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Correlation of Sky Watchers to the New Brunswick Curriculum
An X indicates that the chapter provides teacher information and/or student activities to support the teaching of the specific curriculum outcome.
|GCO Number||General Curriculum Outcome||Chapter|
|4||Understand the primary components of the non-living world||X||X||X||X||X||X||X||X|
|5||Understand the principles governing the primary components of the non-living world||X|
|6||Explain the mechanisms that cause the non-living world to change over time||X||X||X||X||X||X||X||X|
|SCO Number||Specific Curriculum Outcome|
Identify the various features of a weather report (ex: temperature, wind speed, precipitation, cloud cover)
Understand how products thrown away into the environment contribute to the problem of waste storage
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)
Interpret weather data over a period of time and use them to describe climate change (ex.: days, weeks or seasons)
|4.12||Matter and Energy|
Identify various natural sources of energy (sun, oil, coal, plants, food, nuclear, water, wind)
Understand that the Earth, like the other planets, orbits around the Sun and the moon orbits around the Earth
Describe how air affects everything around us
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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