The STANDARDS CORRELATION chart suggests which Virginia Standards for Learning 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 Virginia Standards for Learning you can cover see the STANDARDS CORRELATION chart for the following PASSPORT TO KNOWLEDGE projects:
Elementary Standards: Kindergarten, Grade 1,
Grade 2, Grade 3,
Grade 4, Grade 5, Grade 6
Middle School Standards: Life Science, Physical Science, Earth Science
High School Standards: Biology, Chemistry, Physics
Goals
The purposes of scientific investigation and discovery are to satisfy humankind's quest for knowledge and understanding and to preserve and enhance the quality of the human experience. Therefore, as a result of science instruction, students will be able to:
1. Develop and use an experimental design in scientific inquiry
2. Use the language of science to communicate understanding
3. Investigate phenomena using technology
4. Apply scientific concepts, skills, and processes to everyday experiences
5. Experience the richness and excitement of scientific discovery of the natural world through the historical and collaborative quest for knowledge and understanding
6. Make informed decisions regarding contemporary issues taking into account the following:
* public policy and legislation
* economic costs/benefits
* validation from scientific data and the use of scientific reasoning and logic
* respect for living things
* personal responsibility
* history of scientific discovery
7. Develop scientific dispositions and habits of mind including:
* curiosity
* demand for verification
* respect for logic and rational thinking
* consideration of premises and consequences
* respect for historical contributions
* attention to accuracy and precision
* patience and persistence
8. Explore science-related careers and interests.
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Scientific Investigation, Reasoning, and Logic |
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K.1 The student will conduct investigations in which |
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* basic properties of objects are identified by direct observation;
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* observations are made from multiple positions to achieve different perspectives;
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* a set of objects is sequenced according to size;
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* a set of objects is separated into two groups based on a single physical attribute;
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* picture graphs are constructed using 10 or fewer units;
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* nonstandard units are used to measure common objects;
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* an unseen member in a sequence of objects is predicted;
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* a question is developed from one or more observations;
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* objects are described both pictorially and verbally; and
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* unusual or unexpected results in an activity are recognized.
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Matter |
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K.5 The student will investigate and understand that water has properties that can be observed and tested. Key concepts include |
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* water occurs in different forms (solid, liquid, gas);
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* the natural flow of water is downhill; and
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* some materials float in water while others sink.
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Interrelationships in Earth/Space Systems |
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K.7 The student will investigate and understand that shadows occur when light is blocked by an object. Key concepts include |
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* shadows occur in nature when sunlight is blocked by an object; and
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* shadows can be produced by blocking artificial light sources.
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Earth Patterns, Cycles, and Change |
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K.8 The student will investigate and understand simple patterns in his/her daily life. Key concepts include |
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* weather observations;
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Scientific Investigation, Reasoning, and Logic |
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1.1 The student will plan and conduct investigations in which |
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* differences in physical properties are observed using the senses and simple instruments to enhance observations (magnifying glass);
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* objects or events are classified and arranged according to attributes or properties;
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* observations and data are communicated orally and with simple graphs, pictures, written statements, and numbers;
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* length, mass, and volume are measured using standard and nonstandard units;
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* inferences are made and conclusions are drawn about familiar objects and events;
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* predictions are based on patterns of observation rather than random guesses; and
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* simple experiments are conducted to answer questions.
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Interrelationships in Earth/Space Systems |
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1.6 The student will investigate and understand the basic relationships between the sun and the Earth. Key concepts include |
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* the sun is the source of heat and light that warms the land, air, and water; and
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* night and day are caused by the rotation of the Earth.
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Scientific Investigation, Reasoning, and Logic |
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2.1 The student will plan and conduct investigations in which |
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* observations are repeated to improve accuracy;
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* two or more attributes are used to classify items;
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* pictures and bar graphs are constructed using numbered axes;
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* linear, volume, mass, and temperature measurements are made in metric (centimeters, meters, liters, degrees Celsius, grams, kilograms) and standard English units (inches, feet, yards, pints, quarts, gallons, degrees Fahrenheit, ounces, pounds);
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* observation is differentiated from personal interpretation, and conclusions are drawn based on observations;
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* simple physical models are constructed;
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* conditions that influence a change are defined; and
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* unexpected or unusual quantitative data are recognized.
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Interrelationships in Earth/Space Systems |
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2.6 The student will investigate and understand basic types and patterns of weather. Key concepts include |
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* temperature, wind, condensation, precipitation, drought, flood, and storms; and
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* the uses and importance of measuring and recording weather data.
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Scientific Investigation, Reasoning, and Logic |
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3.1 The student will plan and conduct investigations in which |
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* questions are developed to formulate hypotheses;
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* predictions and observations are made;
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* data are gathered, charted, and graphed;
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* objects with similar characteristics are classified into at least two sets and two subsets;
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* inferences are made and conclusions are drawn;
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* natural events are sequenced chronologically;
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* length is measured to the nearest centimeter;
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* mass is measured to the nearest gram;
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* volume is measured to the nearest milliliter and liter;
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* temperature is measured to the nearest degree Celsius; and
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* time is measured to the nearest minute.
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Matter |
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3.3 The student will investigate and understand that objects can be described in terms of the materials they are made of and their physical properties. Key concepts include |
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* objects are made of smaller parts;
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* materials are composed of parts that are too small to be seen without magnification; and
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* physical properties remain the same as the material is reduced in size.
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Earth Patterns, Cycles, and Change |
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3.8 The student will investigate and understand basic sequences and cycles occurring in nature. Key concepts include |
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* sequences of natural events (day and night, seasonal changes, phases of the moon, and tides); and
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3.9 The student will investigate and understand the water cycle and its relationship to life on Earth. Key concepts include |
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* the origin of energy that drives the water cycle;
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* processes involved in the water cycle (evaporation, condensation, precipitation); and
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* water supply and water conservation.
