe weather in terms of temperature, wind speed, wind direction, precipitation, and cloud cover (205-7, 300-13)
  • classify clouds as stratus, cumulus, cirrus, or "other", compare results with others, and recognize that results may vary (104-4, 206-1)
  • use a variety of sources to gather information to describe the key features of a variety of weather systems (205-8, 302-11)
  • compile and display weather data collected over a period of time in table and/or graph format, and identify and suggest explanations for patterns or discrepancies in the data (206-2, 206-3)
  • ask different people in the community and region for advice on how to predict weather, and compare their tools and techniques (107-2, 107-10, 207-4)
  • describe and predict patterns of change in local weather conditions (204-3, 301-14)
  • identify examples of weather phenomena that are currently being studied (105-1)

Cross Curricular Connections

  • 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).

Specific Curriculum Outcomes Addressed

  • identify examples of weather phenomena that are currently being studied (105-1)
  • identify positive and negative effects of technologies that affect weather and the environment (108-1)

Cross Curricular Connections

  • 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.

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