The STANDARDS CORRELATION chart suggests which Texas Essential Knowledge and Skills for Science 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.
Elementary Standards: Kindergarten, Grade 1,
Grade 2, Grade 3,
Grade 4, Grade 5,
Middle School Standards: Grade 6, Grade 7,
Grade 8,
High School Standards: Geology, Meteorology, Oceanography
(K.1)
Scientific processes. The student participates in classroom and field
investigations following home and school safety procedures.
(A)
demonstrate safe practices during classroom and field investigations; and
video (B)
learn how to use and conserve resources and materials.
video (K.2)
Scientific processes. The student develops abilities necessary to do
scientific inquiry in the field and the classroom.
(A)
ask questions about organisms, objects, and events;
video (B)
plan and conduct simple descriptive investigations;
video (C)
gather information using simple equipment and tools to extend the senses;
video (D)
construct reasonable explanations using information; and
video (E)
communicate findings about simple investigations.
video (K.3)
Scientific processes. The student knows that information and critical
thinking are used in making decisions.
(A)
make decisions using information;
video (B)
discuss and justify the merits of decisions; and
video (C)
explain a problem in his/her own words and propose a solution.
video (K.4)
Scientific processes. The student uses age-appropriate tools and models to
verify that organisms and objects and parts of organisms and objects can be observed,
described, and measured.
(A)
identify and use senses as tools of observation; and
video (B)
make observations using tools including hand lenses, balances, cups, bowls, and
computers.
video (K.5)
Scientific concepts. The student knows that organisms, objects, and events
have properties and patterns.
(A)
describe properties of objects and characteristics of organisms;
video (B)
observe and identify patterns including seasons, growth, and day and night and
predict what happens next; and
video (C)
recognize and copy patterns seen in charts and graphs.
video (K.6)
Scientific concepts. The student knows that systems have parts and are
composed of organisms and objects.
(A)
sort organisms and objects into groups according to their parts and describe how
the groups are formed;
video (D)
identify parts that, when separated from the whole, may result in the part or the
whole not working, such as cars without wheels and plants without roots; and
video (E)
manipulate parts of objects such as toys, vehicles, or construction sets that, when
put together, can do things they cannot do by themselves.
video (K.7)
Scientific concepts. The student knows that many types of change occur.
(A)
observe, describe, and record changes in size, mass, color, position, quantity,
time, temperature, sound, and movement;
video (B)
identify that heat causes change, such as ice melting or the Sun warming the air
and compare objects according to temperature;
video (C)
observe and record weather changes from day to day and over seasons; and
video (K.9)
Scientific concepts. The student knows that living organisms have basic
needs.
(C)
identify ways that the Earth can provide resources for life.
video (K.10)
Scientific concepts. The student knows that the natural world includes
rocks, soil, and water.
(A)
observe and describe properties of rocks, soil, and water; and
video (B)
give examples of ways that rocks, soil, and water are useful.
video (1.1)
Scientific processes. The student conducts classroom and field
investigations following home and school safety procedures.
(A)
demonstrate safe practices during classroom and field investigations; and
video (B)
learn how to use and conserve resources and materials.
video (1.2)
Scientific processes. The student develops abilities necessary to do
scientific inquiry in the field and the classroom.
(A)
ask questions about organisms, objects, and events;
video (B)
plan and conduct simple descriptive investigations;
video (C)
gather information using simple equipment and tools to extend the senses;
video (D)
construct reasonable explanations and draw conclusions; and
video (E)
communicate explanations about investigations.
video (1.3)
Scientific processes. The student knows that information and critical
thinking are used in making decisions.
(A)
make decisions using information;
video (B)
discuss and justify the merits of decisions; and
video (C)
explain a problem in his/her own words and identify a task and solution related to
the problem.
video (1.4)
Scientific processes. The student uses age-appropriate tools and models to
verify that organisms and objects and parts of organisms and objects can be observed,
described, and measured.
