BLOOM’S TAXONOMY EOG REVIEW FOR 5th GRADE SCIENCE
A. Knowledge and Comprehension Activities
Do A1 and nine more.
10 x 4 points = 40
A1. Define the terms “weather, climate, ecosystems, force, motion, matter, heat transfer,
body systems, cells and genetics.”
A2. Tell a friend how a cloud forms. _____________ (friend’s initials)
A3. Watch any tv show or video about weather, ecosystems, force/motion, matter, heat
transfer, body systems, cells, and/or genetics, and take one page of bulleted notes.
A4. Identify at least three types of producers, consumers, decomposers, predator-prey
relationships, and scavengers. (15 total)
A5. Browse through a book about the weather, ecosystems, force/motion, or matter and
heat transfer. Copy 16 vocabulary words related to science concepts for the topic
you chose to explore. (make flashcards if needed)
A6. Talk to a friend for three minutes about what you think you know about the science of
weather, ecosystems, force/motion, matter, heat transfer, or body systems, cells,
and genetics. ___________ (friend’s initials)
A7. Make a list of five chemical changes, five physical changes, and two examples of
each type of heat transfer (six heat transfer examples). (16 total)
A8. List the six body systems, their functions, and their main organs.
A9. Explain the water cycle to a friend through a detailed drawing/diagram. _____ (initials)
A10. Memorize the six major types of clouds: (stratus, cumulus, cirrus, fog, nimbostratus,
cumulonimbus) Describe at least two features for each type and draw a picture of each.
A11. Record the temperature for six different times of the day in the same location
outside your house: early morning, late morning, noon, early afternoon, late
afternoon, and before sunset. Write a paragraph about what you learned.
A12. Write down five science facts about weather, ecosystems, force/motion, matter/
heat transfer, and body systems/cells/genetics that you find interesting and explain
why. (25 total facts…five for each category)
A13. Explain what you think will happen to water in a bottle as the water changes from
liquid to solid? What is happening? What are the different states seen? Explain what
you think will happen to a soda bottle as the soda changes from liquid to solid? Is there
a difference between the soda and the water? Why or why not?
A14. Name the four types of precipitation, at least three types of chemical and
physical changes, two example of each state of matter, and two types of forces. (18
total)
A15. Make a list of ten questions you have about any of the concepts you chose to
explore. Think about what you still want to know more about. (should be your last task)
B. Application Activities
Do B1 plus three more.
4 x 5 points = 20
B1. Construct an “ABC” list for either weather/climate, ecosystems, force/motion, matter,
heat transfer, body systems, cells or genetics. An “ABC” list is when you write one
sentence about your topic using each letter of the alphabet.
B2. Use information you have learned about the weather, ecosystems, forces, matter, heat
transfer, body systems, cells or genetics to make a crossword puzzle containing at least
20 science terms. Have a parent or friends complete your puzzle. _________ (initials)
B3. Draw and label one of the following: parts of the water cycle, an ecosystem, a food
chain/ food web, the 3 heat transfers, warm and cold fronts, or the six body systems.
B4. Find a webpage to answer three of your questions in A15.
B5. Find an article about weather, ecosystems, forces, physical and chemical changes, body
This unit of study is a student-centered, thematic review of the major science topics taught in the
North Carolina Standard Course of Study for Science. It can be used by students to enrich and
enhance their learning or to review concepts prior to the EOG.
BLOOM’S TAXONOMY EOG REVIEW FOR 5th GRADE SCIENCE
system connections, genetics, cells, matter or heat transfer. Write a 100 word summary.
B6. Take eight photographs of clouds, animals and plants, examples of forces, or
learned/inherited traits around your neighborhood or city. Describe the connection of
the photographs to what you have learned in science class using detailed captions.
B7. Make a 3-dimensional model of the water cycle, an ecosystem, or a cell and label each
using appropriate science terms.
C. Analysis Activities
Do C1 plus 2 more.
3 x 5 points = 15
C1. Work with a group to create a concept map for either weather/climate, ecosystems,
force/motion, matter/heat transfer, or body systems/cells/genetics using a minimum of
16 vocabulary words. (see activity A5…feel free to use Popplet to create your map.)
C2. Write a story describing the movement of water through Charlotte Mecklenburg’s
municipal water system.
C3. Compare and contrast two biomes using detailed information and descriptions.
C4. Research an endangered species in North Carolina. In what biome does it live? What is
its niche? How would we classify this organism? Is it multi or unicellular and why?
C5. Make a collage of ten pictures to show how forces cause objects to move. Identify each
force and the object being moved by that force.
D. Evaluation Activities
Do D1 plus 2 more.
3 x 5 points = 15
D1. Maintain a Learning Log about ten of the activities you have selected to do for this
assignment. Include why you selected that activity and share at least one thing you
learned by doing that activity.
D2. Recommend a “Top Ten List” of key concepts and ideas about weather/climate,
ecosystems, force/motion, matter/heat transfer, and body systems/cells/genetics.
D3. Select 5 categories to construct a Jeopardy Game about weather/climate, ecosystems,
force/motion, matter/heat transfer, or body systems/cells/genetics. Create 3 questions
for each category. (15 questions total) Play the game with family or friends. _________
D4. Research and write a field guide to identify at least five local plant and five animal
species in Charlotte. (ten total)
D5. Browse a website about weather/climate, ecosystems, force/motion, matter/heat
transfer, or body systems/cells/genetics and make a recommendation as to whether the
website would help your classmates study for the science concepts on the 5th Grade
EOG. Use your persuasive language and reasoning skills.
E. Create Activities
Do one.
1 x 10 points = 10
E1. Design or create one of the following: a candy dispenser that works without gravity or
a container used for carrying hot or cold items.
E2. Compose five different forms of poems about weather/climate, ecosystems,
force/motion, matter, heat transfer, body systems, cells, or genetics.
E3. Write a song (rap, country-western, nursery song, or other) about weather/climate,
ecosystems, force/motion, matter, heat transfer, body systems, cells or genetics and
perform it for family or friends. ________________
E4. Design a zoo for Charlotte. Include the types of animals, their niche, biome, etc.
This unit of study is a student-centered, thematic review of the major science topics taught in the
North Carolina Standard Course of Study for Science. It can be used by students to enrich and
enhance their learning or to review concepts prior to the EOG.