Weatherwise

Class Description

Students join the studio audience of WLASM’s simulated weathercast as our chief meteorologist, Wendy Wise, introduces them to the wonderful world of weather and its impact on the environment. This fast-paced educational adventure brings weather-related terms and concepts to life in a fun-filled, creative format. This program also includes environmental topics such as coastal erosion, wetland preservation, and conservation of our natural resources.

State Standards, Benchmarks and GLE's

GRADE 3

Science as Inquiry: The Abilities To Do Scientific Inquiry

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

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

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

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

8. 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-A4)

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

Physical Science: Properties of Objects and Materials

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

Earth and Space Science: Properties of Earth Materials

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

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

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

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

GRADE 4

Science as Inquiry: The Abilities To Do Scientific Inquiry

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

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

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

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

9.  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-A4)

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

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

Earth and Space Science: Properties of Earth Materials

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

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

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

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

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

63. 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-A5) (ESS-E-A1)

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

GRADE 5

Science as Inquiry: The Abilities To Do Scientific Inquiry

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

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

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

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

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

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

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

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

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

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

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

Physical Science: Transformations of Energy

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

Earth and Space Science: Structure of the Earth

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

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

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

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

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

Earth and Space Science: Earth in the Solar System

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