The STANDARDS CORRELATION chart suggests which Montana 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 Montana Science Content Standards you can cover see the STANDARDS CORRELATION chart for the following PASSPORT TO KNOWLEDGE projects:
End of Grade 4, End of Grade 8, End of Grade 12
Students design, conduct, evaluate and communicate scientific investigations.
Students will:
1. Be given a testable question, plan, design, and safely conduct a scientific investigation with identified variables.
video 2. select and accurately use appropriate tools to measure (in SI units), process and analyze results of a basic scientific investigarion.
video 3. represent, communicate and provide supporting evidence of scientific investigations.
video 4. describe relationships among parts of a familiar system (e.g., digestive system, simple machines) and identify and record changes and patterns of changes in the system.
video 5. construct models that illustrate simple concepts and compare those models to what they represent.
video 6. communicate results from a controlled experiment and are reproducible.
video Students demonstrate knowledge of the composition, structures, processes and interactions of Earth’s systems and other objects in space.
Students will:
4. observe and describe local weather and demonstrate how weather conditions are measured.
video 5. identify seasons and explain the difference between weather and climate.
video 6. describe objects in the sky and explain that light and heat comes from a star called the Sun.
video Students understand how scientific knowledge and technological developments impact society.
Students will:
1. give examples of how people use science and technology.
video 2. model scientific collaboration by sharing and communicating ideas and solution in a variety of cooperative settings.
video 3. use current scientific knowledge to make inferences and propose solutions for local environmental problems (recycling, waste management).
video 4. identify a scientific or technological innovation that benefits the community.
video Students understand historical developments in science and technology.
Students will:
1. give historical examples of scientific and technological contributions to society.
video 2. describe how scientific inquiry has produced much knowledge about the world.
video A fourth-grade student at the advanced level in science demonstrates superior performance. He/she:
(a) conducts simple experiments and identifies the variables;
video (b) accurately identifies cause and effect relationships and clearly communicates these observations;
video (c) consistently and accurately selects and uses appropriate devices for measurement of solids, liquids, and gases, identifying specific properties of each state of matter;
video (d) recognizes multiple attributes of living things and tangible objects;
video (e) often classifies objects based on subtle similarities and differences;
video (f) describes and models structures, functions, and processes of living systems;
video (g) thoroughly describes and creatively models the details of Earth’s features and cycles;.
video (h) describes and models characteristics of and changes within physical and mechanical systems;
video (i) independently reads of scientific exploration in the news and discusses the possible impacts of past, present and future scientific exploration on humans and other life; and
video (j) thoughtfully discusses the historical significance of scientists and the impacts of their discoveries on humans today.
video A fourth-grade student at the proficient level in science demonstrates solid academic performance. He/she:
(a) with some direction, completes a simple experiment and identifies the manipulated variable;
video (b) identifies cause and effect relationships and communicates these observations;
video (c) accurately selects and uses devices for simple measurement of solids, liquids, and gases, identifying properties of each state of matter;
video (d) recognizes attributes of living things and tangible objects and accurately classifies objects based on similarities and differences;
video (e) describes structures, functions, and processes of living systems;
video (f) identifies and accurately illustrates Earth’s features, locating several observable changes of those features;
video (g) describes characteristics of and changes within basic physical and mechanical systems;
video (h) is aware of scientific exploration in the news; and
video (i) discusses the possible impacts of past, present and future scientific exploration on humans, identifying the visible impacts of their discoveries on humans today.
video A fourth-grade student at the nearing proficiency level in science demonstrates partial mastery of the prerequisite knowledge and skills fundamental for proficiency in science. He/she:
(a) with specific direction, completes a simple experiment and sometimes identifies the manipulated variable;
video (b) describes an observable change, but has difficulty identifying cause and effect relationships;
video (c) sometimes selects the appropriate tool; and
video (d) with guidance, effectively uses devices for simple measurement of solids, liquids, and gases, naming properties of each state of matter;
video (e) recognizes basic attributes of living things and tangible objects and classifies objects based on two or more common attributes;
video (f) sometimes describes structures, functions, and processes of living systems;
video (g) names and describes Earth’s features and recognizes some observable changes of those features;
video (h) names components of basic physical and mechanical systems;
video (i) is somewhat aware of scientific exploration in the news; and
video (j) often has difficulty relating historical significance of scientists and the impacts of their discoveries on humans today.
