The STANDARDS CORRELATION chart suggests which Michigan Content Standards and Benchmarks 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 Michigan Content Standards and Benchmarks you can cover see the STANDARDS CORRELATION chart for the following PASSPORT TO KNOWLEDGE projects:
Elementary, Middle, High School
Content Standard 1: All students will ask questions that help them learn about the world; design and conduct investigations using appropriate methodology and technology; learn from books and other sources of information; communicate their findings using appropriate technology; and reconstruct previously learned knowledge. (Constructing New Scientific Knowledge)
1.Generate reasonable questions about the world based on observation. (Key concepts: See Using Scientific Knowledge. Real-world contexts: See Using Scientific Knowledge.)
video 2. Develop solutions to unfamiliar problems through reasoning, observation, and/or experiment. ( Key concepts: See Using Scientific Knowledge. Real-world contexts: See Using Scientific Knowledge.)
video 3. Manipulate simple mechanical devices and explain how they work. ( Key concepts: Names and uses for parts of machines, such as levers, wheel and axles, pulleys, inclined planes, gears, screws, wedges. Real-world contexts: Simple mechanical devices, such as bicycles, bicycle pumps, pulleys, faucets, clothespins.)
video 4. Use simple measurement devices to make metric measurement. ( Key concepts: Measurement units-milliliters, liters, teaspoon, tablespoon, ounce, cup, millimeter, centimeter, meter, gram. Measurement tools: Measuring cups and spoons, measuring tape, balance or scale. Real-world contexts : Making simple mixtures, such as food, play dough, papier mache; measuring height of a person, mass of a ball.)
video 5. Develop strategies and skills for information gathering and problem solving. ( Tools: Sources of information, such as reference books, trade books, periodicals. Real-world contexts: Seeking help from peers, adults, libraries, other resources.)
video 6. Construct charts and graphs and prepare summaries of observations. ( Key concepts: Increase, decrease, steady. Tools: Graph paper, rulers, crayons. Real-world contexts : Examples of simple charts and graphs like those found in a newspaper.)
video Content Standard1 : All students will analyze claims for their scientific merit and explain how scientists decide what constitutes scientific knowledge; how science is related to other ways of knowing; how science and technology affect our society; and how people of diverse cultures have contributed to and influenced developments in science. (Reflecting on Scientific Knowledge)
1. Develop an awareness of the need for evidence in making decisions scientifically. ( Key concepts: Data, evidence, sample, guess, opinion. Real-world contexts: Deciding whether an explanation is supported by evidence in simple experiments.)
video 2. Show how science concepts can
be interpreted through creative expression such as language arts and fine arts. ( Key concepts: Poetry, expository work, painting, drawing, music, diagrams, graphs, charts. Real-world contexts: Explaining simple experiments using paintings and drawings; describing natural phenomena scientifically and poetically.)
video 3. Describe ways in which technology is used in everyday life. ( Key concepts: Provide faster and farther transportation and communication, organize information and solves problems, save time. Real-world contexts: Cars, other machines, radios, telephones, computer games, calculators, appliances.)
video 4. Develop an awareness of and sensitivity to the natural world. ( Key concepts: Appreciation of the balance of nature and the effects organisms have on each other, including the effects humans have on the natural world. Real-world contexts: See Using Scientific Knowledge.)
video 5. Develop an awareness of contributions made to science by people of diverse backgrounds. ( Key concepts: Scientific contributions made by people of diverse cultures and backgrounds. Real-world contexts: See Using Scientific Knowledge.)
video Content Standard 2: All students will demonstrate where water is found on earth; describe the characteristics of water and how water moves; and analyze the interaction of human activities with the hydrosphere. (Hydrosphere)
1. Describe how water exists on earth in three states. ( Key concepts: Liquid-visible, flowing, melting, dew, steam. Solid-hard, visible, freezing, ice. Gas-invisible, evaporation, water vapor. Also see Atmosphere and Weather benchmarks. Real-world contexts: Examples of water in each state, including dew, rain, snow, ice, steam; examples of melting, freezing, and evaporating. Real-world contexts: Examples of water in each state, including dew, rain, snow, ice, steam; examples of melting, freezing, and evaporating.)