(A)
collect information using tools including hand lenses, clocks, computers,
thermometers, and balances;
video (B)
record and compare collected information; and
video (C)
measure organisms and objects and parts of organisms and objects, using
non-standard units such as paper clips, hands, and pencils.
video (1.5)
Scientific concepts. The student knows that organisms, objects, and events
have properties and patterns.
(A)
sort objects and events based on properties and patterns; and
video (B)
identify, predict, and create patterns including those seen in charts, graphs, and
numbers.
video (1.6)
Scientific concepts. The student knows that systems have parts and are
composed of organisms and objects.
(A)
sort organisms and objects according to their parts and characteristics;
video (C)
manipulate objects such as toys, vehicles, or construction sets so that the parts
are separated from the whole which may result in the part or the whole not working; and
video (D)
identify parts that, when put together, can do things they cannot do by themselves,
such as a working camera with film, a car moving with a motor, and an airplane flying with
fuel.
video (1.7)
Scientific concepts. The student knows that many types of change occur.
(A)
observe, measure, and record changes in size, mass, color, position, quantity,
sound, and movement;
video (B)
identify and test ways that heat may cause change such as when ice melts;
video (C)
observe and record changes in weather from day to day and over seasons; and
video (2.1)
Scientific processes. The student conducts classroom and field
investigations following home and school safety procedures.
(A)
demonstrate safe practices during classroom and field investigations; and
video (B)
learn how to use and conserve resources and dispose of materials.
video (2.2)
Scientific processes. The student develops abilities necessary to do
scientific inquiry in the field and the classroom.
(A)
ask questions about organisms, objects, and events;
video (B)
plan and conduct simple descriptive investigations;
video (C)
compare results of investigations with what students and scientists know about the
world;
video (D)
gather information using simple equipment and tools to extend the senses;
video (E)
construct reasonable explanations and draw conclusions using information and prior
knowledge; and
video (F)
communicate explanations about investigations.
video (2.3)
Scientific processes. The student knows that information and critical
thinking are used in making decisions.
(A)
make decisions using information;
video (B)
discuss and justify the merits of decisions; and
video (C)
explain a problem in his/her own words and identify a task and solution related to
the problem.
video (2.4)
Scientific processes. The student uses age-appropriate tools and models to
verify that organisms and objects and parts of organisms and objects can be observed,
described, and measured.
(A)
collect information using tools including rulers, meter sticks, measuring cups,
clocks, hand lenses, computers, thermometers, and balances; and
video (B)
measure and compare organisms and objects and parts of organisms and objects, using
standard and non-standard units.
video (2.5)
Scientific concepts. The student knows that organisms, objects, and events
have properties and patterns.
(A)
classify and sequence organisms, objects, and events based on properties and
patterns; and
video (B)
identify, predict, replicate, and create patterns including those seen in charts,
graphs, and numbers.
video (2.6)
Scientific concepts. The student knows that systems have parts and are
composed of organisms and objects.
(A)
manipulate, predict, and identify parts that, when separated from the whole, may
result in the part or the whole not working, such as flashlights without batteries and
plants without leaves;
video (B)
manipulate, predict, and identify parts that, when put together, can do things they
cannot do by themselves, such as a guitar and guitar strings;
video (2.7)
Scientific concepts. The student knows that many types of change occur.
(A)
observe, measure, record, analyze, predict, and illustrate changes in size, mass,
temperature, color, position, quantity, sound, and movement;
video (B)
identify, predict, and test uses of heat to cause change such as melting and
evaporation;
video (D)
observe, measure, and record changes in weather, the night sky, and seasons.
video (2.10)
Scientific concepts. The student knows that the natural world includes
rocks, soil, water, and gases of the atmosphere.
(A)
describe and illustrate the water cycle; and
video (B)
identify uses of natural resources.
video (3.1)
Scientific processes. The student conducts field and laboratory
investigations following home and school safety procedures and environmentally appropriate
and ethical practices.
(A)
demonstrate safe practices during field and laboratory investigations; and
video (B)
make wise choices in the use and conservation of resources and the disposal or
recycling of materials.
video (3.2)
Scientific processes.The student uses scientific inquiry methods during
field and laboratory investigations.
