The STANDARDS CORRELATION chart suggests which Delaware Science Language Arts Curriculum Framework 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 Delaware Science Language Arts Curriculum Framework standards you can cover see the STANDARDS CORRELATION chart for the following PASSPORT TO KNOWLEDGE projects:
Grades K-3, Grades 4-5, Grades 6-8, Grades 9-12
Science as Inquiry
By the end of the third grade students should know that:
1. Scientists’ curiosity about the natural world leads them to ask questions about
how things work. In order to answer these questions, scientists observe and explore things
carefully. Develop a list of questions raised by the class about nature and the
immediate surroundings. In a discussion, determine which questions the class has the
capability of answering. The development of the answers involves observation and
measurement, collection and sorting of samples, and taking things apart and putting them
back together. video 2. Scientists sometimes observe the same object or event and describe it differently.
It is important for scientists to describe things as accurately as possible in order to
compare their observations .
Work in small teams to develop answers to the questions posed by the class about the
natural world. Compare similarities and differences in each team’s observations,
descriptions, measurements, and methods of classification. When large differences exist in
the results, repeat the procedures to settle the differences, and speculate on the reasons
for the differences. video 3. Scientists use a variety of instruments, some of them quite simple, in order to
obtain additional information for answering questions about the natural world.
Use appropriate instruments such as thermometers, balances, watches, and magnifiers to
observe, measure, and gather additional information to answer the questions raised. video 4. Graphs and charts are used to better visualize the results of observation and
measurement, and are an important part of describing what counts as suitable evidence in
answering questions.
Construct simple graphs or charts which display some of the information collected in
the process of answering questions. Compare each team’s displays and determine which
charts and graphs provide reasonable evidence. video Science, Technology, and Society
1. People have always invented new ways to solve problems and get work done. These new
inventions affect all aspects of life.
(See learning opportunities for technology and application strand for Content Standards
2-8). video History and Context of Science
1. People from all parts of the world have practiced science and have made many
important scientific contributions.
Read several short stories or articles about the lives and works of
famous scientists. Write paragraphs describing some of the contributions these scientists
have made in understanding the world around us. video 2. Many men and women have chosen science as a career and a life-time activity because
of their intense interest in better understanding nature and the great joy this pursuit
brings them.
Invite scientists from the community to discuss why they decided to
become a scientist, what their day is like, and what they most enjoy about their work.
Record the scientists responses to questions, and distribute this information to the
students who are unable to participate in the discussion. video Components of Earth
By the end of the third grade students should know that:
1. Earth’s materials include rocks, soil, water, and air. Differences exist in all
these materials and these differences can be used to sort and classify them.
Collect a variety of Earth’s materials, such as rocks, sand, soil,
and water (salt water, rain water, tap water). Develop classification systems that allow
these materials to be sorted into groups with similar properties. Collect and label soil samples taken from various locations surrounding the school
block. Record and describe in your journal the nature of the location and surroundings for
these samples. Use a magnifier or other tests to examine the samples. Record the
differences (e.g., color, grain size, texture, ability to hold water) and develop
reasonable explanations why these differences are important. video 2. The surface of Earth is surrounded by the atmosphere, a thin layer of air that
supports life and has physical properties that are measurable and predictable.
Keep daily records of temperature and weather conditions and use these records to
identify patterns over short and long periods of time. video 3. Water exists in different states (solid, liquid, gas) and in different forms such as
rain, snow, hail, and vapor. Water is stored in reservoirs, lakes, oceans, ponds, bays,
and ice and is a valuable natural resource essential to all living things.
Use a globe or map to locate where water is stored locally and elsewhere in the world.
Identify how life style and human activity are different for people who live near water
vs. those who don’t. Identify all the ways people use water. Construct posters or collages which promotes
the responsible use of water resources. Use the posters to make a presentation to students
in other classrooms and to display ideas about wise water use. video Interactions Among Earth’s Systems
1. The surface of the Earth changes constantly. Some of these changes happen slowly and
are difficult to detect on a daily basis. Other changes happen quickly and result from
events such as heavy rain storms, ice storms, hurricanes, and tornadoes. Cite a disturbance or natural hazard which has recently happened or is in progress
locally. Such events could include a hurricane, snow storm, “nor’easter”,
drought, tornado, or heat wave. Identify changes that have occurred to the surroundings as
a result of this event and the impact on wild life, human activity, and the economy. video 2. Repeating patterns can be found in weather and seasonal changes. Plant, animal, and
human activities are influenced by these patterns.
