The STANDARDS CORRELATION chart suggests which Connecticut Science Content Standards you can cover using PASSPORT TO WEATHER AND CLIMATE in your classroom. We hope you will discover additional standards you can use. These are the ones our Instructional Materials Development team felt most directly related to the activities contained in PASSPORT TO WEATHER AND CLIMATE.
For additional Connecticut Science Content Standards you can cover see the STANDARDS CORRELATION chart for the following PASSPORT TO KNOWLEDGE projects:
Grades K-4, Grades 5-8, Grades 9-12
Students will experience an inquiry-based learning environment in which
they are free to ask questions, seek information and validate explanations in
thoughtful and creative ways. Students also will understand that the processes,
ways of knowing and conceptual foundations of science are interdependent and
inextricably bound.
Educational experiences in Grades K - 4 will assure that students:
recognize (in Grades K-2) that when a scientific investigation is done in
the same way in different places or when repeated many times, the investigation generally has the same results;
video raise questions (in Grades K-2) about their surroundings and seek answers
by making careful observations and trying things out;
video recognize (in Grades K-2) that tools such as thermometers, magnifiers,
rulers or balances often give more information than can be obtained by making
observations without them;
video describe things as accurately as possible (in Grades K-2) because
careful, complete observations enable people to compare their observations with
those of others;
video use their senses (in Grades K-2),i.e., sight, taste, sound, touch, smell,
to make observations about the natural world and discuss their findings; video use open-minded and willing to modify opinions based upon evidence; video design and conduct (both in groups and individually) simple experiments,
keep accurate records of their findings, and communicate their findings to
others using graphs, charts, maps, and oral and written reports; video use evidence and logical reasoning as a basis for decision making; video recognize that scientists’ explanations about what happens in the world
come partly from what they observe and partly from what they believe; video recognize that sometimes scientists have different explanations for the
same set of observations, which usually leads to additional observations to
resolve the differences; and video recognize that measuring instruments can be used to gather accurate
information for making scientific comparisons of objects and events and for
designing and constructing things that will work properly. video Students will learn the evolution of scientific thought, how science has
influenced culture and society, and how groups from many countries have
contributed to the history of science.
Educational experiences in Grades K - 4 will assure that students:
recognize (in Grades K-2) that science is an adventure that people
every-where can take part in, as they have for many centuries;
video recognize (in Grades K-2) that scientists usually work in groups, but
important discoveries often have been made by individuals;
video understand (in Grades K-2) that scientists study different things because
they have different interests;
video recognize that, although men and women doing scientific inquiry have
learned much about the objects, events and phenomena in nature, there is still
much more to be understood;
video recognize that scientific ideas have changed over time; video understand that scientific investigations often raise questions which
lead to new investigations; video recognize that a knowledge of the history of science can help scientists
decide what needs to be studied next; and video understand that new technologies (a new instrument or device) allow
scientists to conduct investigations that were not previously possible. video Students will understand the composition and structure of the atmosphere, including energy transfers, the nature of weather and climate, and the effect of the atmosphere on human activity.
Educational experiences in Grades K-4 will assure that students:
recognize (in Grades K-2) that air takes up space; air is colorless, tasteless and odorless; and you can only feel or hear air when it moves;
video know (in Grades K-2) that air contains water, that clouds are made of water and ice, and that precipitation comes from clouds;
video identify (in Grades K-2) simple weather instruments, such as thermometers and wind vanes;
video know (in Grades K-2) what seasons exist in New England;
video recognize (in Grades K-2) that the sun affects the weather on the Earth;
video know that the Earth is covered by an atmosphere that is divided into layers;
video recognize that air is a mixture of gases and can be compressed;
video recognize that there are different forms of precipitation and identify these forms;
video compare forms of hazardous weather (including hurricanes, high winds, tornadoes, floods, blizzards, freezing rain and droughts) and its effects on humans and the land;
video identify instruments used by meteorologists and use simple weather instruments to measure air temperature and wind speed and direction;
video understand that there are patterns to weather as well as patterns to sea-sons;
video recognize that the Earth has different climates (e.g., arid, tropical, temperate and arctic); and
video describe the sun as the source of energy that causes weather to change.
video Students will know that energy is conserved, transferred, transformed, and appears in different forms.