(A)
plan and implement descriptive investigations including asking well-defined
questions, formulating testable hypotheses, and selecting and using equipment and
technology;
video (B)
collect information by observing and measuring;
video (C)
analyze and interpret information to construct reasonable explanations from direct
and indirect evidence;
video (D)
communicate valid conclusions; and
video (E)
construct simple graphs, tables, maps, and charts to organize, examine and evaluate
information.
video (3.3)
Scientific processes. The student knows that information, critical
thinking, and scientific problem solving are used in making decisions.
(A)
analyze, review, and critique scientific explanations, including hypotheses and
theories, as to their strengths and weaknesses using scientific evidence and information;
video (B)
draw inferences based on information related to promotional materials for products
and services;
video (C)
represent the natural world using models and identify their limitations;
video (D)
evaluate the impact of research on scientific thought, society, and the
environment; and
video (E)
connect Grade 3 science concepts with the history of science and contributions of
scientists.
video (3.4)
Scientific processes. The student knows how to use a variety of tools and
methods to conduct science inquiry.
(A)
collect and analyze information using tools including calculators, microscopes,
cameras, safety goggles, sound recorders, clocks, computers, thermometers, hand lenses,
meter sticks, rulers, balances, magnets, and compasses; and
video (B)
demonstrate that repeated investigations may increase the reliability of results.
video (3.5)
Scientific concepts. The student knows that systems exist in the world.
(A)
observe and identify simple systems such as a sprouted seed and a wooden toy car;
and
video (B)
observe a simple system and describe the role of various parts such as a
yo-yo and string.
video (4.1)
Scientific processes. The student conducts field and laboratory
investigations following home and school safety procedures and environmentally appropriate
and ethical practices.
(A)
demonstrate safe practices during field and laboratory investigations; and
video (B)
make wise choices in the use and conservation of resources and the disposal or
recycling of materials.
video (4.2)
Scientific processes. The student uses scientific inquiry methods during
field and laboratory investigations.
(A)
plan and implement descriptive investigations including asking well-defined
questions, formulating testable hypotheses, and selecting and using equipment and
technology;
video (B)
collect information by observing and measuring;
video (C)
analyze and interpret information to construct reasonable explanations from direct
and indirect evidence;
video (D)
communicate valid conclusions; and
video (E)
construct simple graphs, tables, maps, and charts to organize, examine, and
evaluate information.
video (4.3)
Scientific processes. The student uses critical thinking and scientific
problem solving to make informed decisions.
(A)
analyze, review, and critique scientific explanations, including hypotheses and
theories, as to their strengths and weaknesses using scientific evidence and information;
video (B)
draw inferences based on information related to promotional materials for products
and services;
video (C)
represent the natural world using models and identify their limitations;
video (D)
evaluate the impact of research on scientific thought, society, and the
environment; and
video (E)
connect Grade 4 science concepts with the history of science and contributions of
scientists.
video (4.4)
Scientific processes. The student knows how to use a variety of tools and
methods to conduct science inquiry.
(A)
collect and analyze information using tools including calculators, safety goggles,
microscopes, cameras, sound recorders, computers, hand lenses, rulers, thermometers, meter
sticks, timing devices, balances, and compasses; and
video (B)
demonstrate that repeated investigations may increase the reliability of results.
video (4.5)
Scientific concepts. The student knows that complex systems may not work if
some parts are removed.
(A)
identify and describe the roles of some organisms in living systems such as plants
in a schoolyard, and parts in nonliving systems such as a light bulb in a circuit; and
video (B)
predict and draw conclusions about what happens when part of a system is removed.
video (4.6)
Scientific concepts. The student knows that change can create recognizable
patterns.
(A)
identify patterns of change such as in weather, metamorphosis, and objects in the
sky;
video (B)
illustrate that certain characteristics of an object can remain constant even when
the object is rotated like a spinning top, translated like a skater moving in a straight
line, or reflected on a smooth surface; and
video (C)
use reflections to verify that a natural object has symmetry.
video (5.1)
Scientific processes. The student conducts field and laboratory
investigations following home and school safety procedures and environmentally appropriate
and ethical practices.