video A fourth-grade student at the novice level in science is beginning to attain the prerequisite knowledge and skills that are fundamental in science. He/she:
(a) has difficulty completing a simple experiment and has limited understanding of the concept of variables;
video (b) seldom describes an observable change, and rarely identifies cause and effect relationships;
video (c) seldom selects the appropriate tool;
video (d) even with assistance, has difficulty using devices for simple measurement of solids, liquids, and gases;
video (e) has difficulty understanding the states of matter concept;
video (f) sometimes recognizes concrete attributes of living things and tangible objects and groups objects based on two or more common attributes;
video (g) gives limited descriptions of the structures, functions, and processes of living systems;
video (h) names and, with assistance, describes Earth’s features and recognizes some observable changes of those features;
video (i) sometimes names components of basic physical and mechanical systems;
video (j) is seldom aware of scientific exploration in the news; and
video (k) seldom relates historical significance of scientists and the impacts of their discoveries on humans today.
video Students design, conduct, evaluate and communicate scientific investigations.
Students will:
1. identify a question, formulate a hypothesis, control and manipulate variables, devise and safely conduct experiments, predict outcomes and compare and analyze results.
video 2. select and accurately use appropriate equipment and technology to measure (in SI units), gather, process and analyze data from a scientific investigation.
video 3. communicate and defend results of investigations; question results of investigations if different from predicted.
video 4. analyze the processes, parts and subsystems of familiar (e.g., electrical circuits, bacteria) and infer cause and effect relationships among components of the system.
video 5. create models to illustrate scientific concepts and use the model to predict change (e.g., computer simulation, a stream table, graphic representation).
video 6. distinguish between controlled and uncontrolled experiments by consistency of results.
video Students demonstrate knowledge of properties, forms, changes and interactions of physical and chemical systems.
Students will:
1. examine, describe, compare and classify objects and substances based on common physical properties and simple chemical properties.
video 2. classify, describe, and model matter in terms of elements, compounds, mixtures, atoms and molecules.
video 3. model and explain that states of matter, solids, liquids and gases, are dependent upon the quantity of energy present in the system.
video 4. identify and predict what will change and what will remain unchanged when matter experiences an external force or energy change.
video 5. identify, build describe, measure, and analyze mechanical systems (e.g., simple and complex machines).
video 6. define energy and compare and contrast the characteristics of light, heat, motion, magnetism, electricity, sound and mechanical waves.
video Students demonstrate knowledge of the composition, structures, processes and interactions of Earth’s systems and other objects in space.
Students will:
4. describe the water cycle, the composition and structure of the atmosphere, and the impact of oceans on large scale weather patterns.
video 5. describe and model the motion and tilt of Earth in relation to the Sun, and explain the concept of day, night, seasons, year.
video Students understand how scientific knowledge and technological developments impact society.
Students will:
1. identify the specific fields of scientific endeavor and related occupations within those fields.
video 2. model collaborative problem solving and give examples of how scientific knowledge is shared, critiqued, and scrutinized by other scientists and the public.
video 3. investigate local problems and/or issues and propose solutions or products that address a need, which considers variables (e.g., environmental risks).
video Students understand historical developments in science and technology.
Students will:
1. trace developments that demonstrate scientific knowledge is subject to change as new evidence becomes available.
video 2. identify major milestones in science that have impacted science, technology and society.
video An eighth-grade student at the advanced level in science demonstrates superior performance. He/she:
(a) independently formulates and communicates testable questions;
video (b) constructs a plan for a controlled experiment;
video (c) makes accurate inferences based on observations and data;
video (d) creatively illustrates how scientific knowledge changes as new evidence and understandings are learned;
video (e) uses supporting details to thoughtfully explain the physical world;
video (f) predicts reasonable outcomes of simple chemical reactions;
video (g) makes logical connections to events in everyday life;
video (h) independently and confidently identifies and classifies organisms describing a basic knowledge of common classification schemes;
video (i) is aware of the interdependence of life and the environment and describes how changes affect this interrelationship;
video (j) observes, uses, and interprets physical, theoretical and mathematical models to effectively demonstrate and communicate knowledge and understanding;
video (k) describes and identifies some examples of how science and technology are the results of human activity throughout history; and
video (l) independently seeks new information, connects past to present, is always curious about scientific discovery and its significance.