video 2. Trace the path that rain water follows after it falls. ( Key concepts: Precipitation-rain, clouds, fog, run-off. Flow-downhill, to ocean, underground. Bodies of water-streams, rivers, lakes, oceans. Real-world contexts: Examples of water flowing locally, including gutters, drains, streams, wetlands.)
video Content Standard 3: All students will investigate and describe what makes up weather and how it changes from day to day, from season to season and over long periods of time; explain what causes different kinds of weather; and analyze the relationships between human activities and the atmosphere. (Atmosphere and Weather)
1. Describe the atmosphere. ( Key concepts: Air as a substance. Clouds, dew. Also see Hydrosphere benchmarks and Solar System benchmarks. Real-world contexts: Daily atmospheric conditions; examples of using air to do work, including balloons, fans.)
video 2. Describe weather conditions and climates. ( Key concepts: Temperature-cold, hot, warm, cool. Cloud cover-cloudy, fog, partly cloudy. Precipitation-rain, snow, hail. Wind-breezy, windy, calm. Severe weather-thunderstorms, lightning, tornadoes, high winds, blizzards. Climates-desert (hot and dry), continental (seasonal changes), tropical (hot and humid), polar. Tools: Thermometer, wind sock. Real-world contexts: Daily changes in weather; examples of severe weather; examples of climates, including desert, mountain, polar, temperate.)
video 3. Describe seasonal changes in weather. ( Key concepts: Seasons-fall, winter, spring, summer. Real-world contexts: Examples of visible seasonal changes in nature.)
video 4. Explain appropriate safety precautions during severe weather. ( Key concepts: Safety precautions-safe locations, sirens, radio broadcasts, severe weather watch and warning. Real-world contexts: Examples of local severe weather, including thunderstorms and tornadoes, that change with the seasons; examples of local community safety precautions, including weather bulletins and tornado sirens.)
video Content Standard 1: All students will ask questions that help them learn about the world; design and conduct investigations using appropriate methodology and technology; learn from books and other sources of information; communicate their findings using appropriate technology; and reconstruct previously learned knowledge. (Constructing New Scientific Knowledge)
1. Generate scientific questions about the world based on observation. ( Key concepts: See Using Scientific Knowledge. Real-world contexts: See Using Scientific Knowledge.)
video 2. Design and conduct simple investigations. ( Key concepts: The process of scientific investigations-test, fair test, hypothesis, data, conclusion . Forms for recording and reporting data-tables, graphs, journals. Real-world contexts: See Using Scientific Knowledge.)
video 3. Investigate toys/simple appliances and explain how they work, using instructions and appropriate safety precautions. ( Key concepts: Safety precautions for using electrical appliances. Documentation for toys and appliances-diagrams, written instructions. Real-world contexts: Situations requiring assembly, use, or repair of toys, radios, or simple appliances, such as replacing batteries; connecting electrical appliances, such as stereos, videocassette recorders.)
video 4. Use measurement devices to provide consistency in an investigation. ( Key concepts: Documentation-laboratory instructions . Measurement units-milliliters, liters, teaspoon, tablespoon, ounce, cup, millimeter, centimeter, meter, gram, nonstandard units. Measurement tools: Balancing devices, measuring cups and spoons, measuring tape. Real-world contexts: Cooking for groups of various sizes; following or altering laboratory instructions for mixing chemicals.)
video 5. Use sources of information to help solve problems. ( Tools: Forms for presenting scientific information, such as figures, tables, graphs. Real-world contexts: Libraries, projects where research is needed.)
video 6. Write and follow procedures in the form of step-by-step instructions, recipes, formulas, flow diagrams, and sketches. ( Key concepts: Purpose, procedure, observation, conclusion. Real-world contexts: Following a recipe; listing or creating the directions for completing a task.)
video Content Standard 1 : All students will analyze claims for their scientific merit and explain how scientists decide what constitutes scientific knowledge; how science is related to other ways of knowing; how science and technology affect our society; and how people of diverse cultures have contributed to and influenced developments in science. (Reflecting on Scientific Knowledge)
1. Evaluate the strengths and weaknesses of claims, arguments, or data. ( Key concepts: Aspects of arguments such as data, evidence, sampling, alternate explanation, conclusion. Real-world contexts: Deciding between alternate explanations or plans for solving problems; evaluating advertising claims or cases made by interest groups.)