(A)
demonstrate safe practices during field and laboratory investigations; and
video (B)
make wise choices in the use and conservation of resources and the disposal or
recycling of materials.
video (5.2)
Scientific processes. The student uses scientific methods during field and
laboratory investigations.
(A)
plan and implement descriptive and simple experimental investigations including
asking well-defined questions, formulating testable hypotheses, and selecting and using
equipment and technology;
video (B)
collect information by observing and measuring;
video (C)
analyze and interpret information to construct reasonable explanations from direct
and indirect evidence;
video (D)
communicate valid conclusions; and
video (E)
construct simple graphs, tables, maps, and charts using tools including computers
to organize, examine, and evaluate information.
video (5.3)
Scientific processes. The student uses critical thinking and scientific
problem solving to make informed decisions.
(A)
analyze, review, and critique scientific explanations, including hypotheses and
theories, as to their strengths and weaknesses using scientific evidence and information;
video (B)
draw inferences based on information related to promotional materials for products
and services;
video (C)
represent the natural world using models and identify their limitations;
video (D)
evaluate the impact of research on scientific thought, society, and the
environment; and
video (E)
connect Grade 5 science concepts with the history of science and contributions of
scientists.
video (5.4)
Scientific processes. The student knows how to use a variety of tools and
methods to conduct science inquiry.
(A)
collect and analyze information using tools including calculators, microscopes,
cameras, sound recorders, computers, hand lenses, rulers, thermometers, compasses,
balances, hot plates, meter sticks, timing devices, magnets, collecting nets, and safety
goggles; and
video (B)
demonstrate that repeated investigations may increase the reliability of results.
video (5.5)
Scientific concepts. The student knows that a system is a collection of
cycles, structures, and processes that interact.
(A)
describe some cycles, structures, and processes that are found in a simple system;
and
video (B)
describe some interactions that occur in a simple system.
video (5.6)
Scientific concepts. The student knows that some change occurs in cycles.
(A)
identify events and describe changes that occur on a regular basis such as in
daily, weekly, lunar, and seasonal cycles;
video (B)
identify the significance of the water, carbon, and nitrogen cycles; and
video (6.1)
Scientific processes. The student conducts field and laboratory
investigations using safe, environmentally appropriate, and ethical practices.
(A)
demonstrate safe practices during field and laboratory investigations; and
video (B)
make wise choices in the use and conservation of resources and the disposal or
recycling of materials.
video (6.2)
Scientific processes. The student uses scientific inquiry methods during
field and laboratory investigations.
(A)
plan and implement investigative procedures including asking questions, formulating
testable hypotheses, and selecting and using equipment and technology;
video (B)
collect data by observing and measuring;
video (C)
analyze and interpret information to construct reasonable explanations from direct
and indirect evidence;
video (D)
communicate valid conclusions; and
video (E)
construct graphs, tables, maps, and charts using tools including computers to
organize, examine, and evaluate data.
video (6.3)
Scientific processes. The student uses critical thinking and scientific
problem solving to make informed decisions.
(A)
analyze, review, and critique scientific explanations, including hypotheses and
theories, as to their strengths and weaknesses using scientific evidence and information;
video (B)
draw inferences based on data related to promotional materials for products and
services;
video (C)
represent the natural world using models and identify their limitations;
video (D)
evaluate the impact of research on scientific thought, society, and the
environment; and
video (E)
connect Grade 6 science concepts with the history of science and contributions of
scientists.
video (6.4)
Scientific processes. The student knows how to use a variety of tools and
methods to conduct science inquiry.
(A)
collect, analyze, and record information using tools including beakers, petri
dishes, meter sticks, graduated cylinders, weather instruments, timing devices, hot
plates, test tubes, safety goggles, spring scales, magnets, balances, microscopes,
telescopes, thermometers, calculators, field equipment, compasses, computers, and computer
probes; and
video (B)
identify patterns in collected information using percent, average, range, and
frequency.
video (6.5)
Scientific concepts. The student knows that systems may combine with other
systems to form a larger system.
