Grade 5 Science: Weather Assessment Plan
WE5.1 Measure and represent local weather, including temperature, wind speed and direction, amount of sunlight, precipitation, relative humidity, and cloud cover.
ÿ I can measure and represent local weather, including:
o temperature
o wind speed
o wind direction
o amount of sunlight
o precipitation
o relative humidity
o cloud cover.
Indicators / Assessment Plan / Levela. I can ask good question about local weather conditions. I can ask good questions about methods of collecting weather data.
b. I can compare advantages and disadvantages of methods and technologies used to collect information about weather. I can compare methods used in the past to those used now. I can compare methods used in Canada to those used somewhere else in the world.
c. I can classify clouds as stratus, cumulus, cirrus, or “other”. I can compare my results with others. I can discuss why our results may differ.
d. I can design and construct simple weather instruments (e.g., wind vane, rain gauge, thermometer, barometer, and anemometer).
e. I can explain the purpose of simple weather instruments.
f. I can collect local weather data over a given period of time (e.g. day, week, month) using a weather journal, tables, charts, diagrams, and graphs. I can display my local weather data.
g. I can build a wind rose to determine the prevailing wind direction in a region.
h. I can create a rubric or checklist to help assess the effectiveness of my weather instrument.
i. I can create a sample weather map for my region that includes temperature, wind speed and direction, precipitation, and cloud cover.
j. I can look for patterns and differences in my local weather data. (connects to f)
k. I can make simple conclusions about the local weather conditions.
l. I can ask new questions about local weather conditions based on what was learned. (extending the learning)
WE5.2 Investigate local, national, and global weather conditions, including the role of air movement and solar energy transfer.
ÿ I can explore local weather conditions, and explain how air moves and solar energy transfers from the Sun to Earth.
ÿ I can explore national weather conditions, and explain how air moves and solar energy transfers from the Sun to Earth.
ÿ I can explore global weather conditions, and explain how air moves and solar energy transfers from the Sun to Earth.
Indicators / Assessment Plan / Levela. I can ask good questions about the characteristics of local, national, and global weather conditions.
b. I can describe the properties of air, including: air takes up space, has weight, expands and rises when heated, exerts pressure, and moves from areas of high pressure to areas of low pressure.
c. I can measure patterns in indoor and local outdoor air movement. I can describe the patterns of indoor and local outdoor air movement. I can represent these patterns.
d. I can design an experiment to determine the effects of solar energy on different surfaces (e.g., water, soil, sand, asphalt, concrete, grass, and wood). I can safely carry out my experiment.
e. I can record results of my experiment that explores the effects of solar energy on different surfaces using tables, charts, diagrams, and graphs. I can share these results with others.
f. I can use my results to create simple conclusions about the relationship between energy absorbed by a material and the nature (characteristics) of the material.
g. I can describe how the sun’s energy can affect the heating of the Earth’s surface. I can provide examples of surfaces that heat at different rates. I can give examples of locations (e.g., desert, forest, island, and summer fallow field) that have different temperatures.
h. I can describe the characteristics of severe weather events such as hurricanes, tornadoes, blizzards, hailstorms, droughts, and tropical cyclones. I can describe the role of air movement and solar energy transfer in these severe weather events.
i. I can identify the location o f weather extremes (e.g., hottest air temperature, lowest air temperature, greatest rainfall, highest wind speed, and heaviest hailstone) in Canada and on Earth.
j. I can compare weather conditions locally, regionally, and across Canada at various times throughout a year.
k. I can explore the use of weather lore and animal behaviours as tools to predict weather conditions in both in the past and currently.
l. I can make predictions about local, regional, and global weather over a given time frame (e.g., a day, a month, and a year).
m. I can make suggestions why my predictions may differ from the actual weather patterns in my area.
n. I can identify examples of local, national, and global weather phenomena that Canadian scientists are currently studying (e.g., UV protection, wind chill, ozone layer, seasonal snow cover, and temperature trends).
WE5.3 Analyze the impact of weather on society and the environment, including technologies that help humans address weather conditions.
ÿ I can describe how weather can impact society.
ÿ I can explain how weather can impact the environment.
ÿ I can tell how technology helps humans understand weather conditions.
Indicators / Assessment Plan / Levela. I can explain the purpose of different types of information (e.g., satellite and radar maps, weather watches and warning, summary statistics, travel advisories, and air quality reports) weather forecasters provide.
b. I can research how and why people in their communities use short- and long-term weather forecasts in their daily lives.
c. I can explore how weather conditions of a region have an effect on how people live, including: choices of food, shelter, clothing, transportation, and employment.
d. I can research effects of short- and long-term changes in weather on how people live locally, nationally, and globally.
e. I can describe how changes in weather conditions affect how animals behave.
f. I can explain how severe weather effects the actions of people, communities, and the environment.
g. I can examine how scientists and traditional knowledge keepers can work together to provide a better understanding of the effects of weather on people and the environment.
h. I can explore how various types of severe weather conditions have lead to technological advances in products related to clothing, shelter, agriculture, and transportation both in the past and in the present.
i. I can explain why forecasting, measuring, and understanding weather is important for humans.
j. I can suggest ideas for new products that would help humans address various types of weather conditions.
1