Educational experiences in Grades K-4 will assure that students:
recognize (in Grades K-2) forms of energy (e.g., heat, light, sound) used every day;
video recognize (in Grades K-2) that visible light contains the colors of the rainbow;
video demonstrate (in Grades K-2) that sound can be produced by vibrating objects;
video recognize (in Grades K-2) that energy can be used to bring about changes in matter (e.g., melt an ice cube);
video demonstrate (in Grades K-2) that sound has different properties (e.g., high-low, loud-soft);
video understand (in Grades K-2) that the sun’s rays warm objects on the Earth;
video describe various forms of energy, such as light, heat, electrical and chemical, and cite examples of the change of one form into another;
video recognize that sounds can be varied by making changes to the objects emitting the sound (e.g., tautness of a string, length of a tube, medium through which the sound travels);
video recognize that some mate-rials conduct heat better than others, and that poor conductors (insulators) can reduce heat loss;
video give examples of ways energy consumption can be reduced;
video recognize that primary colors of light can be mixed to create other colors;
video demonstrate that light has a number of properties, such as color, brightness and direction of travel; and
video demonstrate that light can be absorbed, reflected, transmitted and bent using mirrors and lenses.
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Students will know that interactions between matter and energy can produce changes in a system, although the total quantities of matter and energy are unchanged.
Educational experiences in Grades K-4 will assure that students:
demonstrate (in Grades K-2) that the position or motion of objects can be changed by pushing or pulling;
video recognize (in Grades K-2) that the motion of objects can be compared by describing the general direction or type of motion (straight line, zigzag, vibrating or circular) and the relative speed;
video demonstrate (in Grades K-2) that magnets can move some objects without touching them;
video recognize (in Grades K-2) that magnets attract or repel each other and attract a few kinds of metals;
video demonstrate (in Grades K-2) that objects fall to the ground unless supported;
video give examples of some forces (e.g., magnetism, gravity) that can change the motion of objects without touching them;
video recognize that the motion of an object can be described as a change in the position of the object with respect to another object or background; and
video demonstrate that magnetic and electrostatic forces may both attract and repel.
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Students will understand the relationships among mathematics, science and technology and the way they affect and are affected by society.
Educational experiences in Grades K-4 will assure that students:
understand (in Grades K-2) that people create tools (e.g., shovel, hand lens, pencil), to help them to do things better and to do some things that other-wise could not be done at all ;
video identify (in Grades K-2) the contributions of science and technology to individuals and society;
video recognize (in Grades K-2) that simple machines can be used to help people do work;
video describe the role and use of technological devices in everyday life ( e.g., micro-wave ovens, telephones, VCRs);
video recognize possible negative consequences to people, other organisms or the environment, of technological solutions to specific problems;
video understand that technology enables scientists and others to observe the world, e.g., things that are too small or too far away to be seen without technology, the motion of objects that are moving very rapidly or are hardly moving at all;
video identify alternative strategies to solve existing and potential environmental or technological problems;
video describe activities in which students can participate that can benefit their communities (e.g., recycling, water conservation);
video recognize that technology extends the ability of people to change the world (e.g., to cut, shape or put together materials; to move things from one place to another; to extend the reach of hands, voices, senses and minds);
video identify careers that use science and technology; and
video understand that there are different types of simple machines.
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Students will experience an inquiry-based learning environment in which
they are free to ask questions, seek information and validate explanations in
thoughtful and creative ways. Students also will understand that the processes,
ways of knowing and conceptual foundations of science are interdependent and
inextricably bound.
Educational experiences in Grades 5 - 8 will assure that students:
conduct scientific investigations which generally involve the collection
of relevant evidence, the use of logical reasoning and creativity in devising
hypotheses and explanations to make sense of the evidence;;
video identify and control variables in experiments;
video evaluate the strengths and weaknesses of claims, arguments or data;
video recognize that a variety of experimental designs and strategies can be
developed to answer the same question;
video use appropriate technology as a tool in problem solving; video accept the open-ended-ness of scientific inquiry and that scientific
findings are not always definite or complete; and video use scientific knowledge and ways of thinking in personal decision
making. video Students will learn the evolution of scientific thought, how science has
influenced culture and society, and how groups from many countries have
contributed to the history of science.
Educational experiences in Grades 5 - 8 will assure that students:
recognize important contributions to the advancement of science,
mathematics and technology that have been made by men and women in different
cultures at different times;
video understand that scientific discoveries are influenced by technological
demands, competition, controversy, world events, personalities and societal
issues;
video recognize that, throughout history, scientists and engineers have been
considered valued contributors to society; and video recognize that, throughout history, it has been difficult for scientific
innovators to break through the preconceptions of their time to reach
conclusions which today seem obvious.
video Students will understand the water cycle, including energy transfers, the
distribution and characteristics of water, and its influences on human activity.