Describe weather conditions (e.g., sunny, foggy, rain) and the impact these conditions,
have on plant, animal, and human activity. video Technology and Applications
1. Technology enables meteorologists to predict changing weather patterns. Weather
forecasts influence decisions concerning human activity.
Use a variety of simple instruments such as a thermometer, barometer, wind vane, and
rain gauge to measure changes in the weather. Construct charts and graphs which track
weather changes on a daily basis. Relate how changes in the weather influence daily
activities. video Science as Inquiry
By the end of the fifth grade students should know that:
1. Curiosity about nature and the world around us leads scientists to ask questions in
a way that requires scientific investigation in order to develop an explanation. The
breadth and style of this investigation depend on the questions asked.
Ask reasonable scientific questions about a topic of interest and decide
what information is needed to answer these questions. For example, how does the amount of
sunlight a plant receives affect its growth? What can the class do to reduce cafeteria
waste? Do some substances dissolve in water faster than others? Is there always a full
moon on the same day of each month? video 2. In science, answering certain questions requires observation and simple testing to
generate additional information and enable a more complete investigation.
Plan and conduct a simple investigation to answer testable questions.
Choose or develop techniques for obtaining data that can be used to answer the questions.
Ask additional questions based on this investigation. video 3. The ability to observe and gather data is enhanced by using a variety of
instruments.
Demonstrate increasing sophistication in the use of instruments to make measurements
and to obtain more complete detail. video 4. Collaboration, communication, and comparison are important parts of science. Graphs,
charts, maps, equations, and oral and written reports can be used to share the results of
a scientific investigation and facilitate discussion about it.
Compare the results of individual or group investigations. Critique the
investigative strategies and results and discuss the observations, measurements, methods,
selection of materials, and differences that exist in these. video Science, Technology, and Society
1. Science consists of many disciplines such as chemistry, biology, geology, and
physics, and in the broadest sense, can be viewed as the collective efforts by people in
these disciplines to organize, describe, and understand the natural world.
video 2. Technology applies knowledge to solve problems and to change the world to suit us
better. Technological innovation plays an important role in improving the quality of life.
Such innovation involves scientific disciplines as well as other disciplines such as
engineering, mathematics, medicine, and economics in order to create practical, cost
effective solutions to problems and opportunities.
Compare present day technologies (methods and equipment to perform a
specific function) to those of the past such as washing machine/washing board,
refrigerator/ice box, automobile/horse-drawn carriage, and television/radio or compare
technologies used in this country to those used in other parts of the world (e.g., heavy
equipment/elephants, electric stove/cooking over a fire). Discuss the impact these
technological differences have had on the quality of life. video 3. Technological development improves the quality of our life immensely and continues
to do so in many areas such as medicine, communications, transportation, and agriculture.
However, not all development is perfect, uniformly beneficial, or equally available to
everyone.
Examine a variety of old technological devices (e.g., wooden potato
masher, apple peeler, washing board) and speculate for what the object was used, how it
helped people, and what problems it caused. video History and Context of Science
1. Men and women of all ages and from diverse cultures are involved in a multitude of
scientific endeavors in the search to better understand nature. These people practice
science in many ways and at various depths and levels of complexity. This search continues
to add new knowledge to society’s understanding of the world.
Read a variety of short stories that present science as a human endeavor
in which men and women from different cultures have participated. Use a variety of resources (e.g., books, films, guest scientists, field trips) to
describe the many different kinds of science-based occupations and the diversity of
individuals involved. video Forms/Sources of Energy
By the end of the fifth grade students should know that:
Transformations/Conservation of Energy
1. Most of the energy reaching the Earth’s surface comes from the sun as light. It
is then stored, transferred, or transformed in a variety of ways. Some of the Sun’s
light is transformed into heat when it hits objects.
Demonstrate how the Sun’s energy can be used to perform certain
tasks (i.e., melting ice faster, making sun tea, activating a photo cell in a calculator
or other devices, burning a hole in a piece of paper, heating a room). video 2. When warmer things are put with cooler ones, the warm ones lose heat and the cool
ones gain it until they are all at the same temperature.
Use a light bulb as a heat source and a thermometer as a detector to
compare the rate of heat flow through different materials (e.g., aluminum, air, different
colored papers, cloth insulation). Explore how heat flows from hotter regions to colder
regions and reduces temperature differences. Discuss how these differences are used in
everyday life. video 3. An important property of materials is their ability to conduct and transfer heat.
Some materials such as certain metals are excellent conductors of heat while other
materials such as glass are good insulators. Insulators are used to conserve heat and
reduce the cost of heating and cooling homes.
