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Science and Technology
Grade 5: Earth and Space Systems: Weather
Achievement
Level
Overall Expectations
1
2
3
4
•demonstrate an understanding of the major climatic factors and patterns associated with weather;
 
 
 
 
•investigate the major climatic factors associated with weather, and design, construct, and test a variety of instruments for recording various features of the weather;
 
 
 
 
•examine how weather forecasts influence decisions concerning human activity and how humans have adapted to a variety of weather conditions.         
Specific Expectations
       
Understanding Basic Concepts        
•explain the difference between weather and climate and the factors that influence both of these systems (e.g., temperature, moisture, wind, air pressure, the sun);        
•recognize large-scale and local weather systems (e.g., fronts, air masses, storms);        
•predict local weather patterns using data from their own observations of weather and from weather reports;        
•explain the formation of clouds and the effects of different cloud formations on weather and climate (e.g., create a model of a cloud in a jar and relate it to the water cycle; describe the relationship between the formation of cumulonimbus clouds and thunderstorms);        
•describe the water cycle in terms of evaporation, condensation, and precipitation;        
•identify patterns in air movement (e.g., low pressure and high pressure);        
•describe the ways in which energy from the sun affects weather conditions (e.g., evaporation of water results in condensation, which in turn results in precipitation);        
•identify the effects of air pressure (e.g., low pressure air masses are associated with mild temperature and create conditions that cause storms or clouds; high pressure air masses are cooler and are often associated with clear weather conditions);        
•compare outdoor air movement with indoor air movement (e.g., as hot air rises, cold air takes its place; the warmest rooms in a house are usually the upstairs bedrooms).         
Developing Skills of Inquiry, Design, and Communication        
•design, construct, and test a variety of weather instruments (e.g., weather vane, anemometer, rain gauge, wind sock, hygrometer);        
•formulate questions about and identify needs and problems related to objects and events in the environment, and explore possible answers and solutions (e.g., test a variety of fabrics for their waterproofing or insulating properties);        
•plan investigations for some of these answers and solutions, identifying variables that need to be held constant to ensure a fair test and identifying criteria for assessing solutions;        
•use appropriate vocabulary, including correct science and technology terminology, in describing their investigations and observations (e.g., use terms such as temperature, precipitation, humidity, wind chill factor, barometric pressure, and cloud cover);        
•compile data gathered through investigation in order to record and present results, using tally charts, tables, and labelled graphs produced by hand or with a computer (e.g., record both qualitative and quantitative data from observations of weather over a period of time; accurately use a thermometer to read temperature and record the results);        
•communicate the procedures and results of investigations for specific purposes and to specific audiences, using media works, oral presentations, written notes and descriptions, drawings, and charts (e.g., draw a labelled diagram of the water cycle).         
Relating Science and Technology to the World Outside the School        
•describe ways in which weather conditions affect the activities of humans and other animals (e.g., people refrain from strenuous physical activity in extreme heat; farmers plant crops when the soil is moist; animals hibernate in extreme cold);        
•explain how climatic and weather conditions influence the choice of materials used for building shelters (e.g., bricks are often used for building in cold climates, stone and marble in warmer climates);        
•explain how advances in technology and science have enabled humans to make predictions about the weather (e.g., microwave beams are used to reflect cloud cover; satellite images of the earth allow us to track weather patterns on a larger scale than was previously possible);        
•understand and explain the importance of weather forecasts for people in certain occupations (e.g., farmers, pilots);        
•recognize how the movement of large-scale air masses affects regional weather in Ontario (e.g., high pressure systems from the Arctic are associated with clear and cool weather; Atlantic systems are associated with cloudy skies; Pacific systems are associated with a variety of different weather conditions);        
•explain how weather conditions influence activities and events related to science and technology (e.g., launching the space shuttle).        
Student Name:        
 Expectations: Copyright The Queen's Printer for Ontario, 1998.  Format: Copyright B.Phillips, 1998.