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January 2014
Science
Review Notes
for
Parents and Students
Grade 5
3rd Nine Weeks
2013-2014
Note: The Fifth Grade Standard of Learning test covers material taught in fourth and
fifth grade.
Julie Moyer, Science Specialist, K-12
Page 1
January 2014
Science Review Notes
for Parents and Students
Grade 5 Science: Third Nine Weeks
2013-2014
This resource is intended to be a guide for parents and students to improve content
knowledge and understanding. The information below is detailed information about the
Standards of Learning taught during the 3rd grading period and comes from the Science
Standards of Learning Curriculum Framework, Grade 5 issued by the Virginia Department
of Education. The Curriculum Framework in its entirety can be found at the following
website.
http://www.doe.virginia.gov/testing/sol/frameworks/science_framewks/framework_science5.pdf
Standard 5.1
The student will demonstrate an understanding of scientific reasoning, logic, and the nature of
science by planning and conducting investigations in which
a) items such as rocks, minerals, and organisms are identified using various classification
keys;
b) estimates are made and accurate measurements of length, mass, volume, and
temperature are made in metric units using proper tools;
c) estimates are made and accurate measurements of elapsed time are made using proper
tools;
d) hypotheses are formed from testable questions;
e) independent and dependent variables are identified;
f) constants in an experimental situation are identified;
g) data are collected, recorded, analyzed, and communicated using proper graphical
representations and metric measurements;
h) predictions are made using patterns from data collected, and simple graphical data are
generated;
i) inferences are made and conclusions are drawn;
j) models are constructed to clarify explanations, demonstrate relationships, and solve
needs; and
k) current applications are used to reinforce science concepts.
Julie Moyer, Science Specialist, K-12
Page 2
January 2014
Overview
The skills in standard 5.1 are intended to define the “investigate” component and the understanding of the nature of science for all of the other fifth-grade
standards. The intent of standard 5.1 is for students to continue to develop a
range of inquiry skills, achieve proficiency with those skills, and develop and
reinforce their understanding of the nature of science in the context of the
concepts developed at the fifth-grade level. It is also intended that by developing
these skills, students will achieve a greater understanding of scientific inquiry and
the nature of science and will more fully grasp the content-related concepts.
Science assumes that the natural world is understandable. Scientific inquiry can provide
explanations about nature. This expands students’ thinking from just knowledge of facts to
understanding how facts are relevant to everyday life.
Systematic investigations require standard measures and consistent and reliable tools. Metric
measures are a standard way to make measurements and are recognized around the world.
A classification key is an important tool used to help identify objects and organisms. It
consists of a branching set of choices organized in levels, with most levels of the key having two
choices. Each level provides more specific descriptors, eventually leading to identification.
A hypothesis is an educated guess/prediction about what will happen based on what you
already know and what you have already learned from your research. It must be worded so that
it is “testable.” The hypothesis can be written as an “If…, then….” statement, such as “If all light is blocked from a plant for two weeks, then the plant will die.”
An independent variable is the factor in an experiment that is altered by the experimenter.
The independent variable is purposely changed or manipulated.
A dependent variable is the factor in an experiment that changes as a result of the
manipulation of the independent variable.
The constants in an experiment are those things that are purposefully kept the same
throughout the experiment.
A scientific prediction is a forecast about what may happen in some future situation. It is
based on the application of factual information and principles and recognition of trends and
patterns.
An inference is a tentative explanation based on background knowledge and available data.
A conclusion is a summary statement based on the results of an investigation. Scientific
conclusions are based on verifiable observations (science is empirical).
Julie Moyer, Science Specialist, K-12
Page 3
Standard 5.5
January 2014
The student will investigate and understand that organisms are made of one or more cells and have
distinguishing characteristics that play a vital role in the organism’s ability to survive and thrive in its environment. Key concepts include
a) basic cell structures and functions;
b) classification of organisms using physical characteristics, body structures, and behavior
of the organism; and
c) traits of organisms that allow them to survive in their environment.
Overview
This standard emphasizes the major categories of living organisms and builds on
science standards 2.4 and 4.4. The use of a microscope may be applied to the
study of plants, animals, and cells. It is intended that students will actively
develop and utilize scientific investigation, reasoning, and logic skills (5.1) in the
context of the key concepts presented in this standard.
What are living things made of?
Living things are made of cells. Cells carry out all life processes. A cell is the basic unit, or
building block, that makes up all living things.
Where do new cells come from?
New cells come from existing cells.
