http://www.ncpublicschools.org/curriculum/science/units/middle/
I. Grade Level: 5
II. Unit Title: Weather and Climate
ASSESSMENT QUESTIONS
Questions 1-2 use the following diagram to answer the questions.
1. What area represents the process of condensation?
a. A
b. B
c. C
d. D
2. What action could happen with an increase in D?
a. Low pressure system moving into the area
b. Local mudslides
c. Decreased evaporation
d. Cumulous cloud formation
3. At 10:30 A.M., Raleigh had a temperature of 65˚ F and air
pressure reading of 920mb. A cold front moves into the area in the
afternoon, pushing out a warm front. Which of the following would be
possible readings once the cold front is over Raleigh?
a. 58˚ F and 900mb
b. 70˚ F and 1080mb
c. 58˚ F and 1080mb
d. 70˚ F and 900mb
4. Which variable normally increases before precipitation occurs?
a. relative humidity
b. air pressure
c. visibility
d. temperature
5. Clouds are formed by
a. evaporation
b. cool air rising
c. warm air falling
d. water vapor condensing
6. This picture was taken in May, what type of precipitation will most
likely occur from the clouds in this picture?
a.
b.
c.
d.
steady drizzle
snow
hail
thunder storm
7. How do weather patterns generally move across America?
a.
b.
c.
d.
8. Which best describes why meteorologists track hurricanes
thousands of miles out in the ocean?
a. So they can warn the people that live there
b. To study how hurricanes affect other countries
c. To predict were it will make landfall much closer to us
d. To practice their tracking skills
9. Based on the following chart, which is a reasonable trend that can
be taken from the data?
Yearly Rainfall
Inches
15
10
2000
2003
5
2006
0
J
F
M
A
M
J
J
A
S
O
N
D
Month
a. The amount of run-off has been steadily decreasing from
2000 to 2006.
b. The amount of run-off has been constant from
2000 to 2006.
c. Yearly rainfall has increased from 2000 till 2006.
d. Yearly rainfall has decreased from 2000 till 2006.
10. Using the chart from question nine, which of the following could
be a cause for the current trend?
a. Decrease in regional evaporation
b. Increase in dry high pressure systems
c. Increase of humidity and low pressure systems
d. Decrease in precipitation
11. Which describes a land breeze?
a. warm air rising and flowing up a mountain
b. cool air moving from land toward the ocean at night
c. cool air moving down a mountain at night
d. warm air rising over the land
12. Which is a true statement about temperatures on water and
land?
a. Water and land usually have the same temperature.
b. Water heats up and cools down much faster than land.
c. Water heats up and cools down much slower than land.
d. Land heats up and cools down much slower than water.
http://sciencescass.org
610EM: Lakes
Scientists studied four different lakes at the same time of year. They measured the water
temperature of each lake. The water temperature of a lake can affect which types of living
things live in the lake. The scientists determined which types of fish and insects lived in each
lake.
Lake
Water
Temperature
Fish
Insects
25° C
bluegill
carp
catfish
crappie
largemouth bass
caddisfly
22° C
bluegill
muskellunge
pike
smallmouth bass
caddisfly
mayfly
stonefly
water beetles
C
19° C
muskellunge
pike
rock bass
caddisfly
mayfly
stonefly
water beetles
D
16° C
salmon
caddisfly
A
B
trout
mayfly
stonefly
(1) 610EM-01: Which of the following fish were found in abundance only in the warmest lake
studied?
A. Bluegill
B. Catfish
C. Smallmouth bass
D. Trout
Answer: B
(2) 610EM-02: In which of the lakes studied were the same four types of insects found in
abundance?
A. Lakes A and B
B. Lakes A and C
C. Lakes B and C
D. Lakes C and D
Answer: C
(3) 610EM-03: Which of the following types of insects is most likely to be found in lakes that
range in temperature from 16° C to 25° C ?
A. Caddisfly
B. Mayfly
C. Stonefly
D. Water beetle
Answer: A
009EM: Weather Maps
Suppose it is March 5. Your class is going on a trip to Chicago on March 8. The maps below
show the weather predictions for March 6, 7, and 8. (Assume the predictions are correct.)
Look at the maps and answer the following questions.
(4) 009EM-01: In which direction is the cold front moving?
A. north
B. south
C. east
D. west
Answer: C
(5) 009EM-02: When will it probably snow in Denver?
A. March 6
B. March 7
C. March 8
D. March 9
Answer: B
(6) 009EM-04: When you visit Chicago on March 8, you should probably NOT wear:
A. a coat
B. a scarf
C. Boots
D. Sandals
Answer: D
(7) 009EM-05: On March 9, Washington D.C. will probably be:
A. warm and sunny
B. cold and sunny
C. warm and rainy
D. cold and snowy
Answer: D
(8) 009EM-07: The following map shows a cold front and a warm front moving across the
country. Identify two cities where the weather is about to change. Describe each change.
Rubric:
Teacher Rubric: EM009-7: Weather Maps
Scoring Criteria:
Criterion #1
The student names at least one city that will experience weather change
(their selection need not be correct) and/or discusses frontal movement
specifically. Unacceptable: "The weather will change very slowly", "A
storm is coming". (No reference to cities or specific reference to frontal
movement.) Acceptable: "The warm front will cause temperatures to get
hotter."
