This page has been archived on the Web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.

Sky Watchers Curriculum Correlation by Chapter for Saskatchewan

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

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

Common Essential Learnings

To develop students' appreciation of the value and limitations of technology within society.

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.

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.

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).

Common Essential Learnings

To develop students' appreciation of the value and limitations of technology within society.

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.

Date modified: