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Correlation of Sky Watchers to the New Brunswick Science Curriculum - Grade 5 Earth and Space Science: Weather
An X indicates that the chapter provides teacher information and/or student activities to support the teaching of the specific learning outcome.
| Specific Curriculum Outcome | Chapter | |||||||
|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | Supplement 1 | |
| Measuring and Describing Weather | ||||||||
| identify and use weather-related folklore to predict weather (105-2) | X | |||||||
| identify and/or construct, and use instruments for measuring weather information (204-8, 205-4, 205-10) | X | X | X | X | ||||
| use appropriate terminology to name weather instruments when collecting weather data (104-7) | X | X | X | X | ||||
| record observations using instruments to describe weather in terms of temperature, wind speed, wind direction, precipitation, and cloud cover (205-7, 300-13) | X | X | X | X | ||||
| classify clouds as stratus, cumulus, cirrus, or “other”, compare results with others, and recognize that results may vary (104-4, 206-1) | X | X | X | |||||
| use a variety of sources to gather information to describe the key features of a variety of weather systems (205-8, 302-11) | X | X | X | X | X | |||
| estimate weather measurements for various times of the day, week, or for specific weather systems (205-6) | ||||||||
| identify weather-related technological innovations and products that have been developed by various cultures in response to weather conditions (107-14) | X | |||||||
| Sun’s Energy Reaching the Earth | ||||||||
| relate the transfer of energy from the sun to weather conditions (303-21) | X | X | ||||||
| identify and use appropriate tools and/or materials to measure the temperature of soil and water which have been exposed to light and draw conclusions about the temperature readings (204-8, 205-4, 206-5) | ||||||||
| Properties of Air | ||||||||
| describe situations which demonstrate air takes up space, has weight, and expands when heated (300-14) | X | |||||||
| 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) | X | |||||||
| Movement of Air and Water | ||||||||
| identify patterns in indoor and outdoor air movement (302-10) | X | |||||||
| relate the constant circulation of water on Earth to the processes of evaporation, condensation, and precipitation (301-13) | X | X | ||||||
| Predicting the Weather | ||||||||
| 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) | X | X | ||||||
| ask various people in the community and region for advice on how to predict weather; compare the tools and techniques they use to make predictions (107-2, 107-10, 207-4) | X | |||||||
| provide examples of ways that weather forecasts are used by various people in their community (107-5) | X | |||||||
| describe and predict patterns of change in local weather conditions (204-3, 301-14) | X | |||||||
| Environmental Issues | ||||||||
| identify examples of weather phenomena that are currently being studied (105-1) | X | X | X | X | X | X | X | |
| identify positive and negative effects of technologies that affect weather and the environment (108-1) | X | X | X | X | ||||
| describe how studies of the depletion of the ozone layer, global warming and the increase in acid rain have led to new inventions and stricter regulations on emissions from cars, factories, and other polluting technologies (106-4) | ||||||||
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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