Criterion #2
The student clearly identifies both Denver and Washington, DC as the
cities about to experience weather changes. Award 1/2 point for each.
Criterion #3
The student correctly describes the weather changes that will occur (or
that have occurred) at the cities they selected. Award 1/2 point/city for
correctly describing weather changes. Denver: colder (may say that it
will snow, get windy, storm, etc.). Washington, DC: warmer (may also
say that it will rain). The student should at least say something about
the temperature change, although if they differentiate between the two
cities' weather changes and suggest temperature changes, such as by
saying it will snow in Denver and be warmer, D.C., then they don't
necessarily have to say that the temperature will get colder in Denver
(this is implied by snow). The student may also correctly describe a
weather change even though they have mistaken the direction of frontal
movement and missed Criterion 2. For example, they may have said that
a warm front is heading toward Chicago or a cold front toward San
Francisco. If they then correct describe the weather changes based upon
their interpretation of front movement (i.e., warmer in Chicago, colder in
San Francisco), they meet Criterion 3.
Criterion #4
The student offers additional (correct) information that goes beyond the
requirements of the question. Examples: 1) Describes weather changes
beyond temperature (i.e., snow, rain, hail, ice, wind, etc.). 2) Correctly
describes where fronts will move after they reach their selected cities,
e.g., "The warm front will make it hotter in Washington, DC and then it
will move to New York (or Maine, Boston, Canada, etc.)". 3) States how
long it will take for these fronts to move across the country, based upon
the rate of one city/day which was given in the multiple choice question.
4) Describes preparations that people may have to make for their
predicted weather changes. Examples: 1) "The weather will turn colder,
so they will have to get out their winter coats and boots." b) "It will get
cold in Denver so if I were planning to go there on a trip, I would have to
pack warm clothes like sweaters." Note: Round 1/2 points down after
totaling all points earned for the question.
(9) 009EM-08: In general, why is it useful to know about the movement of weather fronts?
Rubric:
Teacher Rubric: EM009-8: Weather Maps
Scoring Criteria:
Criterion #1
The student discusses some reason why it is useful to predict the
weather that at least mentions some aspect of weather (such as fronts,
temperature, storms, etc.). Unacceptable: 1) "Because it is good to
know about weather." (No aspect of weather mentioned). 2) "Cold fronts
are bad. I don't like cold weather." (No reason is given for why it is
useful to predict weather.)
Criterion #2
The student relates weather prediction to clothing needs and/or taking a
trip or making other plans (such as a party).
Criterion #3
The student discusses prediction of severe weather (storms, snow, ice,
etc.), discusses road conditions, and/or discusses equipment needed.
Equipment example: shovels, snow tires, ice scrapers, sanded roads,
heaters, fans, umbrellas, etc. Road condition examples: Acceptable: "If it
snows it might not be good to go onto the roads." Borderline Acceptable:
"It's good to know so that you will know if you should go out on the
roads." Unacceptable: "It's good to know because of cars."
Criterion #4
The student specifically refers to planning an event that will occur at
least a couple of days in the future and/or discusses needing to know
about weather conditions in specific cities of travel destination.
Examples: "If you are traveling to Denver, you will want to know if there
will be a snowstorm." "If I wanted to have a party next week, I would
want to know if it would be a nice day so we could play outside."
http://www.ncpublicschools.org/docs/accountability/testing/eog/science/20071204gr8sci.
pdf
North Carolina Testing Program EOG Grade 5 Science Sample Items
Published February 2007. May reproduce for instructional and
educational purposes only; not for personal or financial gain.
11. Which process changes water from a liquid to a gas?
A precipitation
B evaporation
C cooling
D condensation
12. Two air masses with large differences in air pressure are near one another. What
weather condition will most likely exist between the two air masses?
A low humidity
B high winds
C freezing temperatures
D clear skies
13. Which best describes how air pressure can be affected on hot summer days?
A The air expands and becomes less dense, creating areas of low pressure.
B The air expands and becomes less dense, creating areas of high pressure.
C The air expands and becomes more dense, creating areas of low pressure.
D The air expands and becomes more dense, creating areas of high pressure.
14. A student’s school is located in a valley, and her house is on a nearby mountain. She
wonders whether the average amount of rainfall at her school is different from the
average amount at her house. She investigates by measuring the rainfall in each location.
What tool will the student need to collect the information she needs?
A a thermometer
B a barometer
C a hygrometer
D a rain gauge
Grade 5 Science Goal 3
Sample Items Key Report
Page 3 Published February 2008. May reproduce for instructional and
educational purposes only; not for personal or financial gain.
11 Objective: 3.01
Investigate the water cycle including the processes of:
Evaporation.
Condensation.
Precipitation.
Run-off.
Thinking Skill: Knowledge Correct Answer: B
12 Objective: 3.02
Discuss and determine how the following are affected by predictable patterns of
weather:
Temperature.
Wind direction and speed.
Precipitation.
Cloud cover.
Air pressure.
Thinking Skill: Generating Correct Answer: B
13 Objective: 3.02
Discuss and determine how the following are affected by predictable patterns of
weather:
Temperature.
Wind direction and speed.
Precipitation.
Cloud cover.
Air pressure.
Thinking Skill: Generating Correct Answer: A
14 Objective: 3.05
Compile and use weather data to establish a climate record and reveal any trends.
Thinking Skill: Applying Correct Answer: D