video 2. Describe limitations in personal knowledge. ( Key concepts: Recognizing degrees of confidence in ideas or knowledge from different sources. Real-world contexts: See Using Scientific Knowledge.)
video 3. Show how common themes of science, mathematics, and technology apply in real-world contexts. ( Thematic ideas: Systems-subsystems, feedback models, mathematical constancy, scale, conservation, structure, function, adaptation. Real-world contexts: See Using Scientific Knowledge.)
video 4. Describe the advantages and risks of new technologies. ( Key concepts: Risk, benefit, side effect, advantage, disadvantage. Real-world contexts: Technological systems for manufacturing, transportation, energy distribution, housing.)
video 5. Recognize the contributions made in science by cultures and individuals of diverse backgrounds. ( Key concepts: Scientific contributions made by people of diverse cultures and backgrounds. Real-world contexts: See Using Scientific Knowledge.)
video Content Standard 2: All students will demonstrate where water is found on earth; describe the characteristics of water and how water moves; and analyze the interaction of human activities with the hydrosphere. (Hydrosphere)
1. Describe various forms that water takes on the earth's surface and conditions under which they exist. ( Key concepts: Liquid water forms-lakes, rivers, oceans, springs. Frozen water forms-continental glacier, valley glacier, snow on mountains, polar cap. Gaseous water in atmosphere. Climate changes, ice ages. Also see Atmosphere and Weather benchmarks. Real-world contexts: Local lakes, rivers, streams, ponds, springs; examples of frozen water, including snow, glaciers, icebergs, polar regions, frozen Great Lakes shorelines.)
video 2. Describe how rain water in Michigan reaches the oceans. ( Key concepts: Water path-run-off, creeks, streams, wetlands, rivers, Great Lakes. See elementary benchmark 2 and Atmosphere and Weather benchmarks. Motion of water-currents, waves, tides. Temperature, thermal layering. Ocean composition-saltiness. Real-world contexts: Maps showing streams, lakes, rivers, oceans; examples of motions of rivers and lakes; investigations of rivers and lake temperatures.)
video 3. Describe the origins of pollution in the hydrosphere. ( Key concepts: Sources of pollution-sewage, house-hold dumping, industrial wastes. Limits to natural resources. Also see Geosphere benchmarks and Atmosphere and Weather benchmarks. Real-world contexts: Examples of polluted water; examples of occasions when water supply is restricted, such as during droughts.)
video Content Standard 3: All students will investigate and describe what makes up weather and how it changes from day to day, from season to season and over long periods of time; explain what causes different kinds of weather; and analyze the relationships between human activities and the atmosphere. (Atmosphere and Weather)
1. Describe the composition and characteristics of the atmosphere. ( Key concepts: Atmosphere-air, molecules, gas, water vapor, humidity, dust particles, air pressure Temperature changes with altitude. Also see Hydrosphere benchmarks. Real-world contexts: Examples of characteristics of the atmosphere, including steam, pressurized cabins in airplanes, demonstrations of air pressure; examples of air-borne particulates, such as smoke, dust, pollen, bacteria.)
video 2. Describe patterns of changing weather and how they are measured. ( Key concepts: Weather patterns-cold front, warm front, air mass. Tools: Thermometer, rain gauge, wind direction indicator, weather maps, satellite weather images. Real-world contexts: Sudden temperature and cloud formation changes; records, charts, and graphs of weather changes over periods of days.)
video 3. Explain the water cycle and its relationship to weather patterns. ( Key concepts: Water cycle-evaporation, condensation, cooling, clouds, run-off. Precipitation-rain, snow, hail, fog, humidity, droughts. Also see Changes in Matter benchmarks, Ecosystems benchmarks. Real-world contexts: Aspects of the water cycle in weather, including clouds, precipitation, evaporating puddles.)
video 4. Describe health effects of polluted air. ( Key concepts: Effects-breathing difficulties, irritated eyes. Sources-car exhaust, industrial emissions. See Reflecting on Scientific Knowledge benchmarks. Real-world contexts: Locations and times where air quality is poor; local sources of potential air pollution.)