How small are cells?
Cells are too small to be seen with the eye alone.
By using a microscope, many parts of a cell can be seen.
What do cells do?
Cells carry out all life processes.
Examples: Some of these life processes include taking in nutrients, giving off wastes, growing,
and reproducing.
Julie Moyer, Science Specialist, K-12
Page 4
January 2014
Animal Cell vs. Plant Cell
Though animal and plant cells are similar, they are also different in shape and in some of their
parts. Animal cells tend to be spherical or at times irregular, while plant cells tend to be
rectangular.
Animal cells can have a round or irregular shape and they are made up of a number of important
parts. These parts include the cell membrane, the cytoplasm, the nucleus, and vacuoles.
Vacuoles - Vacuoles store
the food and water that the
cell will use later. Some
vacuoles also store waste
materials until the cell is
ready to get rid of them.
The filling inside of the cell is a jellylike material called cytoplasm.
The rest of the cell’s parts are located in the cytoplasm.
….
….
Nucleus – Near the
center of the cytoplasm
is a round structure
called the nucleus.
The nucleus is the cell’s command center. It
controls all of the cell’s activities (making,
using, storing food).
Julie Moyer, Science Specialist, K-12
Cell Membrane - Lining the
inside of the cell wall is the cell
membrane. The cell membrane
is very thin. It controls what comes
in to the cell and what leaves the cell
(food, water, oxygen, wastes).
Page 5
January 2014
Plant cells are usually rectangular in shape and are made up of a number of important parts. These
parts include the cell wall, the cell membrane, cytoplasm, the nucleus, chloroplasts, and
vacuoles.
Let’s Compare Animal and Plant Cells!
Animal Cell
Spherical or
irregular in shape
Julie Moyer, Science Specialist, K-12
Both
Cell membrane
cytoplasm
nucleus
vacuoles
Plant Cell
chloroplasts
cell wall
rectangular
in shape
Page 6
January 2014
Organisms that share similar characteristics can be organized into groups in order to help
understand similarities and differences.
Organisms
Plants
Animals
Plants produce their
own food. Their cells
contain chloroplasts
and they have cell
walls.
Animals depend on
other plants and animals
for their food.
Example: flowers,
trees
Plants can be categorized as vascular (having special tissues to transport food and water — for
example, trees and flowering plants) and nonvascular (not having tissues to transport food and
water — for example, moss, liverworts, and hornworts). Most plants are vascular.
PLANTS
Vascular
Non-Vascular
Plants that have special
tissues (tubes) to
transport food and water
throughout the plant.
Plants that do not have tissues (no
tubes) to transport food and water
Example: trees and
flowering plants
Example: moss, liverworts,
and hornworts
Julie Moyer, Science Specialist, K-12
Page 7
January 2014
Animals can be categorized as vertebrates (having backbones) or invertebrates (not having
backbones).
Animals
Vertebrates
Invertebrates
Animals with backbones.
Animals without backbones.
Examples:
Examples:
fish
worms
birds
jellyfish
reptiles
snail
humans
clam
insect
Julie Moyer, Science Specialist, K-12
Page 8
January 2014
Practice Test Items
Follow this link to find a complete released test:
http://www.doe.virginia.gov/testing/sol/practice_items/science/guides/gr_5_science.
pdf
1. Which animals shown are invertabrates? Answers are highlighted in gray.
2. Trees, wildflowers, and grassess are all considered to be –
A. Vascular plants
B. Nonvascular plants
C. Woodyplants
D. Nonwoody plants
Julie Moyer, Science Specialist, K-12
Page 9
January 2014
mass
Mass is the amount of matter in an
object.
5.1
volume
Volume is the amount of space
occupied by an object.
milliliter
Milliliter is a unit of liquid volume.
5.1
5.1
length
Length is the distance between two
points.
millimeter
A millimeter is one-thousandth of a
meter and 1/10 of a centimeter.
5.1
5.1
centimeter
5.1
meter
5.1
kilometer
5.1
Julie Moyer, Science Specialist, K-12
A centimeter is a unit of length in
the metric system; one-hundredth of
a meter, or about two-fifths of an
inch, about the width of a large clip.
A meter is a unit for measuring
metric length; is equal to about 1
yard.
A kilometer is a metric unit and is a
little smaller than 1 mile.
Page 10
January 2014
temperature
Temperature is a measure of how
hot or cold something is.
degrees
Degrees are units of temperature.
Celsius
Celsius is a metric unit for
temperature.