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Scientific Investigation, Reasoning, and Logic |
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4.1 The student will plan and conduct investigations in which |
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* distinctions are made among observations, conclusions (inferences), and predictions;
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* data are classified to create frequency distributions;
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* appropriate metric measures are used to collect, record, and report data;
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* appropriate instruments are selected to measure linear distance, volume, mass, and temperature;
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* predictions are made based on data from picture graphs, bar graphs, and basic line graphs;
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* hypotheses are formulated based on cause and effect relationships;
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* variables that must be held constant in an experimental situation are defined; and
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* numerical data that are contradictory or unusual in experimental results are recognized.
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Interrelationships in Earth/Space Systems |
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4.6 The student will investigate and understand how weather conditions and phenomena occur and can be predicted. Key concepts include |
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* weather factors (temperature, air pressure, fronts, formation and type of clouds, and storms); and
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* meteorological tools (barometer, hygrometer, anemometer, rain gauge, and thermometer).
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Scientific Investigation, Reasoning, and Logic |
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5.1 The student will plan and conduct investigations in which |
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* appropriate instruments are selected and used for making quantitative observations of length, mass, volume, and elapsed time;
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* rocks, minerals, and organisms are identified using a classification key;
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* data are collected, recorded, and reported using the appropriate graphical representation (graphs, charts, diagrams);
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* accurate measurements are made using basic tools (thermometer, meter stick, balance, graduated cylinder);
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* predictions are made using patterns, and simple graphical data are extrapolated; and
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* estimations of length, mass, and volume are made.
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Scientific Investigation, Reasoning, and Logic |
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6.1 The student will plan and conduct investigations in which |
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* observations are made involving fine discrimination between similar objects and organisms;
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* a classification system is developed based on multiple attributes;
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* differences in descriptions and working definitions are made;
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* precise and approximate measures are recorded;
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* scale models are used to estimate distance, volume, and quantity;
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* hypotheses are stated in ways that identify the independent (manipulated) and dependent (responding) variables;
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* a method is devised to test the validity of predictions and inferences;
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* one variable is manipulated over time with many repeated trials;
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* data are collected, recorded, analyzed, and reported using appropriate metric measurement;
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* data are organized and communicated through graphical representation (graphs, charts, and diagrams); and
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* models are designed to explain a sequence.
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6.2 The student will demonstrate scientific reasoning and logic. Key concepts include |
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* ideas are investigated by asking for and actively seeking information;
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* multiple tests of ideas are performed before accepting or rejecting them;
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* alternative scientific explanations are analyzed; and
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* conclusions are based on scientific evidence obtained from a variety of sources.
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Force, Motion, and Energy |
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6.3 The student will investigate and understand sources of energy and their transformations. Key concepts include |
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* energy sources (fossil fuels, wood, wind, water, solar, and nuclear power); and
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* energy transformations (mechanical to electrical, electrical to heat/light, chemical to light, and chemical to electrical/light).
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Interrelationships in Earth/Space Systems |
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6.10 The student will investigate and understand the organization of the solar system and the relationships among the various bodies that comprise it. Key concepts include |
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* the mechanics of day and night and phases of the moon;
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* the relationship of the Earth's tilt and seasons;
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ES.1 The student will plan and conduct investigations in which |
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* volume, area, mass, elapsed time, direction, temperature, pressure, distance, density, and changes in elevation/depth are calculated utilizing the most appropriate tools;
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* technologies, including computers, are used to collect, analyze, and report data and to demonstrate concepts and simulate experimental conditions;
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* scales, diagrams, maps, charts, graphs, tables, and profiles are constructed and interpreted;
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* variables are manipulated with repeated trials; and
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* a scientific viewpoint is constructed and defended.
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ES.2 The student will demonstrate scientific reasoning and logic by |
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* analyzing how science explains and predicts the interactions and dynamics of complex Earth systems;
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* recognizing that evidence is required to evaluate hypotheses and explanations;
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* comparing different scientific explanations for the same observations about the Earth;
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* explaining that observation and logic are essential for reaching a conclusion;
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* evaluating evidence for scientific theories related to plate tectonics, the structure of the Earth, and its ancient age and origin; and
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* making informed judgments related to resource use and its effects on Earth systems.
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ES.3 The student will investigate and understand how to read and interpret maps, globes, models, charts, and imagery. Key concepts include |
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* maps (bathymetric, geologic, topographic, and weather) and star charts;
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* imagery (aerial photography and satellite images);
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* direction and distance measurements on any map or globe; and
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* location by latitude and longitude and topographic profiles.
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ES.4 The student will investigate and understand the characteristics of the Earth including |
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* water in all three states;
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* effects of density differences and energy transfer on the activities of the atmosphere, oceans, and Earth's interior.
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ES.12 The student will investigate and understand the origin and evolution of the atmosphere and the interrelationship of geologic processes, biologic processes, and human activities on its composition and dynamics. Key concepts include |
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* scientific evidence for atmospheric changes over geologic time;
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* current theories related to the effects of early life on the chemical makeup of the atmosphere;
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* comparison of the Earth's atmosphere to that of other planets;
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* atmospheric regulation mechanisms; and
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* potential atmospheric compositional changes due to human, biologic, and geologic activity.
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ES.13 The student will investigate and understand that energy transfer between the sun, Earth, and the Earth's atmosphere drives weather and climate on Earth. Key concepts include |
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* observation and collection of weather data;
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* prediction of weather patterns; and
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* weather phenomena and the factors that affect climate.
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