NORTHWEST WEATHER WATCH

AAAS Benchmarks/NRC Standards/WA State EALRs

 

AAAS Benchmarks for Northwest Weather Watch

Note: Benchmarks are referenced in the format: Chapter & Section, benchmark#, page#.

 --none apply--

 Clouds, water vapor, condensation (4B,#3, p. 68)

 Tables and Graphs (9B, #2, p.)

 Graphs, relationships between variables (9B, #2,3, p.)

 --none apply--

 K - 2

 3 - 5

 6 - 8

 9 - 12

Science Standards for Northwest Weather Watch

Note: Standards are referenced by page number.
 

 Earth and Space Science: Structure of the Earth System (p. 160);

Science as a human endeavor (pp. 170-171)

 

Science as a human endeavor (pp. 200-204)

 K - 4

 5 - 8

 9 - 12

Washington State EALRs for Northwest Weather Watch

Note: Reading, Writing, Science EALRs (March 3, 1997) are referenced in the format: benchmark#, text of component, page#

 1.4 understand elements of literature--fiction

p.18

 understand story elements (plot,characters, setting, point of view, problem, solution)

 analyze literary elements (plot,characters, setting, theme, point of view, conflict, resolution)

 analyze literary elements (plot,characters, setting, theme, point of view, conflict, resolution)

 2.2, write for different purposes

p.33

  write for different purposes including: to describe something, to imagine

  write for different purposes including: to explain ideas or procedures, to persuade others, to debate, to question

  write for different purposes including: to make inferences or draw conclusions, to reflect upon own experiences

 2.1 plan and implement scientific investigations.

(p. 78)

 use tools, technologies, and information to conduct simple scientific investigation.

plan and conduct a simple experiment individually and/or with others.

 select appropriate tools, methods, resource requirements, and safety considerations to be used in an investigation.

analyze the experimental design, resolve any problems and conduct a controlled experiment individually and/or with others.

 select appropriate tools, methods, resource requirements, and safety issues and identify the sequential steps to be followed in an investigation.

analyze and refine the experimental design, and conduct an experiment controlling appropriate variables individually and/or with others.

 4.3 use effective communication strategies and tools to prepare and present science information.

(p. 82)

  use available computer programs to prepare a science report.  prepare science reports and presentations using available computer technology.  produce science products using standard and advanced software features as available for use in a home, workplace, or community setting.

 Component

Benchmark 1

Benchmark 2

Benchmark 3

The main concept the students are to learn is: Clouds, formed by condensation of water vapor, affect weather.

Student learning objectives:

  1. Student will demonstrate understanding of how clouds are formed.
  2. Student will demonstrate understanding of how clouds affect weather.
Assessment/Evaluation of objective 1.

  1. Student will be able to identify the components of weather: air pressure, temperature,wind direction and cloud type.
  2. Student will give definitions of weather vocabulary -i.e. condensation, evaporation, gas (water vapor), liquid, solid, atmosphere, cloud, fog, precipitation.
  3. Student will demonstrate how to make a cloud during a hands-on experiment.
  4. Student will be able to write down steps taken in the experiment.
  5. Student will give correct explanation of how clouds are formed by 1) a written explanation 2) a video presentation or 3) a live presentation to another class.
Assessment/Evaluation of objective 2.

  1. Student will use live data involving clouds to make predictions about weather.
  2. Student will show understanding of how clouds affect weather by correctly graphing live data.
  3. Student will demonstrate understanding of how clouds affect weather by analyzing relationships between clouds and weather using graphed data, tables, etc. orally or in writing.
The above assessment/evaluation stategies directly relate to the science content of the following related Standards and Benchmarks.

The main concept (Clouds, formed by condensation of water vapor, affect weather) is taken almost directly from the National Science Education Standards for Earth and Space Science, content standard D, grades 5-8. (p. 160)

Clouds, formed by condensation of water vapor, affect weather and climate.

This directly corresponds to the American Association for the Advancement of Science Benchmarks for Scientific Literacy, under the Physical Setting section, the Earth, for grades 3-5. (p. 68)

When liquid water disappears, it turns into a gas (vapor) in the air and reappear as a liquid when cooled, or as a solid if cooled below the freezing point of water. Clouds and fog are made up of tiny droplets of water.

The Washington State Commission on Student Learning Essential Academic Learning Requirements component that further addresses this concept is: Recognize the components, structure, and organization of systems and interconnections within and among them. Benchmark #2. (p. 16)

Correlate measurements of atmospheric properties, location, and geographic features to observe weather.