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Designing for Weather Hazards

PROCEDURAL
Science›Weather & Climate|Ages 8—9|ID: mt_JmMtZCifJB

Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard such as flooding, wind damage, or extreme temperatures

Mastery Evidence

  • Identify a specific weather-related hazard and its impacts on people
  • Describe at least two design solutions intended to reduce those impacts
  • Make a claim supported by evidence about which solution is most effective and why

Assessment Prompt

“If there's a risk of flooding in a town, can [child] evaluate different solutions like building levees, planting trees, or improving drainage and argue which works best?”

Curriculum Standards1 alignment

3-ESS3-1Next Generation Science Standards (NGSS) K-5codes only
Standard code — full text not included in this dataset.

Prerequisites2

Show full prerequisite tree
  • Weather vs climate soft

    Climate knowledge supports understanding weather-related hazards

    • Weather vs Climate soft

      Weather vs climate parallels curriculum distinguishing weather from climate

    • Seasonal changes (age 8+) hard

      Must understand seasonal weather patterns before distinguishing weather from climate across regions

      • Bar graphs soft

        Representing weather data in graphical displays requires the bar chart and time graph skills taught in Math

        • Representing numbers with objects (age 8+) hard

          Scaled bar charts are prerequisite to continuous data and time graphs

          • Pictograms and tally charts hard

            Constructing simple pictograms/tables is prerequisite to scaled versions

            • Pictograms and tally charts (age 6+) hard

              Constructing pictograms, tally charts, and bar charts requires these display vocabulary terms

            • Sorting into categories hard

              Constructing pictograms and tally charts requires classifying and counting objects first

              • Comparing groups: more or fewer soft

                Sorting categories by count benefits from ability to compare quantities

                • Counting objects to 20 soft

                  Counting a set helps when comparing groups, but younger children (GB age 4) can compare using matching without formal counting to 20

                  • How Many in Total? hard

                    Answering 'how many?' requires the cardinality principle

                    • One-to-one counting hard

                      Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'

                  • One-to-one counting hard

                    Counting objects to answer 'how many?' requires one-to-one correspondence

              • Counting objects to 20 hard

                Counting objects in each category requires being able to count sets of objects

                • How Many in Total? hard

                  Answering 'how many?' requires the cardinality principle

                  • One-to-one counting hard

                    Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'

                • One-to-one counting hard

                  Counting objects to answer 'how many?' requires one-to-one correspondence

            • Sorting Data into Categories soft

              Data representation formats (pictograms, tally charts) support organising data

              • How Many in Total? soft

                Counting data in categories requires understanding cardinality

                • One-to-one counting hard

                  Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'

              • Pictograms and tally charts (age 6+) hard

                Organising and representing data requires data, tally, frequency, and category vocabulary

              • Sorting into categories hard

                Organising data in categories builds on classifying and counting objects in categories

                • Comparing groups: more or fewer soft

                  Sorting categories by count benefits from ability to compare quantities

                  • Counting objects to 20 soft

                    Counting a set helps when comparing groups, but younger children (GB age 4) can compare using matching without formal counting to 20

                    • How Many in Total? hard

                      Answering 'how many?' requires the cardinality principle

                      • One-to-one counting hard

                        Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'

                    • One-to-one counting hard

                      Counting objects to answer 'how many?' requires one-to-one correspondence

                • Counting objects to 20 hard

                  Counting objects in each category requires being able to count sets of objects

                  • How Many in Total? hard

                    Answering 'how many?' requires the cardinality principle

                    • One-to-one counting hard

                      Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'

                  • One-to-one counting hard

                    Counting objects to answer 'how many?' requires one-to-one correspondence

          • Pictograms and tally charts (age 6+) hard

            Drawing scaled bar charts and pictograms requires axis, scale, label, and frequency vocabulary

          • Picture & Bar Graphs hard

            Single-unit bar graphs are prerequisite to scaled bar graphs

            • Sorting Data into Categories hard

              Drawing picture/bar graphs extends organising and representing data

              • How Many in Total? soft

                Counting data in categories requires understanding cardinality

                • One-to-one counting hard

                  Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'

              • Pictograms and tally charts (age 6+) hard

                Organising and representing data requires data, tally, frequency, and category vocabulary

              • Sorting into categories hard

                Organising data in categories builds on classifying and counting objects in categories

                • Comparing groups: more or fewer soft

                  Sorting categories by count benefits from ability to compare quantities

                  • Counting objects to 20 soft

                    Counting a set helps when comparing groups, but younger children (GB age 4) can compare using matching without formal counting to 20

                    • How Many in Total? hard

                      Answering 'how many?' requires the cardinality principle

                      • One-to-one counting hard

                        Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'