Work in small groups to design tests to determine the best type of cup
(e.g., styrofoam, ceramic mug, glass cup) to use to keep hot chocolate warm. Measure the
heat loss through a variety of cups and use graphs of the results to support the team's
choice of cup. video Science as Inquiry
By the end of the eighth grade students should know that:
1. The design of an investigation, in many cases, is determined by the type of
questions asked. Therefore, the thoughtful and informed structuring of such questions is
an important part of scientific inquiry. For example, a question such as, “What are
the similarities and differences among the plants that grow in this region?” requires
a taxonomic investigation in which plants are collected, identified, and classified. On
the other hand, answering – “What was the reaction of Marie Curie’s
contemporaries to her work and accomplishments?” – may involve consulting,
reviewing, and discussing both contemporary and historical publications as part of an
investigative design. However, an experimental investigation in which systematic
observations are made and where data are used and analyzed to construct an explanation
could result from a question such as, “How do the physical properties of local soil
samples lead to differences in drainage or percolation?”
Expand the learning event highlighted in A-1 grades 4-5. Ask reasonable,
relevant, and testable scientific questions about topics of interest and determine the
type and complexity of the investigation required to answer them. video 2. The ultimate goal of any scientific investigation is to obtain evidence precise and
thorough enough to answer a question. Various experimental designs and strategies can be
developed to answer the same question. The comprehensiveness and sophistication of the
investigation depend on the tools and technologies used.
Conduct a series of investigations with sufficient complexity to require
the use of various experimental techniques and strategies; the separation and control of
variables; the consolidation, organization and display of data; the development of
conclusions; and the posing of additional questions. Develop oral and written
presentations of the investigation to allow peer review of the results. Develop the competence to use a variety of tools and techniques in order to solve a
wide range of practical problems. Examples follow: video 3. Explanations in science result from careful and logical analysis of evidence gained
from an investigation. Explanations relate causes to effects and develop relationships
based on the evidence. Critical analysis of data is necessary to judge the quality and
validity of the proposed explanation. Critical analysis skills learned in the classroom
can be applied to judge the validity of claims made in everyday life.
As part of an investigation, use a variety of strategies to construct
and develop logical explanations including: Review and critically analyze claims made in popular magazines such as PEOPLE, TIME,
DISCOVER, and in newspapers, television news programs or specials, to determine the
validity of the claims and conclusions. video Science, Technology and Society
1. Social, cultural, environmental, scientific and technological strengths, and
economic factors influence which scientific and technological areas are pursued and
invested in. At the same time, the scientific discoveries made and technologies developed
directly influence society and its habits, organization, and cultural values. Investigate the relationship of factors such as resource availability and cultural
tradition on the kinds of science and technologies pursued. Examples could include: video 2. The issues surrounding science, technology, and society are complex and involve many
risk/benefit considerations. Even though new technology may provide a solution to an
important problem, its impact on human health, the environment, and social dynamics needs
to be analyzed.
Explore and discuss various problems which have faced society and the
technologies developed to deal with such problems. Identify the products and processes
developed to solve these problems and consider the benefits delivered and the risks
created by these new technologies. Such areas could include the management and control of
sewage, the preservation of food, the fighting of tooth decay, the development of various
modes of transportation, and the heating or lighting of homes. video History and Context of Science
1. Over the course of human history, science has been practiced by different people in
different cultures. Unfortunately, women and minorities have often been discouraged or
denied the opportunity of participating in science because of education and employment
prejudices or restrictions.
Research the life, work, and contributions of a contemporary or historical scientist.
Compare the background, human qualities, and factors that influenced the work of the
scientist as part of a discussion of contemporary and historical variations of people who
practice science. Explore the historical under representation of women and minorities in many fields of
science and engineering, and the strategies that education, business, and government in
Delaware are employing to increase their representation in the scientific work force of
the future. video 2. People engaged in doing science are found in many occupations and institutions such
as hospitals, universities, classrooms, industry, and farms. The nature of scientific
investigation often requires that teams of individuals with different abilities work
together to solve a problem or to understand the natural world.
Participate in visits to local facilities where science is practiced or
participate in a class discussion with community individuals, including women and
minorities, who work in science related occupations. Report and discuss the variety of
opportunities for practicing science. Investigate research projects which have been or are presently conducted in the State
of Delaware (e.g., agriculture, material, medical, marine). Explore how individuals with
different abilities contribute to the success of these projects. video Components of Earth
By the end of the eighth grade students should know that:
Interactions Among Earth’s Systems
3. The cycling of water in the atmosphere is driven by energy transfer processes, such
as convection and radiation, and is constantly changing the location and phase of water.
