1.1

Activity 1.1 Sun and Seasons

E / I

1.1

1.2.5 Knows that night and day are caused by the Earth's rotation on its axis

E

1.1

1.2.6 Knows that the Sun provides the light and heat necessary to maintain the temperature of the Earth

E

1.1

1.3.5 Knows how the tilt of the Earth's axis and the Earth's revolution around the Sun affect seasons and weather patterns (i.e., heat falls more intensely on one part or another of the Earth's surface during its revolution around the Sun)

E

1.1

1.3.9 Knows that the Sun is the principle energy source for phenomena on the Earth's surface (e.g., winds, ocean currents, the water cycle, plant growth)

E

1.1

1.4.1 Knows the major external and internal sources of energy on Earth (e.g., the Sun is the major external source of energy; the decay of radioactive isotopes and gravitational energy from the Earth's original formation are primary sources of internal energy)

I

1.1

11.1.1 Knows that the Sun supplies heat and light to Earth

E

1.1

11.3.3 Knows how the Sun acts as a major source of energy for changes on the Earth's surface (i.e., the Sun loses energy by emitting light; some of this light is transferred to the Earth in a range of wavelengths including visible light, infrared radiation, and ultraviolet radiation)

E

1.1

3.1.2 Knows basic patterns of the Sun and Moon (e.g., the Sun appears every day, and the Moon appears sometimes at night and sometimes during the day; the Sun and Moon appear to move from east to west across the sky; the Moon appears to change shape over the course of a month)

E

1.1

3.3.6 Knows how the regular and predictable motions of the Sun and Moon explain phenomena on Earth (e.g., the day, the year, phases of the Moon, eclipses, tides, shadows)

E

1.2

Activity 1.2 Differential Heating and Cooling of Land and Ocean

E / I

1.2

11.3.1 Knows that energy is a property of many substances (e.g., heat energy is in the disorderly motion of molecules and in radiation; chemical energy is in the arrangement of atoms; mechanical energy is in moving bodies or in elastically distorted shapes; electrical energy is in the attraction or repulsion between charges)

E

1.2

11.3.2 Understands that energy cannot be created or destroyed but only changed from one form to another

I

1.2

11.3.4 Knows that heat can be transferred through conduction, convection, and radiation; heat flows from warmer objects to cooler ones until both objects reach the same temperature

E

1.2

11.4.3 Understands the relationship between heat and temperature (heat energy consists of the random motion and vibrations of atoms, molecules, and ions; the higher the temperature, the greater the atomic or molecular motion)

I

1.3

Activity 1.3 The Water Cycle

E / I

1.3

1.1.1 Knows that Earth materials consist of solid rocks, soils, liquid water, and the gases of the atmosphere

I

1.3

1.1.2 Knows that water can be a liquid or a solid and can be made to change from one form to the other, but the amount of water stays the same

E

1.3

1.2.1 Knows that water can change from one state to another (solid, liquid, gas) through various processes (e.g., freezing, condensation, precipitation, evaporation)

I

1.3

1.3.7 Knows the processes involved in the water cycle (e.g., evaporation, condensation, precipitation, surface run-off, percolation) and their effects on climatic patterns

E

1.3

10.2.4 Knows that materials have different states (solid, liquid, gas), and some common materials such as water can be changed from one state to another by heating or cooling

I

1.3

10.3.2 Knows that atoms often combine to form a molecule (or crystal), the smallest particle of a substance that retains its properties

I

1.4.1

Activity 1.4.1 Interaction of Temperature and Pressure

E / I

1.4.1

1.3.3 Knows the composition and structure of the Earth's atmosphere (e.g., temperature and pressure in different layers of the atmosphere, circulation of air masses)

E

1.4.1

10.3.1 Knows that matter is made up of tiny particles called atoms, and different arrangements of atoms into groups compose all substances