video An eighth-grade student at the proficient level in science demonstrates solid academic performance. He/she:
(a) often formulates and communicates testable questions;
video (b) constructs a plan for a controlled experiment;
video (c) makes logical inferences based on observations;
video (d) accurately interprets data, providing reasonable examples of how scientific knowledge changes as new evidence and understandings are learned;
video (e) with supporting detail, describes the physical world showing an emerging understanding of simple chemical reactions, chemical formulas, and physical laws;
video (f) identifies and classifies organisms and has a beginning understanding of common classification schemes;
video (g) is aware of the interdependence of life and the environment;
video (h) explains how characteristics of living things change because of the environment;
video (i) has an emerging understanding of physical, theoretical and mathematical models;
video (j) describes and identifies local examples of how science and technology are the results of human activity throughout history; and
video (k) is often curious about new information and connects past to present.
video An eighth-grade student at the nearing proficiency level in science demonstrates partial mastery of the prerequisite knowledge and skills fundamental for proficiency in science. He/she:
(a) sometimes formulates and communicates testable questions;
video (b) with assistance, completes a plan for a controlled experiment;
video (c) has difficulty making reasonable inferences;
video (d) seldom uses or interprets observations or data accurately;
video (e) provides concrete examples of how scientific knowledge has changed;
video (f) gives concrete explanations to describe the physical world;
video (g) shows a limited understanding of simple chemical reactions, chemical formulas and physical laws;
video (h) often identifies organisms, but is less sure when describing common classification schemes;
video (i) provides a limited explanation of the interdependence of life and the environment;
video (j) has an emerging understanding of physical models;
video (k) with assistance, describes how science and technology are the results of human activity throughout history; and
video (l) is sometimes curious about new information, but seldom seeks it.
video An eighth-grade student at the novice level in science is beginning to attain the prerequisite knowledge and skills that are fundamental in science. He/she:
(a) seldom formulates or communicates testable questions;
video (b) requires direct instruction to complete a plan for a controlled experiment;
video (c) has difficulty understanding inferences, observations and data;
video (d) seldom provides examples of how scientific knowledge has changed;
video (e) gives concrete explanations of the physical world;
video (f) seldom describes even the simplest chemical reactions;
video (g) identifies organisms, but has difficulty defining common classification schemes;
video (h) is unable to explain the interdependence of life and the environment;
video (i) sometimes uses models to describe a science concept;
video (j) often doesn’t make the connection that science and technology are the results of human activity throughout history; and
video (k) seldom expresses interest in, or seeks out, new information.
video Students design, conduct, evaluate and communicate scientific investigations.
Students will:
1. identify a testable question, formulate a hypothesis based on prior scientific knowledge, identify dependent and independent variables, safely conduct the experiments, collect and analyze data.
video 2. select appropriate means for representing, communicating, and defending results of investigations and scientific and technological arguments using appropriate mathematical analysis and graphical representation.
video 3. question conclusions with insufficient supporting evidence, and recognize that the results of a scientific investigation are always open to revision by further experiments.
video 4. analyze and apply the concepts of change and equilibrium in a variety of systems (e.g., geochemical systems, global climate).
video 5. compare observations of the real world to observations of a constructed model.
video 6. investigate and evaluate science studies and identify strengths and weaknesses in experimental design.
video Students demonstrate knowledge of the composition, structures, processes and interactions of Earth’s systems and other objects in space.
Students will:
4. collect and analyze local, regional, and global weather-related data in order to make inferences and predication about weather patterns.
video Students understand how scientific knowledge and technological developments impact society.
Students will:
1. identify and describe key factors (technology, competitiveness, world events, etc.) that affect the development and acceptance of scientific thought.
video 2. model the ongoing, collaborative scientific process of gathering and evaluation information (e.g., assess evidence for and against theories, look for patterns, devise and retest different models).
video 3. analyze benefits, limitations, costs, consequences, and ethics involved in using scientific and technological innovations to make reasoned decisions.
video 4. give examples of scientific innovation challenging commonly held perceptions.
video Students understand historical developments in science and technology.
