The STANDARDS CORRELATION chart suggests which Oklahoma Priority Academic Student Skills 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 Oklahoma Priority Academic Student Skills you can cover see the STANDARDS CORRELATION chart for the following PASSPORT TO KNOWLEDGE projects:
Grades 1-3, Grades 4-5, Grades 6-8, Grades 9-12
I. Observing and Measuring
The student will:
A. Make descriptive and numerical observations of the world.
video B. Use developmentally appropriate Systems International (SI) units (meters and degrees Celsius) to measure objects, organisms, or events.
video C. Identify similar or different characteristics in a given set of simple objects, familiar organisms, or observable events.
video II. Classifying
The student will:
A. Identify properties (e.g., size, shape, color, and texture) by which a set of simple objects, familiar organisms, or observable events could be grouped.
video B. Use observable properties to classify a set of simple objects, familiar organisms or observable events.
video C. Select a serial order for each property within a set of simple objects, familiar organisms, or observable events.
video III. Experimenting
The student will:
*A. Ask a question about objects, organisms, or events.
video *B. Plan and conduct a simple investigation.
video *C. Use simple equipment and tools to gather data.
video IV. Interpreting
The student will:
A. Record and report data using charts.
video B. Interpret pictorial and simple bar graphs.
video C. Recognize and describe patterns, then make predictions based on patterns.
video V. Communicating
The student will:
*A. Create a pictograph or simple bar graph from collected data.
video B. Communicate the results of the investigation and give explanations.
video VI. Safety in the Science Classroom
The student will:
A. Recognize potential hazards within a science activity.
video B. Practice safety procedures in all science activities.
video VII. Inquiry
The student will:
A. Use different types of investigations, such as describing simple objects, observable events, and familiar organisms, and classifying them.
video *B. Use simple tools, such as magnifiers, thermometers, and rulers, to gather more information than can be obtained by using only the senses.
video XIV. Properties of Earth Materials
The student will:
B. Water can be a liquid or a solid, and can be made to go back and forth from one form to the other.
video XV. Objects in the Sky
The student will:
A. The sun, moon, stars, clouds, birds, and airplanes all have properties, location, and movements that can be observed and described.
video B. The sun can be seen only in the daytime, but the moon can be seen sometimes at night and sometimes during the day.
video XVI. Changes in Earth and Sky
The student will:
A. The sun warms the land, air, and water.
video B. Weather changes from day to day and over the seasons. Weather can be observed by measuring temperature and describing cloud formations.
video I. Observing and Measuring
The student will:
A. Make descriptive (qualitative) or numerical (quantitative) observations in a given set of objects, organisms, or events.
video B. Use Systems International (SI) units (grams, meters, liters and degrees Celsius) to measure objects, organisms, or events.
video C. Identify similar or different characteristics (i.e., color, shape, size, texture) in a given set of objects, organisms, or events.
video II. Classifying
The student will:
A. Identify and use observable properties to order or classify a set of objects, organisms, or events.
video B. Select a serial order for each property within a set of objects, organisms, or events.
video III. Experimenting
The student will:
*A. Ask questions about the world and formulate an orderly plan to investigate a question.
video B. Arrange the steps of a scientific problem in logical order.
video *C. Design and conduct a scientific investigation.
video IV. Interpreting
The student will:
*A. Report data using charts, tables, and graphs.
video B. Interpret line, bar, and simple circle graphs.
video C. Use data to construct a reasonable explanation.
video D. Develop descriptions, explanations, and predictions based on evidence.
video V. Communicating
The student will:
*A. Create a chart or a line, bar, or simple circle graph.
video B. Communicate the results of investigations and give explanations based on data.
video VI. Safety in the Science Classroom
The student will:
A. Recognize potential hazards within a science activity.
video B. Practice safety procedures in all science activities.
video VII. Inquiry
The student will:
*A. Use different ways to investigate questions and evaluate the fairness of the test.