                    • One-to-one counting hard

                      Counting objects to answer 'how many?' requires one-to-one correspondence

                • Counting objects to 20 hard

                  Counting objects in each category requires being able to count sets of objects

                  • How Many in Total? hard

                    Answering 'how many?' requires the cardinality principle

                    • One-to-one counting hard

                      Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'

                  • One-to-one counting hard

                    Counting objects to answer 'how many?' requires one-to-one correspondence

        • Pictograms and tally charts (age 6+) hard

          Distinguishing discrete from continuous data and choosing graphical methods requires these terms

      • Local weather patterns hard

        Must record weather observations before organising data in tables and graphs for seasonal patterns

      • Representing numbers with objects (age 8+) soft

        Weather data graphing builds on maths scaled bar chart skills

        • Pictograms and tally charts hard

          Constructing simple pictograms/tables is prerequisite to scaled versions

          • Pictograms and tally charts (age 6+) hard

            Constructing pictograms, tally charts, and bar charts requires these display vocabulary terms

          • Sorting into categories hard

            Constructing pictograms and tally charts requires classifying and counting objects first

            • Comparing groups: more or fewer soft

              Sorting categories by count benefits from ability to compare quantities

              • Counting objects to 20 soft

                Counting a set helps when comparing groups, but younger children (GB age 4) can compare using matching without formal counting to 20

                • How Many in Total? hard

                  Answering 'how many?' requires the cardinality principle

                  • One-to-one counting hard

                    Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'

                • One-to-one counting hard

                  Counting objects to answer 'how many?' requires one-to-one correspondence

            • Counting objects to 20 hard

              Counting objects in each category requires being able to count sets of objects

              • How Many in Total? hard

                Answering 'how many?' requires the cardinality principle

                • One-to-one counting hard

                  Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'

              • One-to-one counting hard

                Counting objects to answer 'how many?' requires one-to-one correspondence

          • Sorting Data into Categories soft

            Data representation formats (pictograms, tally charts) support organising data

            • How Many in Total? soft

              Counting data in categories requires understanding cardinality

              • One-to-one counting hard

                Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'

            • Pictograms and tally charts (age 6+) hard

              Organising and representing data requires data, tally, frequency, and category vocabulary

            • Sorting into categories hard

              Organising data in categories builds on classifying and counting objects in categories

              • Comparing groups: more or fewer soft

                Sorting categories by count benefits from ability to compare quantities

                • Counting objects to 20 soft

                  Counting a set helps when comparing groups, but younger children (GB age 4) can compare using matching without formal counting to 20

                  • How Many in Total? hard

                    Answering 'how many?' requires the cardinality principle

                    • One-to-one counting hard

                      Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'

                  • One-to-one counting hard

                    Counting objects to answer 'how many?' requires one-to-one correspondence

              • Counting objects to 20 hard

                Counting objects in each category requires being able to count sets of objects

                • How Many in Total? hard

                  Answering 'how many?' requires the cardinality principle

                  • One-to-one counting hard

                    Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'

                • One-to-one counting hard

                  Counting objects to answer 'how many?' requires one-to-one correspondence

        • Pictograms and tally charts (age 6+) hard

          Drawing scaled bar charts and pictograms requires axis, scale, label, and frequency vocabulary

        • Picture & Bar Graphs hard

          Single-unit bar graphs are prerequisite to scaled bar graphs

          • Sorting Data into Categories hard

            Drawing picture/bar graphs extends organising and representing data

            • How Many in Total? soft

              Counting data in categories requires understanding cardinality

              • One-to-one counting hard

                Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'

            • Pictograms and tally charts (age 6+) hard

              Organising and representing data requires data, tally, frequency, and category vocabulary

            • Sorting into categories hard

              Organising data in categories builds on classifying and counting objects in categories

              • Comparing groups: more or fewer soft

                Sorting categories by count benefits from ability to compare quantities

                • Counting objects to 20 soft

                  Counting a set helps when comparing groups, but younger children (GB age 4) can compare using matching without formal counting to 20

                  • How Many in Total? hard

                    Answering 'how many?' requires the cardinality principle

                    • One-to-one counting hard

                      Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'

                  • One-to-one counting hard

                    Counting objects to answer 'how many?' requires one-to-one correspondence

              • Counting objects to 20 hard

                Counting objects in each category requires being able to count sets of objects

                • How Many in Total? hard

                  Answering 'how many?' requires the cardinality principle

                  • One-to-one counting hard

                    Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'

                • One-to-one counting hard

                  Counting objects to answer 'how many?' requires one-to-one correspondence

      • Evaporation and condensation soft

        Representing seasonal weather data draws on precipitation and evaporation vocabulary

    • Evaporation and condensation soft

      Distinguishing weather from climate and describing regional climates draws on water cycle vocabulary

  • Weather Forecasting & Safety hard

    Must understand weather hazards before evaluating design solutions to reduce their impacts

    • Seasonal changes hard

      Must observe weather and seasons before understanding weather forecasting purpose

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