Design simple experiments to demonstrate the influence of wind and temperature on the
hydrologic cycle. video 4. Uneven heating and cooling of Earth’s surface produce various air masses which
differ in density, humidity, and temperature. The origin, movement, and interaction of
these air masses result in significant weather changes.
Use U. S. weather maps to identify and describe air masses, fronts, and their movement. Perform daily weather measurements over an extended period of time using a variety of
instruments (e.g., barometer, anemometer, sling psychrometer). Compare and contrast the
measurements to local and regional weather data. Discuss the origin and impact of the great storms of the east coast (e.g., hurricanes,
"nor’easters", snow and ice storms). Assess adequacy of emergency planning
procedures to respond to the damage which such storms can cause. video 5. Ocean currents affect the weather and long term climatic patterns of a region. Large
bodies of water (oceans, the Great Lakes, inland seas) can also affect the weather and
climate of an area.
Investigate the influence of the Atlantic Ocean on erosion of coastal areas, commerce,
and the climate of Delaware. Examine maps of ocean currents and trace the origin and flow of such currents to
explain the transport of heat energy. Speculate which currents have dominate influence on
the Delaware coast. video Science as Inquiry
By the end of the twelfth grade students should know that:
1. The identification and formulation of appropriate questions guide the design and
breadth of a scientific investigation. Based on the type of question(s) proposed,
investigations explore new phenomena, solve science and technology related problems,
compare different theories, resolve conflicts concerning societal issues, determine
reasons for discrepancies in previous experimental results, or test the practicality of a
consumer product.
Formulate scientific investigations from relevant questions and issues.
Formulate questions to indicate conceptual insights and a depth of understanding around
these questions and issues. video 2. Scientific investigations in many cases follow no fixed set of steps. However, there
are certain features of a valid scientific investigation that are essential and result in
evidence that can be used to construct explanations.
Design and conduct a scientific investigation either as an individual or
group activity. The investigation should be sufficiently complex to require the use of
various experimental techniques and strategies; the separation and control of variables;
the consolidation, organization and display of data; the development of conclusions; and
the posing of additional questions. Develop oral and written presentations of the
investigation to allow peer review of the results. video 3. Tools and technologies extend human capabilities to perform investigations in more
detail and with greater accuracy and improved precision.
Expand the capacity to use a variety of tools and techniques in order to solve a wide
range of practical problems. Examples include: video 4. The close examination of evidence is necessary to construct logical scientific
explanations and present arguments which defend proposed explanations. Such critical
analyses of supporting evidence are not only important to scientific investigations but
help in judging the validity of claims made in advertisements or concluded from
investigative reports.
In an investigation, use various strategies to construct and develop
logical explanations that: Develop the practice of analyzing data, and considering claims by: video 5. Publication and presentation of scientific work with supporting evidence is part of
the critique, review, and validation process conducted by the scientific community. The
presentation of such work in accessible journals and reviews adds to the body of
scientific knowledge and serves as background for subsequent investigations in similar
areas.
Write a senior thesis based upon a long-term scientific investigation. This report
should present results and conclusions supported by an appropriate literature review.
Defend this investigation before a panel of peers, teachers, and community leaders in a
forum that allows critical analysis and debate. video Science, Technology, and Society
1. The practice of science and technology is not a linear process. In many cases, the
desire of scientists to find what is real in nature creates opportunities for technology
development. At the same time, technology provides scientists with tools and techniques
that allow expansion of their capabilities and effectiveness.
Investigate a range of modern technological products and systems from
the world. Identify those examples in which a scientific advance led to new technological
opportunities such as discovery of DNA/biotechnology; splitting of the atom/nuclear energy
and those examples in which technological advances led to scientific advances such as
electron microscope/understanding of cellular detail; modern spectroscopy/better
understanding of atomic and molecular structure. video History and Context of Science
1. Science is an international activity in which significant inventions and innovations
have come from around the world. Even though scientists live and work in different
cultures and come from different backgrounds, many of their activities are part of
international collaborative efforts, and the knowledge created is shared in order to
maximize the benefits to society.
Investigate various scientific concepts, inventions, and technological
innovations that have been developed by different world cultures such as astronomy in
Asia, or metallurgy in Africa. Discuss the influence of prevailing contemporary thought in
various arenas (politics, religion, education) on the acceptance of these concepts,
inventions, and innovations by other scientists and society. Select a contemporary or technological challenge such as HIV, cancer research, space
exploration, or ozone depletion. Explore the dimensions of the issue and the kinds of
collaborative efforts that are in place to deal with it. Recognize that competence in the
various scientific disciplines exists throughout the world and is not the province of a
single country. video 2. Science is divided into many disciplines such as astrophysics, biochemistry, and
geophysics. Each discipline is a field of endeavor in itself and requires specialized
training. Many of the tools, techniques, methods, and much of the knowledge created in one
discipline are shared across disciplines in order to maximize the impact of the work.
