Kentucky Core Content for Science Assessment

The STANDARDS CORRELATION chart suggests which Kentucky Core Content for Science Assessment 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 Kentucky Core Content for Science Assessment science standards you can cover see the STANDARDS CORRELATION chart for the following PASSPORT TO KNOWLEDGE projects:

PASSPORT TO ANTARCTICA

PASSPORT TO THE RAINFOREST

PASSPORT TO THE SOLAR SYSTEM

LIVE FROM MARS 2001/2002

PASSPORT TO THE UNIVERSE

Grades Primary through 4 with Assessment at Grade 4
Grades 5 through 7 with Assessment at Grade 7
Grades 8 through 11 with Assessment at Grade 11

Grades Primary through 4 with Assessment at Grade 4

Conceptual Understandings: Earth and Space Science
Academic Expectations: 2.2 Patterns of Change, 2.3 Systems, 2.4 Scale and Models, 2.5 Constancy, and 2.6 Change Over Time
Content Statements

Objects in the Sky

 

The Sun provides the light and heat necessary to maintain the temperature of Earth. The Sunís light and heat are necessary to sustain life on Earth.

video
hands-on
online

Objects in the sky (e.g., Sun, clouds, moon) have properties, locations, and real or apparent movements that can be observed and described.

video
hands-on
online

Changes in Earth and Sky

 

The surface of the Earth changes. Some changes are due to slow processes such as erosion or weathering. Some changes are due to rapid processes such as landslides, volcanic eruptions, and earthquakes.

video
hands-on
online

Weather changes from day to day and over seasons. Weather can be described by observations and measurable quantities such as temperature, wind direction and speed, and precipitation.

video
hands-on
online

Changes in movement of objects in the sky have patterns that can be observed and described. The Sun appears to move across the sky in the same way every day, but the Sunís apparent path changes slowly over seasons. The moon moves across the sky on a daily basis much like the Sun. The observable shape of the moon changes from day to day in a cycle that lasts about a month.

video
hands-on
online


Scientific Inquiry
Inquiry skills will be assessed only in the context of physical, Earth/space, and life sciences content.
Academic Expectation: 2.1 Scientific Ways of Thinking and Working
Content Statements

Students will

 

ask simple scientific questions that can be investigated through observations combined with scientific information.

video
hands-on
online

use simple equipment (e.g., magnifiers, magnets), tools (e.g., metric rulers, thermometers), skills (e.g., classifying, predicting), technology (e.g., electronic media, calculators, World Wide Web), and mathematics in scientific investigations.

video
hands-on
online

use evidence (e.g., observations, data) from simple scientific investigations and scientific knowledge to develop reasonable explanations.

video
hands-on
online

design and conduct simple scientific investigations.

video
hands-on
online

communicate (e.g., draw, graph, write) designs, procedures, observations, and results of scientific investigations.

video
hands-on
online

review and ask questions about scientific investigations and explanations of other students.

video
hands-on
online


Applications/Connections
Applications/connections skills will be assessed only in the context of physical, Earth/space, and life sciences content.
Academic Expectations: 2.2 Patterns of Change, 2.3 Systems, 2.4 Scale and Models, 2.5 Constancy, and 2.6 Change Over Time
Content Statements

Students will

 

Science and Technology

 

distinguish between natural objects and objects made by humans and examine the interaction between science and technology. Technology (e.g., thermometer, hand lens) is used to study science, while science provides theories for technology. Science is used to design simple technological solutions to problems (e.g., use understanding of heat transfer in designing an insulated container for ice cubes).

video
hands-on
online

Science in Personal and Social Perspectives

 

examine how designing and conducting scientific investigations fosters an understanding of issues related to natural resources (e.g., scarcity), demonstrate how the study of science (e.g., aquariums, living systems) helps explain changes in environments, and examine the role of science and technology in communities (e.g., location of landfills, new housing developments).

video
hands-on
online

History and Nature of Science

 

examine the role science plays in everyday life.

video
hands-on
online


Grades 5 through 7 with Assessment at Grade 7

Conceptual Understandings: Earth and Space Science
Academic Expectations: 2.2 Patterns of Change, 2.3 Systems, 2.4 Scale and Models, 2.5 Constancy, and 2.6 Change Over Time
Content Statements

Structure of the Earth System: Lithosphere, Hydrosphere, Atmosphere

 

Water, which covers the majority of the Earthís surface, circulates through the crust, oceans, and atmosphere in what is known as the water cycle. Water dissolves minerals and gases and may carry them to the oceans.

video
hands-on
online

Earth is surrounded by a relatively thin blanket of air called the atmosphere. The atmosphere is a mixture of nitrogen, oxygen, and trace gases that include water vapor. The atmosphere has different properties at different elevations.

video
hands-on
online

Global patterns of atmospheric movement influence local weather. Oceans have a major effect on climate, because water in the oceans holds a large amount of heat.

video
hands-on
online


Scientific Inquiry
Inquiry skills will be assessed only in the context of physical, Earth/space, and life sciences content.
Academic Expectation: 2.1 Scientific Ways of Thinking and Working
Content Statements

Students will

 

refine and refocus questions that can be answered through scientific investigation combined with scientific information.

video
hands-on
online

use appropriate equipment, tools, techniques, technology, and mathematics to gather, analyze, and interpret scientific data.

video
hands-on
online

use evidence (e.g., computer models), logic, and scientific knowledge to develop scientific explanations.

video
hands-on
online

design and conduct scientific investigations.

video
hands-on
online

communicate (e.g., write, graph) designs, procedures, observations, and results of scientific investigations.

video
hands-on
online

review and analyze scientific investigations and explanations of other students.