video *B. Use a variety of measurement tools and technology.
video *C. Formulate a general statement to represent the data.
video *D. Share results of an investigation in sufficient detail so that data may be combined with data from other students and analyzed further.
video VIII. Properties of Objects and Materials
The student will:
A. Properties of objects can be measured using tools such as rulers, balances, and thermometers.
video B. Changes in properties can be observed, described, measured, and recorded.
video C. Changes in temperature affect the properties of materials. Many kinds of changes occur faster under hotter conditions.
video XIV. Properties of Earth Materials
The student will:
B. Fossils provide evidence about the plants and animals that lived long ago and the nature of the environment at that time.
video XV. Objects in the Sky
The student will:
A. The sun provides the light and heat necessary to maintain the temperature of the earth.
video B. The earth is one of several planets that orbits the sun, and the moon orbits around the earth.
video XVI. Changes in Earth and Sky
The student will:
A. Objects in the sky have patterns of movement. The sun, for example, appears to move across the sky in the same way every day, due to the motion of the earth. However, its path changes slowly over the seasons. The moon moves across the sky on a daily basis. The observable shape of the moon changes from day to day in a cycle that lasts about a month.
video B. The surface of the earth changes. Some changes are due to slow processes, such as erosion and weathering, and some changes are due to rapid processes, such as landslides.
video C. Weather exhibits daily and seasonal patterns.
video I. Observing and Measuring
The student will:
A. Identify similar or different characteristics of the living and nonliving world.
video B. Select descriptive ( qualitative) or numerical (quantitative) observations in a given set of objects, organisms, or events.
video C. Identify qualitative and quantitative changes given conditions (e.g., temperature, mass, volume) before, during, and after an event.
video D. Use Systems International (SI) units (grams, meters, liters, and degrees Celsius) to measure objects, organisms, or events.
video II. Classifying
The student will:
A. Use observable properties to classify a set of objects, organisms, or events (e.g., living, nonliving, odor, size, texture, shape).
video B. Identify properties by which a set of objects, organisms, or events could be ordered.
video C. Place an object, organism, or event into a classification system.
video III. Experimenting
The student will:
*A. Ask questions about the world and design investigations that lead to scientific inquiry.
video B. Arrange the steps of a scientific problem in logical order.
video C. Identify a simple variable and/or control in an experimental set-up.
video D. Identify a testable hypothesis for an experiment.
video *E. Design and conduct experiments.
video IV. Interpreting
The student will:
A. Report data in an appropriate method when given an experimental procedure or information.
video B. Interpret line, bar, and circle graphs.
video C. Recognize and describe patterns.
video D. Select the most logical conclusion for given experimental data.
video E. Accept or reject hypotheses when given results of an investigation.
video V. Communicating
The student will:
A. Communicate scientific procedures and explanations.
video *B. Create a graph or chart from collected data.
video VI. Safety in the Science Classroom
The student will:
A. Recognize potential hazards within a science activity.
video B. Practice safety procedures in all science activities.
video VII. Inquiry
The student will:
*A. Use systematic observations, make accurate measurements, and identify and control variables.
video *B. Use technology to gather data and analyze results of investigations.
video *C. Review data, summarize data, and form logical conclusions.
video *D. Formulate and evaluate explanations proposed by examining and comparing evidence, pointing out statements that go beyond evidence, and suggesting alternative explanations.
video XVI. Structures of the Earth System
The student will:
A. Earth has four main systems: the atmosphere, the hydrosphere, the biosphere, and the geosphere.
video B. Land forms result from constructive and destructive forces.
video C. Clouds, formed by the condensation of water vapor, affect local weather and climate.
video D. Local weather is influenced by global patterns of atmospheric movement. Oceans have a major effect on climate, because water in the oceans holds a large amount of heat.
video XVII. Earth's History
The student will:
D. 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.
video I. Observing and Measuring
The student will:
A. Identify similar or different characteristics in a given set of objects, organisms, or events.
video B. Select qualitative (descriptive) or quantitative (numerical) observations in a given set of objects, organisms, or events.