Educational experiences in Grades 5 - 8 will assure that students:
recognize how the cycling of water in and out of the atmosphere plays an
important role in deter-mining climatic patterns and is responsible for
constantly changing the phase and location of water;
video recognize that water falling to Earth flows over the surface as runoff
and collects in ocean basins, rivers, lakes, icecaps and underground; and
video recognize that water stored underground (subsurface) and water stored
above ground (surface) form a continuum, each supplying water to the other.
video Students will understand the composition and structure of the atmosphere, including energy transfers, the nature of weather and climate, and the effect of the atmosphere on human activity.
Educational experiences in Grades 5-9 will assure that students:
describe air as a mixture of gases, including water vapor and other liquid and solid particles;
video recognize that air exerts pressure and expands and contracts in relation to temperature;
video explain wind as a function of the unequal heating of the Earth’s surface;
video know that water changes form as a function of energy transfer;
video infer that water vapor condenses out of cooling air;
video create simple weather instruments to measure air pressure and humidity;
video identify sources of thunderstorms, tornadoes, hurricanes and winter storms, and describe their impact on human activities;
video infer that our atmosphere is dynamic and has patterns of weather systems;
video recognize that high pres-sure areas are usually associated with clear, dry weather and low pressure areas are often associated with precipitation; and
video describe and explain the reasons for the distribution of climates around the world.
video Students will know that energy is conserved, transferred, transformed, and appears in different forms.
Educational experiences in Grades 5-8 will assure that students:
recognize that energy can neither be created nor destroyed;
video identify energy transformations that occur in various systems (e.g., biological, mechanical, geological) and recognize that heat is a by product of energy transformations;
video demonstrate that heat can be transferred by convection, conduction and radiation;
video recognize that energy exists in many forms (e.g., light, heat, chemical, electrical and mechanical) and that energy can be transformed from one form to another;
video understand that all physical changes, including changes of state, require energy;
video recognize that the sun produces energy in a range of wavelengths within the electromagnetic spectrum; and
video compare and contrast different forms of energy in terms of their wave-lengths on the electromagnetic spectrum.
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Students will understand the relationships among mathematics, science and technology and the way they affect and are affected by society.
Educational experiences in Grades 5-8 will assure that students:
investigate and describe human uses of renewable and nonrenewable re-sources (e.g., forests, fossil fuels);
video explain interrelationships between science and technology ( e.g., building a bridge, designing a better running shoe);
video describe how the use of technology can contribute to the solution of an individual or community problem (e.g., using oxygenated fuels to help reduce air pollution);
video recognize that science and technology cannot solve every problem faced by society;
video describe how people use science and technology in their professions;
video identify and analyze ways in which advances in science and technology have affected each other and society;
video recognize that issues related to science, technology and society often are complex and involve risk/benefit trade-offs;
video understand that scientific advances may be misused and developed into technologies that have negative consequences;
video identify technological advances that are reported in the media; and
video understand that engineers, architects and others who engage in design and technology use scientific knowledge to solve practical problems.
video
Students will experience an inquiry-based learning environment in which
they are free to ask questions, seek information and validate explanations in
thoughtful and creative ways. Students also will understand that the processes,
ways of knowing and conceptual foundations of science are interdependent and
inextricably bound.
Educational experiences in Grades 9 - 12 will assure that students:
gather and synthesize information concerning a problem;
video generate and revise hypotheses based upon empirical data and the
requirements of logical reasoning;
video interpret the results of experimentation using statistical reasoning;
video critique scientific experiments or research by seeking out possible
sources of bias in the design and analysis of data;
video suggest alternative ways of explaining data and criticize arguments in
which data, explanations or conclusions are represented as the only ones worthy
of consideration; and video prepare and present oral and written scientific reports that communicate
in a logical sequence the process, results and validity of scientific
experiments and research. video Students will learn the evolution of scientific thought, how science has
influenced culture and society, and how groups from many countries have
contributed to the history of science.
