Rhode Island uses the Project 2061 Benchmarks for Science Literacy for their standards.
The STANDARDS CORRELATION chart suggests which Project 2061 Benchmarks for Science Literacy 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 Project 2061 Benchmarks for Science Literacy you can cover see the STANDARDS CORRELATION chart for the following PASSPORT TO KNOWLEDGE projects:
Kindergarten through Grade 2, Grades 3-5, Grades 6-8, Grades 9-12
By the end of the 2nd grade, students should know that:
When a science investigation is done the way it was done before, we expect to get a very similar result.
video Science investigations generally work the same way in different places.
video By the end of the 2nd grade, students should know that:
People can often learn about things around them by just observing those things carefully, but sometimes they can learn more by doing something to the things and noting what happens.
video Tools such as thermometers, magnifiers, rulers, or balances often give more information about things than can be obtained by just observing things without their help.
video Describing things as accurately as possible is important in science because it enables people to compare their observations with those of others.
video When people give different descriptions of the same thing, it is usually a good idea to make some fresh observations instead of just arguing about who is right.
video By the end of the 2nd grade, students should know that:
Everybody can do science and invent things and ideas.
video In doing science, it is often helpful to work with a team and to share findings with others. All team members should reach their own individual conclusions, however, about what the findings mean.
video A lot can be learned about plants and animals by observing them closely, but care must be taken to know the needs of living things and how to provide for them in the classroom.
video By the end of the 2nd grade, students should know that:
Cirles, squares, triangles, and other shapes can be found in things in nature and in things that people build.
video Patterns can be made by putting different shapes together or taking them apart.
video Things move, or can be made to move, along straight, curved, circular, back-and-forth, and jagged paths.
video Numbers can be used to count any collection of things.
video By the end of the 2nd grade, students should know that:
No benchmarks for this level.
By the end of the 2nd grade, students should know that:
Numbers and shapes can be used to tell about things.
video By the end of the 2nd grade, students should know that:
Tools are used to do things better or more easily and to do some things that could not otherwise be done at all. In technology, tools are used to observe, measure, and make things.
video When trying to build something or to get something to work better, it usually helps to follow directions if there are any or to ask someone who has done it before for suggestions.
video By the end of the 2nd grade, students should know that:
People may not be able to actually make or do everything that they can design.
video By the end of the 2nd grade, students should know that:
People, alone or in groups, are always inventing new ways to solve problems and get work done. The tools and ways of doing things that people have invented affect all aspects of life.
video When a group of people wants to build something or try something new, they should try to figure out ahead of time how it might affect other people.
video By the end of the 2nd grade, students should know that:
Some events in nature have a repeating pattern. The weather changes some from day to day, but things such as temperature and rain (or snow) tend to be high, low, or medium in the same months every year.
video Water can be a liquid or a solid and can go back and forth from one form to the other. If water is turned into ice and then the ice is allowed to melt, the amount of water is the same as it was before freezing.
video By the end of the 2nd grade, students should know that:
The sun warms the land, air, and water.
video By the end of the 2nd grade, students should know that:
Information can be sent and received in many different ways. Some allow answering back and some do not. Each way has advantages and disadvantages.
video Devices can be used to send and receive messages quickly and clearly.
video By the end of the 2nd grade, students should know that:
There are different ways to store things so they can be easily found later.
video Letters and numbers can be used to put things in a useful order.
video By the end of the 2nd grade, students should know that:
Numbers can be used to count things, place them in order, or name them.
video Sometimes in sharing or measuring there is a need to use numbers between whole numbers.
video It is possible (and often useful) to estimate quantities without knowing them exactly.
video Simple graphs can help to tell about observations.
video By the end of the 2nd grade, students should know that:
Similar patterns may show up in many places in nature and in the things people make.
video Sometimes changing one thing causes changes in something else. In some situations, changing the same thing in the same way usually has the same result.
video By the end of the 2nd grade, students should know that:
Shapes such as circles, squares, and triangles can be used to describe many things that can be seen.
video By the end of the 2nd grade, students should know that:
Some things are more likely to happen that others. Some events can be predicted well and some cannot. Sometimes people aren't sure what will happen because they don't know everything that might be having an effect.
video Often a person can find out about a group of things by studying just a few of them.
video By the end of the 2nd grade, students should know that:
People are more likely to believe your ideas if you can give good reasons for them.