E

1.4.1

11.4.1 Knows that although the total energy of the universe remains constant, matter tends to become steadily less ordered as various energy transfers occur (e.g., by collisions in chemical and nuclear reactions, by light waves and other radiations), and the energy tends to spread out uniformly

I

1.4.2

Activity 1.4.2 Highs, Lows, Winds and Jet Streams

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1.4.2

1.4.3 Knows how winds and ocean currents are produced on the Earth's surface (e.g., effects of unequal heating of the Earth's land masses, oceans, and air by the Sun; effects of gravitational forces acting on layers of different temperatures and densities in the oceans and air; effects of the rotation of the Earth)

E

1.5.1

Activity 1.5.1 Ocean Currents and Jet Streams

E / I

1.5.1

11.3.6 Knows that most chemical and nuclear reactions involve a transfer of energy (e.g., heat, light, mechanical motion, electricity)

I

1.5.2

Activity 1.5.2 A Hands-On El Nino

E / I

1.5.2

1.3.6 Knows factors that can impact the Earth's climate (e.g., changes in the composition of the atmosphere; changes in ocean temperature; geological shifts such as meteor impacts, the advance or retreat of glaciers, or a series of volcanic eruptions)

I

2.1

Activity 2.1 Creating Clouds

E / I

2.1

1.2.3 Knows that clouds and fog are made of tiny droplets of water

E

2.2

Activity 2.2 "Dew-ing" the Dew Point

E / I

2.2

10.3.3 Knows that atoms are in constant, random motion (atoms in solids are close together and don't move about easily; atoms in liquids are close together and stick to each other, but move about easily; atoms in gas are quite far apart and move about freely)

I

2.2

14.2.1 Knows that although the same scientific investigation may give slightly different results when it is carried out by different persons, or at different times or places, the general evidence collected from the investigation should be replicable by others

I

2.2

14.3.1 Knows that an experiment must be repeated many times and yield consistent results before the results are accepted as correct

I

2.3

Activity 2.3 Making Lightning

E / I

2.3

11.1.2 Knows that heat can be produced in many ways (e.g., burning, rubbing, mixing substances together)

E

2.3

11.1.3 Knows that electricity in circuits can produce light, heat, sound, and magnetic effects

E

2.3

11.2.2 Knows that heat can move from one object to another by conduction and that some materials conduct heat better than others

E

2.3

11.3.5 Knows that electrical circuits provide a means of transferring electrical energy to produce heat, light, sound, and chemical changes

I

2.3

12.1.1 Knows that vibrating objects produce sound

I

2.3

12.3.1 Knows that vibrations (e.g., sounds, earthquakes) move at different speeds in different materials, have different wavelengths, and set up wave-like disturbances that spread away from the source

I

2.3

13.2.1 Knows that electrically charged material pulls on all other materials and can attract or repel other charged materials

I

2.3

13.4.1 Knows how different kinds of materials respond to electric forces (e.g., as insulators, semiconductors, conductors, superconductors)

E

2.4

Activity 2.4 "Twister in a Bottle"

E / I

2.4

1.2.4 Knows that air is a substance that surrounds us, takes up space, and moves around us as wind

E

2.5

Activity 2.5 Rainbows and the Spectrum of Visible Light

E / I

2.5

11.4.5 Knows how the energy associated with individual atoms and molecules can be used to identify the substances they comprise; each kind of atom or molecule can gain or lose energy only in particular discrete amounts, and thus can absorb and emit light only at wavelengths corresponding to these amounts

I

2.5

12.1.2 Knows that light travels in a straight line until it strikes an object

E

2.5

12.2.2 Knows that light can be reflected, refracted, or absorbed

I

2.5

12.3.2 Knows ways in which light interacts with matter (e.g., transmission, including refraction; absorption; scattering, including reflection)

I

2.5

12.3.3 Knows that only a narrow range of wavelengths of electromagnetic radiation can be seen by the human eye; differences of wavelength within that range of visible light are perceived as differences in color

