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:
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
Objects in the Sky
The Sun provides the light and heat necessary to maintain the temperature of Earth. The Sun’s light and heat are necessary to sustain life on Earth.
video Objects in the sky (e.g., Sun, clouds, moon) have properties, locations, and real or apparent movements that can be observed and described.
video 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 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 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 Sun’s 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 Students will
ask simple scientific questions that can be investigated through observations combined with scientific information.
video 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 use evidence (e.g., observations, data) from simple scientific investigations and scientific knowledge to develop reasonable explanations.
video design and conduct simple scientific investigations.
video communicate (e.g., draw, graph, write) designs, procedures, observations, and results of scientific investigations.
video review and ask questions about scientific investigations and explanations of other students.
video 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 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 History and Nature of Science
examine the role science plays in everyday life.
video Structure of the Earth System: Lithosphere, Hydrosphere, Atmosphere
Water, which covers the majority of the Earth’s 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 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 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 Students will
refine and refocus questions that can be answered through scientific investigation combined with scientific information.
video use appropriate equipment, tools, techniques, technology, and mathematics to gather, analyze, and interpret scientific data.
video use evidence (e.g., computer models), logic, and scientific knowledge to develop scientific explanations.
video design and conduct scientific investigations.
video communicate (e.g., write, graph) designs, procedures, observations, and results of scientific investigations.
video review and analyze scientific investigations and explanations of other students.
video 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 Science in Personal and Social Perspectives
describe the individual’s 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 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 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 Gravity is a universal force that each mass exerts on every other mass.
video The electric force is a universal force that exists between any two charged objects. Opposite charges attract while like charges repel.
video 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 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 All energy can be considered to be either kinetic energy, potential energy, or energy contained by a field (e.g., electric, magnetic, gravitational).
video 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 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 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 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 The outward transfer of Earth’s internal heat drives convection circulation in the mantle. This causes the crustal plates to move on the face of the Earth.
video Heating of Earth’s surface and atmosphere by the Sun drives convection within the atmosphere and oceans, producing winds and ocean currents.
video Global climate is determined by energy transfer from the Sun at and near Earth’s surface. This energy transfer is influenced by dynamic processes such as cloud cover and the Earth’s rotation and static conditions such as the position of mountain ranges and oceans.
video Students will
formulate testable hypotheses and demonstrate the logical connections between the scientific concepts guiding a hypothesis and the design of an experiment.
video use equipment, tools, techniques, technology, and mathematics to improve scientific investigations and communications.
video use evidence, logic, and scientific knowledge to develop and revise scientific explanations and models.
video design and conduct different kinds of scientific investigations.
video communicate and defend the designs, procedures, observations, and results of scientific investigations.
video review and analyze scientific investigations and explanations of other investigators, including peers.
video 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 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 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.
videoGrades 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
hands-on
online
hands-on
online
hands-on
online
hands-on
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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
hands-on
online
hands-on
online
hands-on
online
hands-on
online
hands-on
online
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
hands-on
online
hands-on
online
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
hands-on
online
hands-on
online
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
hands-on
online
hands-on
online
hands-on
online
hands-on
online
hands-on
online
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
hands-on
online
hands-on
online
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
hands-on
online
hands-on
online
hands-on
online
hands-on
online
hands-on
online
hands-on
online
hands-on
online
hands-on
online
hands-on
online
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
hands-on
online
hands-on
online
Scientific Inquiry
hands-on
online
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
hands-on
online
hands-on
online
hands-on
online
hands-on
online
hands-on
online
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
hands-on
online
hands-on
online
hands-on
online