video C. Identify qualitative and quantitative changes given conditions before, during, and after an event.
video D. Use the appropriate Systems International (SI) units (grams, meters, liters, and degrees Celsius) to measure objects, organisms, or events.
video II. Classifying
The student will:
A. Use observable properties to classify a set of objects, organisms, or events.
video B. Identify the properties on which a given classification system is based.
video C. Place an object, organism, or event into a classification system.
video III. Experimenting
The student will:
A. Arrange the steps of a scientific problem in logical order.
video B. Identify the independent variables, dependent variables, and control in an experimental set-up.
video C. Use mathematics to show relationships within a given set of observations.< > D. Identify a hypothesis for a given problem.
video IV. Interpreting
The student will:
A. Select appropriate predictions based on previously observed patterns of evidence.
video B. Report data in an appropriate manner.
video C. Predict data points not included on a given graph.
video D. Interpret line, bar, and circle graphs.
video E. Identify data that support or reject stated hypotheses.
video F. Accept or reject hypotheses when given results of an investigation.
video G. Identify discrepancies between stated hypotheses and actual results.
video H. Select the most logical conclusion for given experimental data.
video V. Communicating
The student will:
*A. Prepare a written report describing the sequence, results, and interpretation of an investigation or event.
video *B. Communicate or defend a scientific argument.
video C. Identify or create an appropriate graph or chart from collected data, table, or written description.
video VI. Modeling
The student will:
A. Select a model which explains a given set of observations.
video B. Select predictions based on models.
video *C. Compare a given model to the real world.
video VII. Safety in the Science Classroom
The student will:
A. Recognize potential hazards within a science activity.
video B. Practice safety procedures in all science activities.
video VIII. Inquiry
The student will:
*A. Formulate a testable hypothesis and design an appropriate experiment relating to the world.
video *B. Design and conduct scientific investigations in which variables are identified and controlled.
video *C. Use a variety of technologies, such as hand tools, measuring instruments, and computers to collect, analyze, and display data.
video *D. Inquiries should lead to the formulation of explanations or models (physical, conceptual, and mathematical). In answering questions, students should engage in discussions (based on scientific knowledge, the use of logic, and evidence from the investigation) and arguments that encourage the revision of their explanations, leading to further inquiry.
videoEarly Elementary Grades 1 - 3
Content Standards for Inquiry, Physical, Life, and Earth/Space Science
The Priority Academic Student Skills (PASS) should be taught by investigating broad concepts, and principles of major themes in Physical, Life, and Earth/Space Sciences.
Science Processes and Inquiry
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Elementary Earth/Space Science
The student will engage in investigations that lead to the discovery of the following concepts:
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Upper Elementary Grades 4 - 5
Content Standards for Inquiry, Physical, Life, and Earth/Space Science
The Priority Academic Student Skills (PASS) should be taught by investigating broad concepts, and principles of major themes in Physical, Life, and Earth/Space Sciences.
Science Processes and Inquiry
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online
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Elementary Physical Science
The student will engage in investigations that lead to the discovery of the following concepts:
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Elementary Earth/Space Science
The student will engage in investigations that lead to the discovery of the following concepts:
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Middle School Grades 6 - 8
Content Standards for Inquiry, Physical, Life, and Earth/Space Science
The Priority Academic Student Skills (PASS) should be taught by investigating broad concepts, and principles of major themes in Physical, Life, and Earth/Space Sciences.
Science Processes and Inquiry
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Middle School Earth/Space Science
The student will engage in investigations that lead to the discovery of the following concepts:
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Physical Science Grades 9 - 12
Content Standards for Inquiry and the Physical Sciences (including Earth/Space Science)
The Priority Academic Student Skills (PASS) should be taught by investigating broad, integrated content, concepts, and principles of major themes in the physical sciences.
Science Processes and Inquiry
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