Educational experiences in Grades 9 - 12 will assure that students:
recognize that many Western as well as non-Western cultures (e.g.,
Egyptian, Chinese, Hindu, Arabic, Mayan) have developed scientific ideas and
solved human problems through technology;
video recognize that changes in science usually occur as small modifications in
existing knowledge and result in incremental advances in our understanding of
the world and our ability to meet human needs and aspirations;
video recognize that occasion-ally there are advances in science and technology
that have important and long-lasting effects on science and society (e.g., the
Copernican revolution; plate tectonics; bio-logical evolution; germ theory;
industrial revolution; technological revolution); and
video recognize that the study of scientific explanations
throughout history demonstrates how scientific knowledge changes and evolves
over time, building on earlier knowledge.
video Students will understand the composition and structure of the atmosphere, including energy transfers, the nature of weather and climate, and the effect of the atmosphere on human activity.
Educational experiences in Grades 9-12 will assure that students:
describe heat and energy transfer as they are related to radiation, conduction and convection/advection;
video understand that, as water condenses, evaporates, melts or freezes, this heat energy transfer impacts weather phenomena;
video recognize and understand why rising air expands and decreases in temperature, while sinking air compresses and increases in temperature, and that this phenomenon has an impact on local weather and global climates;
video describe fronts as boundaries between air masses and recognize their association with different weather patterns;
video explain the patterns and distributions of different climates as a function of the Earth’s physical features (e.g., oceans and mountains) and latitude;
video explain how the inclination of the Earth’s axis affects the seasons, amount of daylight, and the altitude of the sun in the sky;
video explain the impact on human activities of global phenomena, such as El Niño, global warming and the depletion of ozone in the atmosphere;
video discuss cyclone, hurricane, thunderstorm and tornado formation as both weather phenomena and vehicles for the transfer of heat energy; and
video create weather forecasts from data collected from various sources, including classroom instruments, television, newspapers, NOAA radio and information from sources via computer and modem.
video Students will know that energy is conserved, transferred, transformed, and appears in different forms.
Educational experiences in Grades 9-12 will assure that students:
classify various forms of energy as either kinetic or potential;
video recognize that heat energy is related to the disordered motion of atoms or molecules;
video understand that the total amount of disorder in the universe is increasing;
video explain that, although energy changes into different forms within a closed system, the total amount of energy remains unchanged, while the amount of useful energy is decreased;
video describe the nature of different types of waves, how they are produced, and how they transfer energy;
video understand that every object exerts a gravitational force on every other object; and
video interpret the physical characteristics of sound, (including pitch and loudness) in terms of wave theory.
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Students will understand the relationships among mathematics, science and technology and the way they affect and are affected by society.
Educational experiences in Grades 9-12 will assure that students:
analyze benefits and limit costs and consequences involved in using technology or resources (e.g., X-rays, agricultural chemicals, natural gas reserves);
video analyze how the introduction of new technology has affected or could affect human activity (e.g., invention of the telescope, applications of modern telecommunications and bioengineering);
video recognize that technological innovations (e.g., the automobile) may produce unanticipated problems of their own;
video apply their knowledge and understanding of chemical and physical interactions to explain present and anticipated technologies (e.g., lasers, ultrasound, superconducting materials, photocopy machines);
video recognize that science and technology often develop faster than society can comprehend their ethical implications;
video explore the scientific and technological aspects of contemporary problems (e.g., issues related to nutrition, air quality, natural resources);
video understand that science strives to understand the natural world and seeks explanations for natural phenomena, while technology seeks solutions to human problems and needs;
video understand that science, mathematics and technology are interdependent human endeavors with strengths and limitations; and
video recognize that technological problems often create a demand for new scientific knowledge, while new technologies make it possible for scientists to extend their research or to undertake entirely new lines of research.
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GRADES K-4
CONTENT STANDARD 1: The Nature Of Science
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CONTENT STANDARD 2: History Of Science
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CONTENT STANDARD 9: The Earth’s Atmosphere
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CONTENT STANDARD 12: Energy
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CONTENT STANDARD 13: Interaction Of Matter And Energy
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CONTENT STANDARD 14: Science And Technology
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GRADES 5-8
CONTENT STANDARD 1: The Nature Of Science
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CONTENT STANDARD 2: History Of Science
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CONTENT STANDARD 8: Water
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CONTENT STANDARD 9: The Earth’s Atmosphere
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CONTENT STANDARD 12: Energy
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CONTENT STANDARD 14: Science And Technology
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GRADES 9-12
CONTENT STANDARD 1: The Nature Of Science
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CONTENT STANDARD 2: History Of Science
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CONTENT STANDARD 9: The Earth’s Atmosphere
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CONTENT STANDARD 12: Energy
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CONTENT STANDARD 14: Science And Technology
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