I

2.6

Activity 2.6 Warm Front/Cold Front

E / I

2.6

11.2.1 Knows that heat is often produced as a by-product when one form of energy is converted to another form (e.g., heat is produced by mechanical and electrical machines)

I

3.1

Activity 3.1 Making Simple Weather Instruments

E / I

3.1

10.1.2 Knows that things can be done to materials to change some of their properties (e.g., heating, freezing, mixing, cutting, dissolving, bending), but not all materials respond the same way to what is done to them

I

3.1

10.2.3 Knows that properties such as length, weight, temperature, and volume can be measured using appropriate tools (e.g., rulers, balances, thermometers, graduated cylinders)

E

3.1

10.2.5 Knows that the mass of a material remains constant whether it is together, in parts, or in a different state

I

3.1

10.3.7 Understands the conservation of matter in physical and chemical change (e.g., no matter how substances within a closed system interact with one another, or how they combine or break apart, the total weight of the system remains the same; the same number of atoms weighs the same, no matter how the atoms are arranged)

I

3.1

10.3.8 Knows methods used to separate mixtures into their component parts (boiling, filtering, chromatography, screening)

I

3.1

10.3.9 Knows factors that influence reaction rates (e.g., types of substances involved, temperature, concentration, surface area)

I

3.1

13.1 2 Knows that things near the Earth fall to the ground unless something holds them up

I

3.1

13.2.3 Knows that the Earth's gravity pulls any object toward it without touching it

I

3.1

15.1.1 Knows that learning can come from careful observations and simple experiments

E

3.1

15.1.2 Knows that tools (e.g., thermometers, magnifiers, rulers, balances) can be used to gather information and extend the senses

E

3.1

15.2.3 Plans and conducts simple investigations (e.g., makes systematic observations, conducts simple experiments to answer questions)

I

3.1

15.2.4 Uses simple equipment and tools to gather scientific data and extend the senses (e.g., rulers, thermometers, magnifiers, microscopes, calculators)

I

3.1

15.4.4 Uses technology (e.g., hand tools, measuring instruments, calculators, computers) and mathematics (e.g., measurement, formulas, charts, graphs) to perform accurate scientific investigations and communications

I

3.2

Activity 3.2 Reading the Sky

E / I

3.2

1.1.3 Knows that short-term weather conditions (e.g., temperature, rain, snow) can change daily, and weather patterns change over the seasons

E

3.2

15.3.1 Knows that there is no fixed procedure called "the scientific method," but that investigations involve systematic observations, carefully collected, relevant evidence, logical reasoning, and some imagination in developing hypotheses and explanations

I

3.2

15.3.2 Designs and conducts a scientific investigation (e.g., formulates questions, designs and executes investigations, interprets data, synthesizes evidence into explanations, proposes alternative explanations for observations, critiques explanations and procedures)

I

3.2

15.3.5 Establishes relationships based on evidence and logical argument (e.g., provides causes for effects)

I

3.2

15.4.3 Knows that a wide range of natural occurrences may be observed to discern patterns when conditions of an investigation cannot be controlled

I

3.3

Activity 3.3 Interpreting Weather Symbols

E / I

3.3

15.2.2 Knows that scientists use different kinds of investigations (e.g., naturalistic observation of things or events, data collection, controlled experiments), depending on the questions they are trying to answer

I

3.3

15.2.6 Knows that scientists make the results of their investigations public; they describe the investigations in ways that enable others to repeat the investigations

E

3.4

Activity 3.4 Plotting Temperatures on a Weather Map

E / I

3.4

15.4.1 Understands the use of hypotheses in science (e.g., selecting and narrowing the focus of data, determining additional data to be gathered; guiding the interpretation of data)

I

3.4

15.4.2 Designs and conducts scientific investigations by formulating testable hypotheses, identifying and clarifying the method, controls, and variables; organizing and displaying data; revising methods and explanations; presenting the results; and receiving critical response from others