5.1
5.1
5.1
estimation
Estimation is a method of making an
educated guess at a measurement.
5.1
prediction
5.1
variable
5.1
5.1
independent variable
Julie Moyer, Science Specialist, K-12
A prediction is a forecast about what
may happen in some future
situations. It is based on the
application of factual information
and principles and recognition of
trends and patterns.
A variable is something in an
experiment that can change or stay
the same.
An independent variable is a variable
that is changed in an experiment.
Page 11
January 2014
dependent variable
5.1
A dependent variable is a variable
that is observed and that changes in
the response to the independent
variable.
inference
An inference is a logical conclusion
based on observations.
vertebrate
A vertebrate is an animal that has a
backbone.
5.1
5.5
invertebrate
An invertebrate is an animal that
does not have a backbone.
5.5
vascular
5.5
nonvascular
5.5
nucleus
Vascular plants are plants that have
special tissues to transports food
and water.
Nonvascular plants are plants that
transport water and other
substances directly from the ground
into their cells.
A nucleus is a round structure in the
middle of a cell. It is the cell’s command center. It controls all of
the cell’s activities, like making, using, and storing food.
5.5
Julie Moyer, Science Specialist, K-12
Page 12
January 2014
cell wall
5.5
cell membrane
5.5
vacuole
5.5
chloroplasts
5.5
cytoplasm
5.5
A cell wall is a thick wall around
each cell that protects the delicate
contents of the cell.
A cell membrane is a very thin lining
on the inside of the cell wall. It
controls what comes in to the cell
and what leaves the cell (food,
water, oxygen, wastes).
A vacuole stores the food and water
that the cell will use later. Some
vacuoles also store waste materials
until the cell is ready to get rid of
them.
Chloroplasts are organelles found in
plants and algae cells where
photosynthesis occurs.
Cytoplasm is the jelly like material
on the inside of a cell where cell
organelles are suspended.
plants
Plants produce their own food. Their
cells contain chloroplasts and they
have cell walls.
animals
Animals depend on other plants and
animals for their food.
5.5
5.5
Julie Moyer, Science Specialist, K-12
Page 13
January 2014
4th Grade Science Review Notes
for 5th Grade Parents and Students
Science: Third Nine Weeks
2013-2014
Fifth grade students will take the Virginia Standards of Learning Science Test at the end
of the fifth grade. Information addressed on the test will include information from the
fourth and fifth grade Science Standards of Learning Curriculum Framework as issued by
the Virginia Department of Education. The Curriculum Framework in its entirety can be
found at the following website:
http://www.doe.virginia.gov/testing/sol/frameworks/science_framewks/framework_science5.pdf
Standard 4.5
The student will investigate and understand how plants and animals, including humans, in an
ecosystem interact with one another and with the nonliving components in the ecosystem.
Key concepts include
a) plant and animal adaptations;
b) organization of populations, communities, and ecosystems and how they interrelate;
c) flow of energy through food webs;
d) habitats and niches;
e) changes in an organism’s niche at various stages in its life cycle;; and
f) influences of human activity on ecosystems.
Overview
This standard focuses on the relationships among plants, animals, and the
nonliving environment and brings together several elements of both Life
Processes and Living Systems. This standard assumes students have a basic
understanding that all living organisms are interrelated and dependent in some
way on other living organisms and their environment. Plants and animals in
ecological systems live in a web of interdependence in which each species
contributes to the functioning of the overall system. Organisms live in a habitat
to which they are structurally and behaviorally adapted. Certain conditions within
environments determine which organisms and communities succeed there.
Julie Moyer, Science Specialist, K-12
Page 14
January 2014
Organisms have structural adaptations, or physical attributes, which help them meet a life
need.
Structural adaptations include such things as body color, body covering, beak type, and claw
type.
Organisms also have behavioral adaptations, or certain types of activities they perform,
which help them meet a life need.
Organisms have structures uniquely adapted for their particular needs. A seed-eating bird would
be unable to survive by eating worms because its beak is not adapted for catching worms.
These structural adaptations affect the entire species of organisms and usually occur gradually
over many generations.
Look at the two birds below, notice that different species of birds have differently shaped
beaks.
Bird’s beaks are adapted to perform different jobs. Depending on where the bird lives will affect the
shape of the beak.
The pelican needs to be able to scoop fish out of the water so the beak is shaped or adapted to the
environment in which it lives. A beak is a structural adaptation.
Consider comparing other structural adaptations such as different birds’ feet (wading, perching,
catching prey) or the legs of various land animals.
Bluebird
Pelican
Behavioral adaptations help individual animals or groups of animals (and to some
degree, all organisms) meet their needs. These are the things that organisms do to survive,
such as migrate or hibernate. Living things adapt to a specific environment over a long
period of time and many generations. If the environment changes, living things must also
change to survive, or they must find a new environment. Behavioral adaptations are certain
activities or actions that living things do to meet their needs for food, water, shelter, and
protection.
Julie Moyer, Science Specialist, K-12
Page 15
January 2014
Name that adaptation The color of an earthworm (structural)
The thorns on a rose stem (structural)
The owl’s nocturnal hunting (behavioral)
The giraffe’s long neck (structural)
The human’s wearing of a coat when he/she is cold (behavioral)
A dog’s response when called (behavioral)
Bears’ practice of hibernating in the winter (behavioral)
Birds’ migration (behavioral)
Trout’s gills (structural)
Vines’ use of other plants or objects for support to climb and grow upward (structural).
All the organisms of the same species that live in the same place at the same time
are a population.
Populations of species that live in the same place at the same time together make
up a community.
The organization of communities is based on the utilization of the energy from the
sun within a given ecosystem. The greatest amount of energy in a community is in
the producers.
Within a community, organisms are dependent on the survival of other organisms.
Energy is passed from one organism to another.
All the populations and the nonliving components in an environment that interact
with each other form an ecosystem.
The sun’s energy cycles through ecosystems from producers through
consumers and back into the nutrient pool through decomposers.
Julie Moyer, Science Specialist, K-12
Page 16
January 2014
Consumers are living things that eat
or consume other living things to get
food for energy. They cannot make
their own food.
For example: The wolf and deer are
both consumers.
The energy for the food
chain starts with the sun.
Producers make their own food.
They include green plants,
bushes, trees, grasses, and ferns
(as well as other plants).
A food chain is a representation of the energy flow among organisms in an ecosystem. This
energy comes from the sun. The producer, which is usually a plant, utilizes the energy from the sun
to begin the food chain.
A simple food chain could start with grass (a producer) which is eaten by a cricket (a consumer),
which is eaten by a toad (a consumer) which eventually dies and is broken down by worms
(decomposers).
Julie Moyer, Science Specialist, K-12
Page 17
January 2014
A food web shows the interrelationship of all of the food chains in an ecosystem.
All life benefits from the process of photosynthesis, in which plants take energy from the sun and
make it available to animals.
A habitat is the place or kind of place in which an animal or plant naturally lives. An
organism’s habitat provides food, water, shelter, and space. The size of the habitat depends on the organism’s needs. Frogs and butterflies require a unique habitat because of the different stages in their life. The
frog spends part of its life in water and part of its life on land. The butterfly starts as a
caterpillar and eventually finds itself looking for a butterfly habitat.
A niche is the function that an organism performs in the food web of that community. A niche
also includes everything else the organism does and needs in its environment. No two types of
organisms occupy exactly the same niche in a community.
Julie Moyer, Science Specialist, K-12
Page 18
January 2014
The major difference between a niche and a habitat is that a habitat is a place, while a
niche is an organism’s role or job. A student’s habitat is his house, but his niche is that of a brother, son, neighbor, friend, student, basketball player, and any other roles the student plays.
Think about honey bees. Their habitat is a hive. What is their niche or role? The
honey bees’ niche or role is to gather nectar from flowers and to make honey. What about the Queen Bee, does she have a different niche? Yes, she does. Her
niche is to lay eggs.
The organization of a community is defined by the interrelated niches within it.
During its life cycle, an organism’s role in the community — its niche — may change. For
example, what an animal eats, what eats it, and other relationships will change.
Humans can have a major impact on ecosystems.
Positive Impact
Negative Impact
Plant trees
Pollute the land and water
Recycle
Clear land and don’t plant trees
Protect wetlands
Spray pesticides and fertilizers
Can you think of other ways that humans can protect and preserve the ecosystem around
us?
Julie Moyer, Science Specialist, K-12
Page 19
January 2014
Practice Test Items
Follow this link to find released tests:
http://www.doe.virginia.gov/testing/sol/practice_items/science/guides/gr_5_science.
pdf
Sort the organisms from the food web into the chart.
Answer:
Producers – grasses
Consumers – grasshopper, rabbit, bird, snake, and fox
Decomposers - bacteria
Julie Moyer, Science Specialist, K-12
Page 20
January 2014
Based on their roles in this food web, how many carnivores are present?