Students will:
1. give examples of scientific discoveries and describe the interrelationship between technological advances and scientific understanding.
video 2. analyze and illustrate the historical impact of scientific and technological advances.
video A graduating student at the advanced level in science demonstrates superior performance. He/she:
(a) independently plans, conducts, and interprets experimental investigations and communicates results, articulating and supporting inferences that relate to real world applications in physical, life, and Earth sciences;
video (b) consistently recognizes the interconnections within and outside science;
video (c) makes thoughtful inferences about explorations and experiments;
video (d) when doing physical, theoretical, and mathematical modeling, uses appropriate technology to investigate individually generated problems and/or questions about scientific phenomena;
video (e) adeptly uses these skills to organize, classify, and to clearly describe interactions of the biotic and abiotic parts of the biosphere as well as the natural history of interactions of life on Earth;
video (f) clearly describes and analyzes connections and interactions between and among technology, science, and society;
video (g) applies scientific inquiry and technology skills to comprehend results obtained;
video (h) questions validity of scientific endeavors, past and present; and
video (i) makes informed decisions about scientific and social issues based on observations, data, and knowledge of the natural world.
video A graduating student at the proficient level in science demonstrates solid academic performance. He/she:
(a) often plans and conducts experimental investigations;
video (b) communicates results that infer real world applications in physical, life, and Earth sciences;
video (c) recognizes interconnections within and outside science;
video (d) makes inferences about explorations and experiments;
video (e) often identifies and constructs models depicting the properties of matter in the physical world;
video (f) uses appropriate technology tools and skills to investigate individually generated problems and/or questions about scientific phenomena;
video (g) organizes and classifies living and nonliving things using common classification schemes;
video (h) represents, models and/or discusses the interactions of the biotic and abiotic components of the Earth;
video (i) describes connections and interactions between and among technology, science, and society, applying scientific inquiry and technology skills to comprehend results obtained;
video (j) clearly articulates the importance of science and the historical significance to question the validity of scientific endeavor, past and present; and
video (k) often makes informed decisions about scientific and social issues based on observations, data, and knowledge of the natural world.
video A graduating student at the nearing proficiency level in science demonstrates partial mastery of the prerequisite knowledge and skills fundamental for proficiency in science. He/she:
(a) conducts and communicates results from simple experimental investigations, sometimes inferring real world applications;
video (b) recognizes interconnections within and outside science;
video (c) sometimes makes inferences about explorations and experiments;
video (d) identifies and, with guidance, constructs models depicting the properties of matter in the physical world;
video (e) uses limited skills with technology to investigate teacher-guided problems and/or questions about scientific phenomena;
video (f) organizes and sometimes classifies living and nonliving things using common classification schemes;
video (g) with assistance, identifies, models, and discusses the interactions of the biotic and abiotic components of the Earth;
video (h) sometimes communicates interactions of science, technology, and society;
video (i) sometimes defines the importance of science and its historical importance;
video (j) is generally accepting of the validity of scientific endeavor; and
video (k) sometimes formulates a decision about scientific and social issues based on observations, data, and knowledge of the natural world.
video A graduating student at the novice level in science is beginning to attain the prerequisite knowledge and skills that are fundamental in science. He/she:
(a) has difficulty conducting and communicating the results from a simple experimental investigation, seldom inferring real world applications;
video (b) sometimes recognizes interconnections within and outside science;
video (c) struggles to make inferences about explorations and experiments and makes simple predictions based upon knowledge of matter in the physical world;
video (d) with guidance, selects and uses appropriate technology to investigate teacher-generated problems or questions;
video (e) rarely recognizes common classification schemes or relates interactions of the biotic and abiotic factors in the environment;
video (f) identifies, but inconsistently communicates interactions of science, technology, and society;
video (g) has difficulty defining the importance of science and it’s historical significance;
video (h) seldom questions the validity of scientific endeavor, past and present; and
video (i) seldom makes informed decisions, about issues, based on observations and knowledge of the natural world.
videoEnd of Grade 4
Science Content Standard 1
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Science Content Standard 4
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Science Content Standard 5
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Science Content Standard 6
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Science Performance Standards:
Advanced
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Science Performance Standards:
Proficient
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Science Performance Standards:
Nearing Proficiency
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Science Performance Standards:
Novice
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End of Grade 8
Science Content Standard 1
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Science Content Standard 2
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Science Content Standard 6
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Science Performance Standards:
Advanced
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Science Performance Standards:
Proficient
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Science Performance Standards:
Nearing Proficiency
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Science Performance Standards:
Novice
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Upon Graduation-End of Grade 12
Science Content Standard 1
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Science Content Standard 4
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Science Content Standard 6
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Science Performance Standards:
Advanced
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Science Performance Standards:
Proficient
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Science Performance Standards:
Nearing Proficiency
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Science Performance Standards:
Novice
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