I

3.4

15.4.6 Knows that scientists conduct investigations for a variety of reasons (e.g., to discover new aspects of the natural world, to explain recently observed phenomena, to test the conclusions of prior investigations, to test the predictions of current theories)

I

3.5

Activity 3.5 Doppler Radar in a Shoebox

E / I

3.5

12.1.3 Knows that the position of an object can be described by locating it relative to another object or the background

E

3.5

12.1.4 Knows that things move in many different ways (e.g., straight line, zigzag, vibration, circular motion)

I

3.5

12.1.5 Knows that the position and motion of an object can be changed by pushing or pulling

E

3.5

12.2.1 Knows that the pitch of a sound depends on the frequency of the vibration producing it

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3.5

12.2.3 Knows that an object's motion can be described by tracing and measuring its position over time

E

3.5

12.2.4 Knows that when a force is applied to an object, the object either speeds up, slows down, or goes in a different direction

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3.5

12.3.4 Knows that an object's motion can be described and represented graphically according to its position, direction of motion, and speed

E

3.5

12.4.1 Knows that waves (e.g., sound, seismic, water, light) have energy and can transfer energy when they interact with matter

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3.5

12.4.2 Knows the range of the electromagnetic spectrum (e.g., radio waves, microwaves, infrared radiation, visible light, ultraviolet radiation, x-rays, gamma rays); electromagnetic waves result when a charged object is accelerated or decelerated, and the energy of electromagnetic waves is carried in packets whose magnitude is inversely proportional to the wavelength

E

3.5

12.4.3 Knows that apparent changes in wavelength can provide information about changes in motion because the observed wavelength of a wave depends upon the relative motion of the source and the observer; if either the source or observer is moving toward the other, the observed wavelength is shorter; if either is moving away, the wavelength is longer

E

3.5

15.3.4 Uses appropriate tools (including computer hardware and software) and techniques to gather, analyze, and interpret scientific data

I

3.5

15.3.8 Knows possible outcomes of scientific investigations (e.g., some may result in new ideas and phenomena for study; some may generate new methods or procedures for an investigation; some may result in the development of new technologies to improve the collection of data; some may lead to new investigations)

I

4.1

Activity 4.1 Writing Up a Storm

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4.1

15.4.7 Knows that investigations and public communication among scientists must meet certain criteria in order to result in new knowledge and methods (e.g., arguments must be logical and demonstrate connections between natural phenomena, investigations, and the historical body of scientific knowledge; the methods and procedures used to obtain evidence must be clearly reported to enhance opportunities for further investigation)

I

4.2

Activity 4.2 Hurricane Houses

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4.3

Activity 4.3 Making a Weather and Climate Timeline

E / I

4.3

14.1.1 Knows that scientific investigations generally work the same way in different places and normally produce results that can be duplicated

E

4.3

14.3.2 Knows that all scientific ideas are tentative and subject to change and improvement in principle, but for most core ideas in science, there is much experimental and observational confirmation

E

4.3

14.4.3 Understands how scientific knowledge changes and accumulates over time (e.g., all scientific knowledge is subject to change as new evidence becomes available; some scientific ideas are incomplete and opportunity exists in these areas for new advances; theories are continually tested, revised, and occasionally discarded)

E

4.3

14.4.4 Knows that from time to time, major shifts occur in the scientific view of how the world works, but usually the changes that take place in the body of scientific knowledge are small modifications of prior knowledge

E

4.3

15.2.1 Knows that scientific investigations involve asking and answering a question and comparing the answer to what scientists already know about the world

I

4.3

15.4.5 Knows that conceptual principles and knowledge guide scientific inquiries; historical and current scientific knowledge influence the design and interpretation of investigations and the evaluation of proposed explanations made by other scientists

I

4.3

16.2.1 Knows that people of all ages, backgrounds, and groups have made contributions to science and technology throughout history

E

4.3

16.2.2 Knows that although people using scientific inquiry have learned much about the objects, events, and phenomena in nature, science is an ongoing process and will never be finished

