Download Goal 3

North Carolina Infrastructure for Science Education
Grade 5
GOAL: 03
The learner will conduct investigations and use appropriate technology to build an
understanding of weather and climate.
3.1
OBJECTIVE:
Investigate the water cycle including the processes of: evaporation, condensation,
precipitation, run-off..
ESSENTIAL KNOWLEDGE, SKILLS, OR PROCESSES:
To be successful with this objective, students are expected to:
explore the relationship between the water cycle (evaporation, condensation,
precipitation) and run-off. The water cycle is a vital component of life and weather.
Water on the ground evaporates into the air where it condenses and falls back to the
ground in the form of precipitation. The cycle is continual. Evaporation is the change of
liquid into gas, condensation is the change of vapor into liquid, and precipitation occurs
when clouds lose water. An excess of precipitation results in additional run-off on the
land.
ASSESSMENT:
Connie includes the following diagram in her science notebook:
How can Connie accurately explain this cycle to her classmates? How can Connie
explain the results of excessive precipitation on the land?
Rubric:
4- The student uses the diagram to give a clear explanation of several processes involved
in the water cycle. Explanations about the processes of evaporation, condensation, and
precipitation are included. The student discusses the concept of run-off. Essential
vocabulary is used appropriately.
3- The student makes a clear connection between the processes involved in the water
cycle. Explanations about the processes of evaporation, condensation, and precipitation
are included. Essential vocabulary is used appropriately.
2- The student's explanation of the processes involved in the water cycle contains
misconceptions.
1- The student's explanation contains errors in understanding and scientific inaccuracies
and/or misuse of vocabulary.
SAMPLE RESOURCES:
Texts/Materials:
TRACS Investigating Weather Systems
Websites:
www.nc-ise.org
www.etc.kendallhunt.com
North Carolina Infrastructure for Science Education
Grade 5
GOAL: 03
The learner will conduct investigations and use appropriate technology to build an
understanding of weather and climate.
3.2
OBJECTIVE:
Discuss and determine how the following are affected by predictable patterns of weather:
temperature, wind direction and speed, precipitation, cloud cover, air pressure.
ESSENTIAL KNOWLEDGE, SKILLS, OR PROCESSES:
To be successful with this objective, students are expected to:
explore that weather is not random, but develops in response to the unequal heating of the
earth's surface. This imbalance in the rates of heating and cooling from one place to
another within the atmosphere creates temperature gradients. These temperature gradients
create atmospheric circulation which redistributes the thermal energy. Air moves and
circulates causing winds. These winds can be on local as well as global level.
ASSESSMENT:
Students are assigned to study a particular region of the United States. They will research
the temperature, wind direction and speed, precipitation, cloud cover, and air pressure of
that region on a particular day. They may use the internet or newspaper to assist them in
the research process. Students research and present a news weather forecast explaining
the information they researched. Students may use maps or diagrams to illustrate their
findings.
Rubric:
4- The student thoroughly and accurately presents a research-based weather forecast for a
particular region. Understanding of key vocabulary is demonstrated throughout the
presentation.
3- The student researches and presents a weather forecast on a particular region giving
explanations of the effects of temperature, wind direction and speed, precipitation, cloud
cover, and air pressure on the weather.
2- The student gives some accurate explanations of the effects of temperature, wind
direction and speed, precipitation, cloud cover, and air pressure on the weather. However,
explanations include inaccuracies in understanding and/or misuse of vocabulary.
1- The student's response is inaccurate.
SAMPLE RESOURCES:
Texts/Materials:
TRACS Investigating Weather Systems
Websites:
www.nc-ise.org
http://www.nws.noaa.gov/
www.etc.kendallhunt.com
North Carolina Infrastructure for Science Education
Grade 5
GOAL: 03
The learner will conduct investigations and use appropriate technology to build an
understanding of weather and climate.
3.3
OBJECTIVE:
Describe and analyze the formation of various types of clouds and discuss their relation
to weather systems.
ESSENTIAL KNOWLEDGE, SKILLS, OR PROCESSES:
To be successful with this objective, students are expected to:
construct and utilize models to develop an understanding of how clouds are formed.
Students observe clouds over time, identify types of clouds, and record observations.
Students interpret recorded data and develop an understanding of the relationship
between the various cloud types and weather events. Cloud formations have clearly
identifiable characteristics and are associated with specific weather patterns. The
appearance of clouds has meaning for the meteorologist in interpreting the physical
processes in the atmosphere and predicting the weather to come. The basic cloud types
are identified by form and approximate height in the atmosphere.
ASSESSMENT:
Students create a cloud chart identifying cloud types and what relationship each cloud
type has to the weather.
Rubric:
4- The student thoroughly and accurately describes and relates each type of cloud to the
weather. Explanations are concise and relationships to the weather system are clearly
provided. Key vocabulary terms are appropriately used.
3- The student accurately describes each type of cloud. Explanations about relationships
to weather systems are provided. Key vocabulary is appropriately used.
2- The student has inaccuracies in describing each type of cloud. Explanations about
weather system relationships are weak.
1- The student's response is inaccurate.
SAMPLE RESOURCES:
Texts/Materials:
TRACS Investigating Weather Systems
Websites:
www.nc-ise.org
www.etc.kendallhunt.com
North Carolina Infrastructure for Science Education
Grade 5
GOAL: 03
The learner will conduct investigations and use appropriate technology to build an
understanding of weather and climate.
3.4
OBJECTIVE:
Explain how global atmospheric movement patterns affect local weather.