video By the end of the 2nd grade, students should know that:
Most things are made of parts.
video Something may not work if some of its parts are missing.
video When parts are put together, they can do things that they couldn't do by themselves.
video By the end of the 2nd grade, students should know that:
Many of the toys children play with are like real things only in some ways. They are not the same size, are missing many details, or are not able to do all of the same things.
video A model of something is different from the real thing but can be used to learn something about the real thing.
video One way to describe something is to say how it is like something else.
video By the end of the 2nd grade, students should know that:
Things change in some ways and stay the same in some ways.
video People can keep track of some things, seeing where they come from and where they go.
video Things can change in different ways, such as in size, weight, color, and movement. Some small changes can be detected by taking measurements.
video Some changes are so slow or so fast that they are hard to see.
video By the end of the 2nd grade, students should know that:
Things in nature and things people make have very different sizes, weights, ages, and speeds.
video By the end of the 2nd grade, students should know that:
Raise questions about the world around them and be willing to seek answers to some of them by making careful observations and trying things out.
video By the end of the 2nd grade, students should know that:
Use whole numbers and simple, everyday fractions in ordering, counting, identifying, measuring, and describing things and experiences.
video Readily give the sums and differences of single-digit numbers in familiar contexts where the operation makes sense to them and they can judge the reasonableness of the answer.
video Give rough estimates of numerical answers to problems before doing them formally.
video Explain to other students how they go about solving numerical problems.
video Make quantitative estimates of familiar lengths, weights, and time intervals and check them by measurements.
video By the end of the 2nd grade, students should know that:
Use hammers, screwdrivers, clamps, rulers, scissors, and hand lenses, and operate ordinary audio equipment.
video Assemble, describe, take apart and reassemble constructions using interlocking blocks, erector sets, and the like.
video Make something out of paper, cardboard, wood, plastic, metal, or existing objects that can actually be used to perform a task.
video Measure the length in whole units of objects having straight edges.
video By the end of the 2nd grade, students should know that:
Describe and compare things in terms of number, shape, texture, size, weight, color, and motion.
video Draw pictures that correctly portray at least some features of the thing being described.
video By the end of the 2nd grade, students should know that:
Ask "How do you know?" in appropriate situations and attempt reasonable answers when others ask them the same question.
video By the end of the 5th grade, students should know that:
Results of similar scientific investigations seldom turn out exactly the same. Sometimes this is because of unexpected differences in the things being investigated, sometimes because of unrealized differences in the methods used or in the circumstances in which the investigation is carried out, and sometimes just because of uncertainties in observations. It is not always easy to tell which.
video By the end of the 5th grade, students should know that:
Scientific investigations may take many different forms, including observing what things are like or what is happening somewhere, collecting specimens for analysis, and doing experiments. Investigations can focus on physical, biological, and social questions.
video Results of scientific investigations are seldom exactly the same, but if the differences are large, it is important to try to figure out why. One reason for following directions carefully and for keeping records of one's work is to provide information on what might have caused the differences.
video Scientists' explanations about what happens in the world come partly from what they observe, partly from what they think. Sometimes scientists have different explanations for the same set of observations. That usually leads to their making more observations to resolve the differences.
video Scientists do not pay much attention to claims about how something they know about works unless the claims are backed up with evidence that can be confirmed and with a logical argument.
video By the end of the 5th grade, students should know that:
Science is an adventure that people everywhere can take part in, as they have for many centuries.
video Clear communication is an essential part of doing science. It enables scientists to inform others about their work, expose their ideas to criticism by other scientists, and stay informed about scientific discoveries around the world.
video Doing science involves many different kinds of work and engages men and women of all ages and backgrounds.
video By the end of the 5th grade, students should know that:
Mathematics is the study of many kinds of patterns, including numbers and shapes and operations on them. Sometimes patterns are studied because they help to explain how the world works or how to solve pratical problems, sometimes because they are interesting in themselves.
video Mathematical ideas can be represented concretely, graphically, and symbolically.
video By the end of the 5th grade, students should know that:
No benchmarks for this level.