A.
B.
C.
D.
1
2
3
4
Which diagram best shows the organization of ecosystems?
Julie Moyer, Science Specialist, K-12
Page 21
January 2014
Standard 4.6
The student will investigate and understand how weather conditions and phenomena occur and can
be predicted. Key concepts include
a) weather phenomena;
b) weather measurements and meteorological tools; and
c) use of weather measurements and weather phenomena to make weather predictions.
Overview
This standard focuses on weather conditions and a more technical understanding
of the tools and methods used to forecast future atmospheric conditions.
Temperature is the measure of the amount of thermal energy in the atmosphere.
Air pressure is due to the weight of the air and is determined by several factors including the
temperature of the air.
A front is the boundary between air masses of different temperature and humidity.
Cirrus, stratus, cumulus, and cumulo-nimbus clouds are associated with certain weather
conditions.
Cumulus clouds are fluffy and white with flat bottoms. They usually indicate fair weather.
However, when they get larger and darker on the bottom, they become cumulo-nimbus clouds.
Cumulo-nimbus clouds may produce thunderstorms.
Stratus clouds are smooth, gray clouds that cover the whole sky (block out direct sunlight).
Light rain and drizzle are usually associated with stratus clouds.
Cirrus clouds are feathery clouds. They are associated with fair weather. Cirrus clouds often
indicate that rain or snow will fall within several hours.
Extreme atmospheric conditions create various kinds of storms such as thunderstorms,
hurricanes, and tornadoes.
Different atmospheric conditions create different types of precipitation.
Meteorologists gather data by using a variety of instruments.
Meteorologists use data to predict weather patterns.
A barometer measures air pressure.
An anemometer measures wind speed.
A rain gauge measures the amount of precipitation.
A thermometer measures the temperature of the air.
Julie Moyer, Science Specialist, K-12
Page 22
January 2014
Fronts
There are two kinds of fronts that meteorologists look at to forecast the weather.
COLD FRONT
WARM FRONT
A cold front is formed when a cold air mass A warm front is formed when a warm air mass
pushes into a warm air mass
pushes into a cold air mass
Often produces thunderstorms
Sometimes produces light rain
California
Virginia
Look at this map of the United States? What is the forecast for Virginia?
The “H” indicates high pressure or heavenly weather. There aren’t any fronts nearby. So it should be a nice day in Virginia. How about Northern California?
Julie Moyer, Science Specialist, K-12
Page 23
January 2014
Clouds
There are four basic types of clouds. They are formed by warm air rising from the earth into the air.
As the warm air rises it carries water vapor in it from the surface of lakes, oceans, ponds, and other
bodies of water. The water vapor then cools down and changes into droplets of water or ice crystals.
The droplets of water attach themselves to small pieces of dust and dirt floating in the air. Once a
lot of droplets join together, a cloud is formed. If the water droplets become too large and heavy,
they fall to the ground. Clouds come in different sizes, shapes and even colors. (white, light gray,
dark gray) Clouds help meteorologists predict the weather.
Four Basic Cloud Types
Stratus
Cumulus
Cumulonimbus
Cirrus
They are smooth, gray
clouds that cover the
whole sky and block
out direct sunlight.
They are fluffy and
Large cloud that is dark
white with flat bottoms. on the bottom.
They are feathery
clouds.
Light rain and drizzle
are usually associated
with stratus clouds.
They are associated
with fair weather.
They are associated
with fair weather and
often indicate that rain
or snow will fall within
several hours.
Julie Moyer, Science Specialist, K-12
They are associated
with thunderstorms.
Page 24
Types of Storms
Thunderstorm
Characteristics
Strong winds, heavy rain,
thunder, and lightning
Hurricane
January 2014
Tornado
Often form without
Form over water and are warning; a column of
the largest storms on
warm air begins to spin
Earth. High winds 70upward forming a
150 mph. Giant ocean
funnel cloud. It is
waves are formed,
smaller than a
heavy rain, severe
hurricane, but one of
flooding
the most violent. Wind
speeds can reach 300
mph.
Four Basic Weather Tools
Barometer
Measures air pressure,
used to predict rain or
sun
Anemometer
Measures wind speed
Low pressure Lousy
weather, rain, storms
Rain gauge
Thermometer
an instrument that
measures the amount
of precipitation
(rainfall)
an instrument that
measures temperature
(thermal energy)
High pressure
Heavenly weather,
blue skies and
sunshine
Julie Moyer, Science Specialist, K-12
Page 25
January 2014
Practice Test Items
Follow this link to find released tests:
http://www.doe.virginia.gov/testing/sol/practice_items/science/guides/gr_5_science.
pdf
1.