ESSENTIAL KNOWLEDGE, SKILLS, OR PROCESSES:
To be successful with this objective, students are expected to:
use student-made instruments to detect changes in air pressure (barometer). Based on the
understanding of air pressure and how air masses move, students develop a model to
investigate how wind moves across the earth's surface. Winds moving across the United
States are called the Prevailing Westerlies. These winds move weather across te country
from the west coast to the east coast. Local winds are caused by variations in local
atmospheric pressure. Therefore, local weather may not be the same as Earth's predictable
weather patterns. Scientists use satellites to track global patterns than can aid them in
predicting the weather.
ASSESSMENT:
Students will construct a barometer to collect data over a period of six weeks. Students
will use a graphic organizer to record and present the data that they have collected.
Rubric:
4- The student makes a graphic organizer that accurately presents the data collected over
time. Essential vocabulary is appropriately used. The student makes inferences or
connections to weather patterns.
3- The student creates a graphic organizer that accurately presents the data collected over
time. Essential vocabulary is appropriately used.
2- The student creates a graphic organizer that contains some inconsistencies or missing
data. Some essential vocabulary may be appropriately used.
1- The student creates a graphic organizer that is inaccurate or incomplete. Essential
vocabulary is misused.
SAMPLE RESOURCES:
Texts/Materials:
TRACS Investigating Weather Systems
Websites:
www.nc-ise.org
www.etc.kendallhunt.com
North Carolina Infrastructure for Science Education
Grade 5
GOAL: 03
The learner will conduct investigations and use appropriate technology to build an
understanding of weather and climate.
3.5
OBJECTIVE:
Compile and use weather data to establish a climate record and reveal any trends.
ESSENTIAL KNOWLEDGE, SKILLS, OR PROCESSES:
To be successful with this objective, students are expected to:
research and record weather data (see resources for Internet sites) to reveal climatic
trends. Students will plot and analyze the weather data over a specified time period for
various locations to establish patterns and trends. Major factors that control climate and
produce weather are (1) the intensity of solar radiation, (2) the reflectivity of the earth's
surface, (3) the distribution of land and sea, and (4) the topography. On a smaller scale,
vegetation, small bodies of water and human activity can alter the surface properties or
the purity of the air and affect the weather. Trends can be observed seasonally (such as
the summer monsoons in Southeast Asia) or over a longer period of time (such as El Nino
that occurs off the coast of Peru and Ecuador and has far reaching effects over North,
Central, and South America).
ASSESSMENT:
Students will create a graph showing the climate changes in their city or town over a
period of time to establish a weather pattern.
Rubric:
4- The student has extensive records and graphs of climate data and makes appropriate
connections about the relationship between climate changes and trends in weather
patterns. Essential vocabulary is used appropriately.
3- The student accurately records climate data in a graph and makes some connections
between climate and trends in weather patterns. Essential vocabulary is appropriately
used.
2- The student records climate data and makes inaccurate connections between climate
and trends in weather patterns.
1- The student inaccurately records climate data.
SAMPLE RESOURCES:
Texts/Materials:
TRACS Investigating Weather Systems
Websites:
www.nc-ise.org
National Climatic Data Center--U.S. climatic data--http://www.ncdc.noaa.gov
Weather Underground--local weather--http://www.wunderground.com/
National Weather Service--U.S. weather data and information, educational outreach
information--http://www.nws.noaa.gov/
www.etc.kendallhunt.com
North Carolina Infrastructure for Science Education
Grade 5
GOAL: 03
The learner will conduct investigations and use appropriate technology to build an understanding
of weather and climate.
OBJECTIVE:
3.6
Discuss and determine the influence of geography on weather and climate: mountains, sea
breezes, water bodies.
ESSENTIAL KNOWLEDGE, SKILLS, OR PROCESSES:
To be successful with this objective, students are expected to:
collect weather data (temperature, rainfall, barometric pressure)from various locations that
include mountainous, coastal, and inland regions. Students will analyze and interpret the data to
determine relationships among geographical regions and weather and climate patterns. Bodies of
water change temperature more slowly than do land masses. Therefore, sea or lake shores heat
faster than the nearby water. During the day, the air over land tends to be warmer and has a lower
density than the air over the lake or ocean. The warm air above the land rises and the cooler air
above the water moves in under the warm air to replace it: a sea breeze is established. At night,
the land cools faster than the ocean, with the air about the land becoming cooler. The relatively
warm air over the water rises and a land breeze results as the movement of cool air toward the
water occurs. Similar changes in temperature gradients occur in mountains and valleys and result
in wind and weather patterns.
ASSESSMENT:
Divide the class into four working groups. Each group will create a three-dimensional model of
one of the following landforms (The model will be used to explain the movement of wind and
precipitation over the landform):
*Mountain
*Valley
*Desert
*Ocean coastline
Each student researches and writes a summary explaining the movement of wind and
precipitation over the landform.
Rubric:
4- The student creates a detailed model and includes a clear and thorough summary depicting the
movement of wind and precipitation over the landform represented in the model. Essential
vocabulary words are used correctly.
3- The student creates a model and includes a clear summary depicting the movement of wind
and precipitation over the landform represented in the model. Essential vocabulary words are
used.
2- The student creates a model and writes a summary with some inaccuracies about the
movement of wind and precipitation over the landform represented in the model.
1- The student's model and explanation are inaccurate.
SAMPLE RESOURCES:
Texts/Materials:
TRACS Investigating Weather Systems
Websites: www.nc-ise.org
www.etc.kendallhunt.com
North Carolina Infrastructure for Science Education
Grade 5