E

4.3

16.3.5 Knows that throughout history, many scientific innovators have had difficulty breaking through accepted ideas of their time to reach conclusions that are now considered to be common knowledge

I

4.3

16.3.6 Knows ways in which science and society influence one another (e.g., scientific knowledge and the procedures used by scientists influence the way many individuals in society think about themselves, others, and the environment; societal challenges often inspire questions for scientific research; social priorities often influence research priorities through the availability of funding for research)

I

4.3

16.4.1 Knows that throughout history, diverse cultures have developed scientific ideas and solved human problems through technology

E

4.4

Activity 4.4 The Greenhouse Effect and Global Warming

E / I

4.4

1.3.4 Knows ways in which clouds affect weather and climate (e.g., precipitation, reflection of light from the Sun, retention of heat energy emitted from the Earth's surface)

I

4.4

1.4.2 Knows that weather and climate involve the transfer of energy in and out of the atmosphere

E

4.4

14.3.3 Understands that questioning, response to criticism, and open communication are integral to the process of science (e.g., scientists often differ with one another about the interpretation of evidence or theory in areas where there is not a great deal of understanding; scientists acknowledge conflicting interpretations and work towards finding evidence that will resolve the disagreement)

I

4.4

14.4.1 Knows ways in which science distinguishes itself from other ways of knowing and from other bodies of knowledge (e.g., use of empirical standards, logical arguments, skepticism)

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4.4

15.2.5 Knows that good scientific explanations are based on evidence (observations) and scientific knowledge

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4.4

15.2.7 Knows that scientists review and ask questions about the results of other scientists' work

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4.4

2.4.6 Knows how the evolution of life on Earth has changed the composition of the Earth's atmosphere through time (e.g., one-celled forms of life emerged more than 3.5 billion years ago; evolution of photosynthesizing organisms produced most of the oxygen in the modern atmosphere)

I

Z.1

Activity Z.1 Facts and Fictions about Weather and Climate

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Z.1

16.4.3 Understands the ethical traditions associated with the scientific enterprise (e.g., commitment to peer review, truthful reporting about the methods and outcomes of investigations, publication of the results of work) and that scientists who violate these traditions are censored by their peers

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Z.2

Activity Z.2 "Weather Wise 2000"

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Z.2

15.2.8 Knows that different people may interpret the same set of observations differently

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Z.2

16.1.1 Knows that in science it is helpful to work with a team and share findings with others

I

Z.3

Activity Z.3 Writing Science

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Z.3

16.4.4 Knows that science and technology are essential social enterprises, but alone they can only indicate what can happen, not what should happen

I

Z.3

16.4.6 Knows that creativity, imagination, and a good knowledge base are all required in the work of science and engineering

E

TV

16.2.3 Knows that scientists and engineers often work in teams to accomplish a task

E

TV

16.3.2 Knows that the work of science requires a variety of human abilities, qualities, and habits of mind (e.g., reasoning, insight, energy, skill, creativity, intellectual honesty, tolerance of ambiguity, skepticism, openness to new ideas)

E

TV

16.3.3 Knows various settings in which scientists and engineers may work (e.g., colleges and universities, businesses and industries, research institutes, government agencies)

E

TV

16.4.2 Understands that individuals and teams contribute to science and engineering at different levels of complexity (e.g., an individual may conduct basic field studies; hundreds of people may work together on a major scientific question or technological problem)

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TV

16.4.5 Understands that science involves different types of work in many different disciplines (e.g., scientists in different disciplines ask different questions, use different methods of investigation, and accept different types of evidence to support their explanations; many scientific investigations require the contributions of individuals from different disciplines; new disciplines of science, such as geophysics and biochemistry, often emerge at the interface of older disciplines)

E

WWW

16.3.1 Knows that people of all backgrounds and with diverse interests, talents, qualities, and motivations engage in fields of science and engineering; some of these people work in teams and others work alone, but all communicate extensively with others

E