Weatherwise

Weatherwise

Class Description

LASM's "Chief Meteorologist," Wendy Wise, introduces students to the dynamice world of weather and its impact on the enviornment. This fast-paced educational adventure brings weather-related terms and concepts to life in an innovative, fun-filled format. Weatherwise also includes environmental topics such as coastal erosion, wetland preservation, and conservation of our natural resources to empower students to effectively apply their knowledge in real-life situations.


Grade Level: 25
LINK: Planetarium Program: Earth's Wild Ride, Dynamic Earth
LINK: Educational DVD Film: Forces of Nature

State Standards, Benchmarks and GLE's

 

GRADE 3

Science as Inquiry: The Abilities To Do Scientific Inquiry

(SI-E-A1) Ask questions about objects and events in the environment (e.g., plants, rocks, storms)

(SI-E-A1) Pose questions that can be answered by using students’ own observations, scientific knowledge, and testable scientific investigations

(SI-E-A2)  Predict and anticipate possible outcomes

(SI-E-A3) Use the five senses to describe observations

(SI-E-A4) Select and use developmentally appropriate equipment and tools (e.g., magnifying lenses, microscopes, graduated cylinders) and units of measurement to observe and collect data

(SI-E-B6) Explain and give examples of how scientific discoveries have affected society

Physical Science: Properties of Objects and Materials

(PS-E-A2) Measure temperature by using Fahrenheit and Celsius thermometers and compare results

Earth and Space Science: Properties of Earth Materials

(ESS-E-A1) Describe earth processes that have affected selected physical features in students’ neighborhoods (e.g., rusting, weathering, erosion)

(ESS-E-A2) Describe the difference between weather and climate

(ESS-E-A3) Identify examples of the processes of a water cycle (e.g., evaporation, condensation, precipitation, collection of runoff)

(ESS-E-A4) Describe climate patterns from recorded weather conditions over a period of time 

 

GRADE 4

Science as Inquiry: The Abilities To Do Scientific Inquiry

(SI-E-A1) Ask questions about objects and events in the environment (e.g., plants, rocks, storms)

(SI-E-A1) Pose questions that can be answered by using student's own observations, scientific knowledge, and testable scientific investigations

(SI-E-A2) Predict and anticipate possible outcomes

(SI-E-A3) Use the five senses to describe observations

(SI-E-A4) Select and use developmentally appropriate equipment and tools (e.g., magnifying lenses, microscopes, graduated cylinders) and units of measurement to observe and collect data

(SI-E-B4) Base explanations and logical inferences on scientific knowledge, observations, and scientific evidence

(SI-E-B6) Explain and give examples of how scientific discoveries have affected society

Earth and Space Science: Properties of Earth Materials

(ESS-E-A2)  Explain how unequal heating of Earth’s land and water affects climate and weather by using a model

(ESS-E-A3) Draw, label, and explain the components of a water cycle

(ESS-E-A4) Measure, chart, and predict the weather using various instruments (e.g., thermometer, barometer, anemometer)

(ESS-E-A4) Identify various types of weather-related natural hazards and effects (e.g., lightning, storms)

(ESS-E-A4) Identify safety measures applicable to natural hazards

(ESS-E-A5) (ESS-E-A1) Demonstrate and explain how Earth’s surface is changed as a result of slow and rapid processes (e.g., sand dunes, canyons, volcanoes, earthquakes)

(ESS-E-B6) Explain how technology has improved our knowledge of the universe (e.g., Hubble telescope, space stations, lunar exploration)

 

GRADE 5

Science as Inquiry: The Abilities To Do Scientific Inquiry

(SI-M-A1) Generate testable questions about objects, organisms, and events that can be answered through scientific investigation

(SI-M-A1) Identify problems, factors, and questions that must be considered in a scientific investigation

(SI-M-A1) Use a variety of sources to answer questions

(SI-M-A2)  Design, predict outcomes, and conduct experiments to answer guiding questions

(SI-M-A3) Select and use appropriate equipment, technology, tools, and metric system units of measurement to make observations

(SI-M-A4) Identify patterns in data to explain natural events

(SI-M-A5) Identify and explain the limitations of models used to represent the natural world

(SI-M-A7) Communicate ideas in a variety of ways (e.g., symbols, illustrations, graphs, charts, spreadsheets, concept maps, oral and written reports, equations)

(SI-M-B3)  Explain how technology can expand the senses and contribute to the increase and/or modification of scientific knowledge

(SI-M-B7) Identify areas in which technology has changed human lives (e.g., transportation, communication, geographic information systems, DNA fingerprinting)

(SI-M-B7) Evaluate the impact of research on scientific thought, society, and the environment

Physical Science: Transformations of Energy

(PS-M-C3) Identify the Sun as Earth’s primary energy source and give examples (e.g., photosynthesis, water cycle) to support that conclusion

Earth and Space Science: Structure of the Earth

(ESS-M-A7) Identify the processes that prevent or cause erosion

(ESS-M-A11) Identify the components of the hydrosphere

(ESS-M-A11) Identify the atmosphere as a mixture of gases, water vapor, and particulate matter 

(ESS-M-A11) Identify, describe, and compare climate zones (e.g., polar, temperate, tropical)

(ESS-M-A12) Identify typical weather map symbols and the type of weather they represent

Earth and Space Science: Earth in the Solar System

(ESS-M-C6) (ESS-M-A10)  Identify and explain the interaction of the processes of the water cycle


  
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ACGBR-LDAThese programs have been made possible in part through the generous support of the East Baton Rouge City-Parish Government; the members of LASM; the Community Fund for the Arts of Greater Baton Rouge; the Arts Council of Greater Baton Rouge; the National Endowment for the Arts; the Louisiana State Arts Council; and the Louisiana Division of the Arts, Office of Cultural Development, Department of Culture, Recreation and Tourism.
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