video Content Standard 1: All students will ask questions that help them learn about the world; design and conduct investigations using appropriate methodology and technology; learn from books and other sources of information; communicate their findings using appropriate technology; and reconstruct previously learned knowledge. (Constructing New Scientific Knowledge)
1. Develop questions or problems for investigation that can be answered empirically. ( Key concepts: Understanding the need to build on existing knowledge and to ask questions that can be investigated empirically. Real-world contexts: See Using Scientific Knowledge.)
video 2. Suggest empirical tests of hypotheses. ( Key concepts: Hypothesis, prediction, test, conclusion. Real-world contexts: See Using Scientific Knowledge.)
video 3. Design and conduct scientific investigations. ( Key concepts: Types of scientific knowledge-hypothesis, theory, observation, conclusion, law, data, generalization . Aspects of field research-observations, samples . Aspects of experimental research-variable, experimental group, control group, prediction, conclusion. Real-world contexts: See Using Scientific Knowledge.)
video 4. Diagnose possible reasons for failures of mechanical or electronic systems. ( Key concepts: Documentation of systems, such as diagrams, owner manuals, troubleshooting guides . Procedures for identifying malfunctioning components or connections. Real-world contexts: Mechanical systems, such as bicycles, small appliances; electronic systems, such as videocassette recorders, stereo systems, computers.)
video 5. Assemble mechanical or electronic systems using appropriate tools and instructions. ( Key concepts: Documentation of systems, such as diagrams, owner manuals, assembly instructions . Tools: Screwdrivers, pliers, hammers. Real-world contexts: Mechanical systems, such as bicycles, prepackaged furniture; electronic systems, such as videocassette recorders, stereo systems, computers.)
video 6. Recognize and explain the limitations of measuring devices. ( Key concepts: Uncertainty, error, range . Tools: Balancing devices, measuring cups and spoons, measuring tape. Real-world contexts: Designing an experiment using quantitative data.)
video 7. Gather and synthesize information from books and other sources of information. ( Key concepts: Scientific periodicals, reference books, trade books. Real-world contexts: Libraries, technical reference books.)
video 8. Discuss topics in groups by being able to restate or summarize what others have said, ask for clarification or elaboration, and take alternative perspectives. ( Key concepts: A newspaper or magazine article discussing a topic of social concern. Real-world contexts: A newspaper or magazine article discussing a topic of social concern.)
video 9. Reconstruct previously learned knowledge. ( Key concepts: Appropriate scientific contexts-See Using Scientific Knowledge. Real-world contexts: See Using Scientific Knowledge.)
video Content Standard1 : All students will analyze claims for their scientific merit and explain how scientists decide what constitutes scientific knowledge; how science is related to other ways of knowing; how science and technology affect our society; and how people of diverse cultures have contributed to and influenced developments in science. (Reflecting on Scientific Knowledge)
1. Justify plans or explanations on a theoretical or empirical basis. ( Key concepts: Aspects of logical argument, including evidence, fact, opinion, assumptions, claims, conclusions, observations. Real-world contexts: See Using Scientific Knowledge.)
video 2. Describe some general limitations of scientific knowledge. ( Key concepts: Understanding of the general limits of science and scientific knowledge as constantly developing human enterprises. Real-world contexts: See Using Scientific Knowledge.)
video 3. how how common themes of science, mathematics, and technology apply in real-world contexts. ( Thematic ideas: Systems-subsystems, feedback models, mathematical constancy, scale, conservation, structure, function, adaptation. Real-world contexts: See Using Scientific Knowledge.)
video 4. Discuss the historical development of key scientific concepts and principles. ( Key concepts: Historical, political, social, and economic factors influencing the development of science. Real-world contexts: Historical development of key scientific theories, such as evolution, the germ theory of disease, principles of genetics, plate tectonics, atomic theory, Newtonian physics.)
video 5. Evaluate alternative long range plans for resource use and by-product disposal in terms of environmental and economic impact. ( Key concepts: Understanding of limitations of knowledge and technology, side effects of resource use. Real-world contexts: Large scale systems for mining, energy use, manufacturing, transportation, housing.)
video 6. Describe the historical, political, and social factors affecting developments in science. ( Key concepts: Historical, political, social, and economic factors influencing the development of science. Real-world contexts: An example might be the development of the sun-centered model of the solar system.)