(A)
identify and describe a system that results from the combination of two or more
systems such as in the solar system; and
video (B)
describe how the properties of a system are different from the properties of its
parts.
video (6.14)
Scientific concepts. The student knows the structures and functions of Earth
systems.
(C)
describe components of the atmosphere, including oxygen, nitrogen, and water vapor,
and identify the role of atmospheric movement in weather change.
video (7.1)
Scientific processes. The student conducts field and laboratory
investigations using safe, environmentally appropriate, and ethical practices.
(A)
demonstrate safe practices during field and laboratory investigations; and
video (B)
make wise choices in the use and conservation of resources and the disposal or
recycling of materials.
video (7.2)
Scientific processes. The student uses scientific inquiry methods during
field and laboratory investigations.
(A)
plan and implement investigative procedures including asking questions, formulating
testable hypotheses, and selecting and using equipment and technology;
video (B)
collect data by observing and measuring;
video (C)
organize, analyze, make inferences, and predict trends from direct and indirect
evidence;
video (D)
communicate valid conclusions; and
video (E)
construct graphs, tables, maps, and charts using tools including computers to
organize, examine, and evaluate data.
video (7.3)
Scientific processes. The student uses critical thinking and scientific
problem solving to make informed decisions.
(A)
analyze, review, and critique scientific explanations, including hypotheses and
theories, as to their strengths and weaknesses using scientific evidence and information;
video (B)
draw inferences based on data related to promotional materials for products and
services;
video (C)
represent the natural world using models and identify their limitations;
video (D)
evaluate the impact of research on scientific thought, society, and the
environment; and
video (E)
connect Grade 7 science concepts with the history of science and contributions of
scientists.
video (7.4)
Scientific processes. The student knows how to use tools and methods to
conduct science inquiry.
(A)
collect, analyze, and record information to explain a phenomenon using tools
including beakers, petri dishes, meter sticks, graduated cylinders, weather instruments, hot plates, dissecting equipment, test tubes, safety goggles, spring
scales, balances, microscopes, telescopes, thermometers, calculators, field equipment,
computers, computer probes, timing devices, magnets, and compasses; and
video (B)
collect and analyze information to recognize patterns such as rates of change.
video (7.13)
Scientific concepts. The student knows components of our solar system.
(A)
identify and illustrate how the tilt of the Earth on its axis as it rotates and
revolves around the Sun causes changes in seasons and the length of a day; and
video (7.14)
Scientific concepts. The student knows that natural events and human
activity can alter Earth systems.
(A)
describe and predict the impact of different catastrophic events on the Earth;
video (8.1)
Scientific processes. The student conducts field and laboratory
investigations using safe, environmentally appropriate, and ethical practices.
(A)
demonstrate safe practices during field and laboratory investigations; and
video (B)
make wise choices in the use and conservation of resources and the disposal or
recycling of materials.
video (8.2)
Scientific processes. The student uses scientific inquiry methods during
field and laboratory investigations.
(A)
plan and implement investigative procedures including asking questions, formulating
testable hypotheses, and selecting and using equipment and technology;
video (B)
collect data by observing and measuring;
video (C)
organize, analyze, evaluate, make inferences, and predict trends from direct and
indirect evidence;
video (D)
communicate valid conclusions; and
video (E)
construct graphs, tables, maps, and charts using tools including computers to
organize, examine, and evaluate data.
video (8.3)
Scientific processes. The student uses critical thinking and scientific
problem solving to make informed decisions.
(A)
analyze, review, and critique scientific explanations, including hypotheses and
theories, as to their strengths and weaknesses using scientific evidence and information;
video (B)
draw inferences based on data related to promotional materials for products and
services;
video (C)
represent the natural world using models and identify their limitations;
video (D)
evaluate the impact of research on scientific thought, society, and the
environment; and
video (E)
connect Grade 8 science concepts with the history of science and contributions of
scientists.
video (8.4)
Scientific processes. The student knows how to use a variety of tools and
methods to conduct science inquiry.