By the end of the 5th grade, students should know that:
Numbers and shapes-and operations on them-help to describe and predict things about the world around us.
video In using mathematics, choices have to be made about what operations will give the best results. Results should always be judged by whether they make sense and are useful.
video By the end of the 5th grade, students should know that:
Throughout all of history, people everywhere have invented and used tools. Most tools of today are different from those of the past but many are modifications of very ancient tools.
video Technology enables scientists and others to observe things that are too small or too far away to be seen without them and to study the motion of objects that are moving very rapidly or are hardly moving at all
video Measuring instruments can be used to gather accurate information for making scientific comparisons of objects and events and for designing and constructing things that will work properly.
video Technology extends the ability of people to change the world: to cut, shape, or put together materials; to move things from one place to another; and to reach farther with their hands, voices, senses, and minds. The changes may be for survival needs such as food, shelter, and defense, for communication and transportation, or to gain knowledge and express ideas.
video By the end of the 5th grade, students should know that:
There is no perfect design. Designs that are best in one respect (safety or ease of use, for example) may be inferior in other ways (cost or appearance). Usually some features must be sacrificed to get others. How such trade-offs are received depends upon which features are emphasized and which are down-played.
video Even a good design may fail. Sometimes steps can be taken ahead of time to reduce the likelihood of failure, but it cannot be entirely eliminated.
video The solution to one problem may create other problems.
video By the end of the 5th grade, students should know that:
Technology has been part of life on the earth since the advent of the human species. Like language, ritual, commerce, and the arts, technology is an intrinsic part of human culture, and it both shapes society and is shaped by it. The technology available to people greatly influences what their lives are like.
video Any invention is likely to lead to other inventions. Once an invention exists, people are likely to think up ways of using it that were never imagined at first.
video Transportation, communications, nutrition, sanitation, health care, entertainment, and other technologies give large numbers of people today the goods and services that once were luxuries enjoyed only by the wealthy. These benefits are not equally available to everyone.
video Scientific laws, engineering principles, properties of materials, and construction techniques must be taken into account in designing engineering solutions to problems. Other factors, such as cost, safety, appearance, environmental impact, and what will happen if the solution fails also must be considered.
video Technologies often have drawbacks as well as benefits. A technology that helps some people or organisms may hurt others—either deliberately (as weapons can) or inadvertently (as pesticides can). When harm occurs or seems likely, choices have to be made or new solutions found.
video Because of their ability to invent tools and processes, people have an enormous effect on the lives of other living things.
video By the end of the 5th grade, students should know that:
People have always tried to communicate with one another. Signed and spoken language was one of the first inventions. Early forms of recording messages used markings on materials such as wood or stone.
video Communication involves coding and decoding information. In any language, both the sender and the receiver have to know the same code, which means that secret codes can be used to keep communication private.
video People have invented devices, such as paper and ink, engraved plastic disks, and magnetic tapes, for recording information. These devices enable great amounts of information to be stored and retrieved—and be sent to one or many other people or places.
video Communication technologies make it possible to send and receive information more and more reliably, quickly, and cheaply over long distances.
video By the end of the 5th grade, students should know that:
Computers are controlled partly by how they are wired and partly by special instructions called programs that are entered into a computer's memory. Some programs stay permanently in the machine but most are coded on disks and transferred into and out of the computer to suit the user.
video Computers can be programmed to store, retrieve, and perform operations on information. These operations include mathematical calculations, word processing, diagram drawing, and the modeling of complex events.
video Mistakes can occur when people enter programs or data into a computer. Computers themselves can make errors in information processing because of defects in their hardware or software.
video By the end of the 5th grade, students should know that:
There are normal ranges for body measurements—including temperature, heart rate, and what is in the blood and urine—that help to tell when people are well. Tools, such as thermometers and x-ray machines, provide us clues about what is happening inside the body.
video Technology has made it possible to repair and sometimes replace some body parts.
video By the end of the 5th grade, students should know that:
The meaning of numerals in many-digit numbers depends on their positions.
video In some situations, "0" means none of something, but in others it may be just the label of some point on a scale.
video When people care about what is being counted or measured, it is important for them to say what the units are (three degrees Fahrenheit is different from three centimeters, three miles from three miles per hour).
video Measurements are always likely to give slightly different numbers, even if what is being measured stays the same.
video By the end of the 5th grade, students should know that:
Mathematical statements using symbols may be true only when the symbols are replaced by certain numbers.
video Tables and graphs can show how values of one quantity are related to values of another.