video Content Standard 2: All students will demonstrate where water is found on earth; describe the characteristics of water and how water moves; and analyze the interaction of human activities with the hydrosphere. (Hydrosphere)
1. Explain how water moves below the earth's surface. ( Key concepts: Ground water-water table, spring, porous, saturate, filtration. Sources-snow melt, rain fall. Real-world contexts: Examples of groundwater, including springs, wells, water soaking into the ground.)
video 2. Explain relationships between the hydrosphere, regional climates, and human activities. ( Key concepts: Glacier, ice age, ocean currents, convection. Human activities-agriculture, fishing, manufacturing, energy production. Also see Atmosphere and Weather benchmarks. Real-world contexts: Global maps showing climates and water circulation patterns; local maps showing lake-effects in Great Lakes region.)
video 3. Describe how human activities affect the quality of water in the hydrosphere. ( Key concepts: Quantity of water-rate of use, urbanization. Oceans-oil spills, garbage, ocean life, global warming, marine life. Fresh water-industrial waste disposal, agricultural run-off, herbicides, pesticides, pollution, sewage, acid rain, nutrient levels. Ground water-landfills, leaching, disposal of toxic wastes. Purification technology-filtering, chlorination. Also see Atmosphere and Weather benchmarks. Real-world contexts: Examples of local and regional human activities that have measurable effects on water, including farming, industry, sewage disposal, toxic waste disposal.)
video Content Standard 3: All students will investigate and describe what makes up weather and how it changes from day to day, from season to season and over long periods of time; explain what causes different kinds of weather; and analyze the relationships between human activities and the atmosphere. (Atmosphere and Weather)
1. Describe patterns of air movement in the atmosphere and how they affect weather conditions. ( Key concepts: Gradual movement-air masses, fronts, buoyancy, thermal expansion, convection. Rapid movement-prevailing winds, jet stream. Winds caused by rotation of the earth. Convection-cold air sinks, warm air rises, heat energy from sun. Also see Matter and Energy benchmarks. Real-world contexts: Reports of local weather patterns influenced by the jet stream, warm moist Gulf air, cold dry Arctic air.)
video 2. Explain and predict general weather patterns and storms. ( Key concepts: Weather patterns-cold front, warm front, air mass. Storms-thunderstorms, lightning and thunder, tornadoes, hurricanes, winds. Tools: Weather maps, thermometer, hygrometer, anemometer, wind vane, rain gauge, satellite and radar monitoring. Also see Matter and Energy benchmarks and Waves and Vibrations benchmarks. Real-world contexts: Observable daily weather patterns; examples of weather reports from TV, radio, newspapers, including representations on weather maps.)
video 3. Explain changes in climate over long periods of time. ( Key concepts: Average yearly temperatures. Ice ages, volcanic dust in atmosphere, greenhouse effect. Real-world contexts: Histories showing changing climates; predictions of global warming.)
video 4. Explain the impact of human activities on the atmosphere and demonstrate means for limiting pollution from households and personal transportation. ( Key concepts: Air pollution-car exhaust, industrial emissions, smog. Related effects-breathing problems, acid rain, green-house effect and impact of deforestation, ozone depletion. See Reflecting on Scientific Knowledge benchmarks and Geosphere benchmarks. Real-world contexts: Examples of human activities that affect the atmosphere, including use of aerosol spray cans, discharge from smoke stacks, car exhaust, burning leaves and wood in stoves and fireplaces; actions, including turning off lights, turning down heat, tuning-up cars, filling tires, driving at a consistent speed, mandating higher fuel efficiencies.)
videoElementary:
I. Construct New Scientific and Personal Knowledge
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II. Reflect on the Nature, Adequacy and Connections Across Scientific Knowledge
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V. Use Scientific Knowledge from the Earth and Space Sciences in Real-World Contexts
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Middle School:
I. Construct New Scientific and Personal Knowledge
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II. Reflect on the Nature, Adequacy and Connections Across Scientific Knowledge
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V. Use Scientific Knowledge from the Earth and Space Sciences in Real-World Contexts
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High School:
I. Construct New Scientific and Personal Knowledge
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II. Reflect on the Nature, Adequacy and Connections Across Scientific Knowledge
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V. Use Scientific Knowledge from the Earth and Space Sciences in Real-World Contexts
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