Investigate the development of new scientific disciplines both
historical, such as Lavoisier’s work in forming the foundation of modern chemistry,
and contemporary such as molecular biology. Discuss how the development of a new
scientific discipline influenced the work of other disciplines. Select a major scientific discovery (e.g., DNA, transistor, x-rays, antibiotics) and
discuss the influence of this discovery on the thoughts and work that followed in a
variety of scientific disciplines. video 3. Scientific theories are based on the body of knowledge that exists at any particular
time. The driving force to explain nature motivates scientists to test the validity of
these theories, and as a result, the mysteries of nature are continuously probed and
explained as new theories are created.
Trace the evolution and progression of a theory surrounding an important
area of scientific development such as structure of the atom, origin and evolution of the
universe, or formation of Earth’s geological features. Discuss the important features
of the most recent theory developed in this area and explain why it displaced the earlier
ones. Review selected scientific articles from popular magazines and newspapers such as New
York Times, Science Times over an extended period of time. Identify a scientific
theory that is currently being modified or debated based upon new data gathered by the
scientific community. Discuss the interplay that exists between theory and the new
information. videoGrades K-3
Standard One
Nature and Application of Science and Technology
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Standard Five
Earth’s Dynamic Systems
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Grades 4-5
Standard One
Nature and Application of Science and Technology
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Standard Three
Energy and Its Effects
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Grades 6-8
Standard One
Nature and Application of Science and Technology
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- Use calculators to compare amounts proportionally (e.g., proportion of fat, protein,
carbohydrates in foods).
- Use computers to store and retrieve information in topical, alphabetical, numerical,
and key word files and to create and manipulate individual files.
- Read analog and digital meters in instruments used to make direct measurements of
length, volume, weight, elapsed time, and temperature and choose appropriate units for
reporting magnitudes.
- Use cameras and tape recorders for capturing information.
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- Deciding what evidence from an investigation is useful.
- Organizing and summarizing information and data in tables and graphs in order to
identify relationships.
- Incorporating pie charts, bar and line graphs, two way data tables, diagrams, and
symbols into written and oral presentations.
- Forming a logical argument about the cause and effect relationships in an
investigation.
- Retrieving pertinent information from reference books, newspapers, magazines, compact
discs, and computer data bases.
- Constructing models in order to visualize and explain the relationship among various
elements of a product, process, or system.
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- An analysis of transportation methods and expertise around the world. The emphasis on
mass transportation in Europe and Japan vs. the super highway system in the U.S. The
emergence of Great Britain as a sea power.
- The emergence of the United States as a world power in the polymer industry.
- The global war on cancer and other serious diseases.
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Standard Five
Earth’s Dynamic Systems
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Grades 9-12
Standard One
Nature and Application of Science and Technology
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- Following instructions in manuals or taking instructions from an experienced person
to learn the proper use of new instruments.
- Using computers to produce tables and graphs and to make spread sheet calculations.
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- Decide what evidence from an investigation is useful.
- Use tables, charts, and graphs when making arguments and claims in oral and written
presentations.
- Make and interpret scale drawings.
- Form logical arguments about cause and effect relationships in an investigation.
- Choose appropriate summary statistics to describe group differences, and indicate the
spread of the data, as well as the data’s central tendency.
- Participate in group discussions on scientific topics by restating or summarizing
accurately what others have said, asking for clarification or elaboration, and expressing
alternate positions.
- Retrieve pertinent information from reference books, newspapers, magazines, compact
discs, and computer data bases.
- Construct models in order to visualize the relationship of various elements of a
product, process, or system.
- Noticing and criticizing arguments based on the faulty, incomplete, or misleading use
of numbers, such as in instances when (1) average results are reported, but not the amount
of variation around the average, (2) a percentage or fraction is given, but not the total
sample size (as in “9 out of 10 dentists recommend...”), (3) absolute
proportional quantities are mixed (as in “3,400 more robberies in our city last year,
whereas other cities had an increase of less than 1%), or (4) results are reported with
overstated precision (as in representing 13 out of 19 students as 68.42%).
- Checking graphs to see that they do not misrepresent results by using inappropriate
scales or by failing to specify the axes clearly. (Benchmark for Science Literacy,
Project 2061)
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