video By the end of the 5th grade, students should know that:
Length can be thought of as unit lengths joined together, area as a collection of unit squares, and volume as a set of unit cubes.
video If 0 and 1 are located on a line, any other number can be depicted as a position on the line.
video Graphical display of numbers may make it possible to spot patterns that are not otherwise obvious, such as comparative size and trends.
video Many objects can be described in terms of simple plane figures and solids. Shapes can be compared in terms of concepts such as parallel and perpendicular, congruence and similarity, and symmetry. Symmetry can be found by reflection, turns, or slides.
video Areas of irregular shapes can be found by dividing them into squares and triangles.
video Scale drawings show shapes and compare locations of things very different in size.
video By the end of the 5th grade, students should know that:
Some predictions can be based on what is known about the past, assuming that conditions are pretty much the same now.
video Statistical predictions (as for rainy days, accidents) are typically better for how many of a group will experience something than for which members of the group will experience it—and better for how often something will happen than for exactly when.
video Summary predictions are usually more accurate for large collections of events than for just a few. Even very unlikely events may occur fairly often in very large populations.
video Spreading data out on a number line helps to see what the extremes are, where they pile up, and where the gaps are. A summary of data includes where the middle is and how much spread is around it.
video A small part of something may be special in some way and not give an accurate picture of the whole. How much a portion of something can help to estimate what the whole is like depends on how the portion is chosen. There is a danger of choosing only the data that show what is expected by the person doing the choosing.
video Events can be described in terms of being more or less likely, impossible, or certain.
video By the end of the 5th grade, students should know that:
One way to make sense of something is to think how it is like something more familiar.
video Reasoning can be distorted by strong feelings.
video By the end of the 5th grade, students should know that:
In something that consists of many parts, the parts usually influence one another.
video Something may not work as well (or at all) if a part of it is missing, broken, worn out, mismatched, or misconnected.
video By the end of the 5th grade, students should know that:
Seeing how a model works after changes are made to it may suggest how the real thing would work if the same were done to it.
video Geometric figures, number sequences, graphs, diagrams, sketches, number lines, maps, and stories can be used to represent objects, events, and processes in the real world, although such representations can never be exact in every detail.
video By the end of the 5th grade, students should know that:
Some features of things may stay the same even when other features change. Some patterns look the same when they are shifted over, or turned, or reflected, or seen from different directions.
video Things change in steady, repetitive, or irregular ways-or sometimes in more than one way at the same time. Often the best way to tell which kinds of change are happening is to make a table or graph of measurements.
video By the end of the 5th grade, students should know that:
Almost anything has limits on how big or small it can be.
video Finding out what the biggest and the smallest possible values of something are is often as revealing as knowing what the usual value is.
videoKindergarten through Grade 2
The Nature of Science
A. The Scientific World View
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B. Scientific Inquiry
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C. The Scientific Enterprise
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The Nature of Mathematics
A. Patterns and Relationships
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B. Mathematics, Science, and Technology
C. Mathematical Inquiry
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The Nature of Technology
A. Technology and Science
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B. Design and Systems
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C. Issues in Technology
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B. The Earth
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E. Energy Transformations
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8. The Designed World
D. Communication
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E. Information Processing
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9. The Mathematical World
A. Numbers
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B. Symbolic Relationships
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C. Shapes
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D. Uncertainty
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E. Reasoning
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11. Common Themes
A. Systems
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B. Models
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C. Constancy and Change
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D. Scale
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12. Habits of Mind
A. Values and Attitudes
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B. Computation and Estimation
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C. Manipulation and Observation
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D. Communication Skills
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E. Critical-Response Skills
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Grades 3 through 5
The Nature of Science
A. The Scientific World View
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B. Scientific Inquiry
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C. The Scientific Enterprise
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The Nature of Mathematics
A. Patterns and Relationships
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B. Mathematics, Science, and Technology
C. Mathematical Inquiry
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The Nature of Technology
A. Technology and Science
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B. Design and Systems
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C. Issues in Technology
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8. The Designed World
D. Communication
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E. Information Processing
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F. Health Technology
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9. The Mathematical World
A. Numbers
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B. Symbolic Relationships
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C. Shapes
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D. Uncertainty
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E. Reasoning
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11. Common Themes
A. Systems
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B. Models
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C. Constancy and Change
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D. Scale
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12. Habits of Mind
A. Values and Attitudes