video
hands-on
online


Applications/Connections
Applications/connections skills will be assessed only in the context of physical, Earth/space, and life sciences content.
Academic Expectations: 2.2 Patterns of Change, 2.3 Systems, 2.4 Scale and Models, 2.5 Constancy, and 2.6 Change Over Time
Content Statements

Students will

 

Science and Technology

 

describe how science helps drive technology and technology helps drive science. Because perfectly designed solutions do not exist, technological solutions have intended benefits and unintended consequences.

video
hands-on
online

Science in Personal and Social Perspectives

 

describe the individualís roles and responsibilities in the following areas: changes in populations, resources and environments including ecological crises and environmental issues, natural hazards, science and technology in society, and personal and societal issues about risks and benefits.

video
hands-on
online

History and Nature of Science

 

demonstrate the role science plays in everyday life: past, present, and future. Science is a human endeavor. Men and women of various social and ethnic backgrounds engage in activities of science (to include careers in science). Scientists formulate and test their explanations of nature using observations, experiments, and theoretical and mathematical models. It is part of scientific inquiry to evaluate the results of scientific investigations, experiments, observations, theoretical models, and the explanations proposed by other scientists.

video
hands-on
online


Grades 8 through 11 with Assessment at Grade 11

Conceptual Understandings: Physical Science
Academic Expectations: 2.2 Patterns of Change, 2.3 Systems, 2.4 Scale and Models, 2.5 Constancy, and 2.6 Change Over Time
Content Statements

Motions and Forces

 

Objects change their motion only when a net force is applied. Laws of motion are used to describe the effects of forces on the motion of objects.

video
hands-on
online

Gravity is a universal force that each mass exerts on every other mass.

video
hands-on
online

The electric force is a universal force that exists between any two charged objects. Opposite charges attract while like charges repel.

video
hands-on
online

Electricity and magnetism are two aspects of a single electromagnetic force. Moving electric charges produce magnetic forces, and moving magnets produce electric forces. This idea underlies the operation of electric motors and generators.

video
hands-on
online

Conservation of Energy and Increase in Disorder

 

The total energy of the universe is constant. Energy can be transferred in many ways, but it can neither be created nor destroyed.

video
hands-on
online

All energy can be considered to be either kinetic energy, potential energy, or energy contained by a field (e.g., electric, magnetic, gravitational).

video
hands-on
online

Heat is the manifestation of the random motion and vibrations of atoms, molecules, and ions. The greater the atomic or molecular motion, the higher the temperature.

video
hands-on
online

The universe becomes less orderly and less organized over time. Thus, the overall effect is that the energy is spread out uniformly. For example, in the operation of mechanical systems, the useful energy output is always less than the energy input; the difference appears as heat.

video
hands-on
online

Interactions of Energy and Matter

 

Waves, including sound and seismic waves, waves on water, and electromagnetic waves, can transfer energy when they interact with matter. Apparent changes in frequency can provide information about relative motion.

video
hands-on
online

Electromagnetic waves, including radio waves, microwaves, infrared radiation, visible light, ultraviolet radiation, x-rays, and gamma rays, result when a charged object is accelerated.

video
hands-on
online


Conceptual Understandings: Earth and Space Science
Academic Expectations: 2.2 Patterns of Change, 2.3 Systems, 2.4 Scale and Models, 2.5 Constancy, and 2.6 Change Over Time
Content Statements
Scientific Inquiry
Inquiry skills will be assessed only in the context of physical, Earth/space, and life sciences content.
Academic Expectation: 2.1 Scientific Ways of Thinking and Working
Content Statements

The outward transfer of Earthís internal heat drives convection circulation in the mantle. This causes the crustal plates to move on the face of the Earth.

video
hands-on
online

Heating of Earthís surface and atmosphere by the Sun drives convection within the atmosphere and oceans, producing winds and ocean currents.

video
hands-on
online

Global climate is determined by energy transfer from the Sun at and near Earthís surface. This energy transfer is influenced by dynamic processes such as cloud cover and the Earthís rotation and static conditions such as the position of mountain ranges and oceans.

video
hands-on
online

Students will

 

formulate testable hypotheses and demonstrate the logical connections between the scientific concepts guiding a hypothesis and the design of an experiment.

video
hands-on
online

use equipment, tools, techniques, technology, and mathematics to improve scientific investigations and communications.

video
hands-on
online

use evidence, logic, and scientific knowledge to develop and revise scientific explanations and models.

video
hands-on
online

design and conduct different kinds of scientific investigations.

video
hands-on
online

communicate and defend the designs, procedures, observations, and results of scientific investigations.

video
hands-on
online

review and analyze scientific investigations and explanations of other investigators, including peers.

video
hands-on
online


Applications/Connections
Applications/connections skills will be assessed only in the context of physical, Earth/space, and life sciences content.
Academic Expectations: 2.2 Patterns of Change, 2.3 Systems, 2.4 Scale and Models, 2.5 Constancy, and 2.6 Change Over Time
Content Statements

Students will

 

Science and Technology

 

apply scientific theory and conceptual understandings to solve problems of technological design and examine the interaction between science and technology.

video
hands-on
online

Science in Personal and Social Perspectives

 

explore the impact of scientific knowledge and discoveries on personal and community health; recognize how science influences human population growth, use science to analyze the use of natural resources by an increasing human population; investigate how science can be used to solve environmental quality problems, use science to investigate natural and human-induced hazards; and analyze how science and technology are necessary but not sufficient for solving local, national, and global issues.

video
hands-on
online

History and Nature of Science

 

analyze the role science plays in everyday life and compare different careers in science; recognize that scientific knowledge comes from empirical standards, logical arguments, and skepticism, and is subject to change as new evidence becomes available; and investigate advances in science and technology that have important and long-lasting effects on science and society.

video
hands-on
online