(A)
collect, record, and analyze information using tools including beakers, petri
dishes, meter sticks, graduated cylinders, weather instruments, hot plates, dissecting
equipment, test tubes, safety goggles, spring scales, balances, microscopes, telescopes,
thermometers, calculators, field equipment, computers, computer probes, water test kits,
and timing devices; and
video (B)
extrapolate from collected information to make predictions.
video (8.5)
Scientific concepts. The student knows that relationships exist between
science and technology.
(A)
identify a design problem and propose a solution;
video (B)
design and test a model to solve the problem; and
video (C)
evaluate the model and make recommendations for improving the model.
video (8.10)
Scientific concepts. The student knows that complex interactions occur
between matter and energy.
(B)
describe interactions among solar, weather, and ocean systems; and
video (8.12)
Scientific concepts. The student knows that cycles exist in Earth systems.
(B)
relate the role of oceans to climatic changes; and
video (C)
predict the results of modifying the Earth's nitrogen, water, and carbon cycles.
video (1)
Scientific processes. The student, for at least 40% of instructional time,
conducts field and laboratory investigations using safe, environmentally appropriate, and
ethical practices.
(A)
demonstrate safe practices during field and laboratory investigations; and
video (B)
make wise choices in the use and conservation of resources and the disposal or
recycling of materials.
video (2)
Scientific processes. The student uses scientific methods during field and
laboratory investigations.
(A)
plan and implement investigative procedures including asking questions, formulating
testable hypotheses, and selecting equipment and technology;
video (B)
collect data and make measurements with precision;
video (C)
organize, analyze, evaluate, make inferences, and predict trends from data; and
video (D)
communicate valid conclusions.
video (3)
Scientific processes. The student uses critical thinking and scientific
problem solving to make informed decisions.
(A)
analyze, review, and critique scientific explanations, including hypotheses and
theories, as to their strengths and weaknesses using scientific evidence and information;
video (B)
draw inferences based on data related to promotional materials for products and
services;
video (C)
evaluate the impact of research on scientific thought, society, and the
environment;
video (D)
describe the connections between geology, meteorology, oceanography, and future
careers; and
video (E)
research and describe the history of geology, meteorology, oceanography, and
contributions of scientists.
video (4)
Scientific concepts. The student knows the Earth's unique characteristics and
conditions.
(A)
research and describe the Earth's unique placement in the solar system; and
video (B)
analyze conditions on Earth that enable organisms to survive.
video (12)
Scientific concepts. The student knows the characteristics of the atmosphere.
(A)
identify the atmosphere as a mixture of gases, water vapor, and particulate matter;
video (B)
analyze the range of atmospheric conditions that organisms will tolerate including
types of gases, temperature, particulate matter, and moisture; and
video (C)
determine the impact on the atmosphere of natural events and human activity.
video (13)
Scientific concepts. The student knows the role of energy in governing weather
and climate.
(A)
describe the transfer of heat energy at the boundaries between the atmosphere, land
masses, and oceans resulting in layers of different temperatures and densities in both the
ocean and atmosphere;
video (B)
identify, describe, and compare climatic zones; and
video (C)
describe the effects of phenomena such as El Niño and the Jet Stream on local
weather.
video © 2000 Passport to Knowledge. All Rights Reserved.Kindergarten
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Grade 1
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Grade 2
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Grade 3
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hands-on
online
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
Grade 4
The student is expected to:
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
hands-on
online
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
hands-on
online
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
hands-on
online
Grade 5
The student is expected to:
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
hands-on
online
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
hands-on
online
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
Grade 6
The student is expected to:
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
hands-on
online
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
hands-on
online
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
Grade 7
The student is expected to:
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
hands-on
online
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
hands-on
online
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
The student is expected to:
hands-on
online
Grade 8
The student is expected to:
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
hands-on
online
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
hands-on
online
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
High School
Geology, Meteorology, Oceanography:
The student is expected to:
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
hands-on
online
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
hands-on
online
The student is expected to:
hands-on
online
hands-on
online
hands-on
online