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Seasonal changes (age 8+)

PROCEDURAL
Science›Earth's Systems|Ages 8—9|ID: mt_NYsz6QgaaE

Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season

Mastery Evidence

  • Collect and organise weather data in a table (temperature, precipitation, cloud cover)
  • Create a graphical display (bar chart, pictogram) showing weather patterns for a season
  • Use the data to describe typical weather conditions for that season and compare with other seasons

Assessment Prompt

“Can [child] collect weather data over several weeks, put it in a chart, and use it to describe what weather is typical for that time of year?”

Curriculum Standards1 alignment

3-ESS2-1Next Generation Science Standards (NGSS) K-5codes only
Standard code — full text not included in this dataset.

Prerequisites4

Show full prerequisite tree
  • 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

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