Julie Moyer, Science Specialist, K-12
2.
Page 26
January 2014
3.
4.
5.
Julie Moyer, Science Specialist, K-12
Page 27
January 2014
organism
An organism is a living thing made
up of a cell or cells.
structural adaptations
Structural adaptations are physical
attributes that help organisms meet
life needs.
behavioral adaptations
Behavioral adaptations are certain
activities organisms perform that
help them meet life needs.
ecosystem
An ecosystem is a community and
its nonliving environment.
environment
An environment is everything that
surrounds an organism.
4.5
4.5
4.5
4.5
4.5
community
A community is all the populations in
one ecosystem.
population
A population is the organisms of the
same species that live in the same
place at the same time.
4.5
4.5
producers
Producers are living things that can
use sunlight to make their own food.
4.5
Julie Moyer, Science Specialist, K-12
Page 28
January 2014
decomposer
4.5
A decomposer is consumer that puts
materials from dead plants and
animals back into the soil, air, and
water.
life cycle
A life cycle is the stages in the life of
a plant or animal.
food chain
A food chain is the path energy and
materials take in a community.
4.5
4.5
food web
4.5
habitat
4.5
consumer
A food web is the flow of energy and
materials through connected food
chains.
Habitat is the place or kind of place
in which an animal or plant naturally
lives; It provides food, water,
shelter, and space to organisms.
A consumer is a living thing that
depends on producers for food.
4.5
niche
4.5
Julie Moyer, Science Specialist, K-12
A niche is the function that an
organism performs in the
community.
Page 29
January 2014
air pressure
Air pressure is the weight of the air
determined by many factors
including the temperature of the air.
barometer
A barometer is a tool used to
measure
air between
pressure.air masses of
A boundary
different temperature and humidity
4.6
4.6
anemometer
barometer
clouds
4.6
4.6
collection of millions of tiny water
An
anemometer
is a tool
droplets
or ice crystals
in that
the
measures
wind speed.
atmosphere
rain
gauge
storms
A
rain gauge
a tool with
that measures
strong
winds,isusually
heavy
precipitation.
rain, snow, or hail and sometimes
with thunder and lightning
thermometer
cirrus clouds
A
thermometer
a tool thatwith fair
feathery
clouds,isassociated
measures
thecan
temperature
of the
weather but
indicate that
rain or
air.
snow will fall within several hours
4.6
4.6
4.6
4.6
temperature
cumulus
clouds
Temperature
is the with
measure
fluffy, white clouds
flat of the
amount
thermal
energy
in the
bottoms,ofthat
indicate
fair weather
atmosphere.
weather phenomena
cumulo-nimbus
clouds
clouds that get larger and darker on
A
weather
the
bottomphenomenon
and produce is a very
unusual
weather event.
thunderstorms
4.6
4.6
4.6
4.6
hurricane
thunderstorm
4.6
4.6
Julie Moyer, Science Specialist, K-12
A hurricane is a large tropical storm
that
forms
over
warm
oceans
a storm
often
with
heavy
rain and
and
whose
winds
can have
a speed of up
frequent
thunder
and lightning
to 150 miles per hour.
Page 30
January 2014
tornadoes
4.6
thunderstorms
4.6
stratus clouds
4.6
cirrus clouds
A tornado is a powerful column of
winds spiraling around a center of
low atmospheric pressure. It looks
like a large black funnel hanging
down from a storm cloud. The
narrow end will move over the
earth, whipping back and forth like a
tail.
A thunderstorm is a storm with
thunder and lightning and typically
includes heavy rain or hail.
Stratus clouds are smooth gray
clouds that cover the whole sky;
light rain and drizzle are usually
associated with stratus clouds.
Cirrus clouds are feathery clouds
associated with fair weather.
4.6
cumulus clouds
4.6
cumulo-nimbus clouds
4.6
meteorologist
4.6
Julie Moyer, Science Specialist, K-12
Cumulus clouds are fluffy white
clouds with flat bottoms. They
indicate fair weather.
Cumulus-nimbus clouds are cumulus
clouds that get larger and darker in
the bottom. They produce
thunderstorms.
A meteorologist is a person who
gathers data by using a variety of
instruments to predict weather
patterns.
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