Q1W4-7 Science

TeacherCasandra Sprague
Subject AreaScience
Grade Level5th
Week #4-7
Unit of InstructionWeather and Climate
Standard(s) Taught

Earth Standards;

  • 7.1 Water Cycle
  • 7.2 Ocean
  • 7.3 Weather; Air pressure, temperature, humidity, wind, precipitation
  • 7.4 Various forms of precipitation
  • 7.5 Biomes
  • 7.6 Climate zones; Temperate, Tropical, Polar
  • 7.7 Natural disaster preparedness
Learning Targets and Learning Criteria

Week 4 and 5

  • review that water and the sun’s energy are renewable resources found on Earth.
  • review how water changes its state through warming and cooling processes.
  • create and label the parts of various 2- and 3-D models of the water cycle (evaporation, condensation, precipitation, runoff, collection) and investigate the water cycle using various 3-D models.
  • explain the changes that occur to water as it moves from one part of the water cycle to another (e.g., evaporation-liquid water changes to water vapor, condensation-water vapor changes to liquid water).
  • describe the role of the sun in the water cycle (provides the heat energy required for evaporation).
  • describe the role of the oceans in the water cycle (provides most of the water for the water cycle) and explain that oceans are connected to all bodies of water on Earth via the evaporation and precipitation processes

Weeks and 6 and 7

  • review measuring temperature using dual thermometers (Celsius and Fahrenheit)
  • describe each of the components that determine the weather in a particular place and time (air temperature, air pressure, humidity, wind speed and direction, and precipitation).
  • match weather data collection tools to the component of weather it measures (thermometer-air temperature, anemometer-wind speed, barometer-air pressure, wind vane-wind direction, rain gauge-precipitation, hygrometer-humidity).
  • collect and record daily weather data using selected tools for the next two weeks.
  • describe relationships that exist between components of weather: o As the air temperature increases, the humidity increases. o If the air pressure drops rapidly, the air temperature increases. o When the humidity increases, the chances for rain are greater. o As the air temperature approaches freezing, the chance of snow is greater.
  • identify and describe how air temperature, air pressure, humidity, wind speed and direction, and precipitation determine the weather in a particular place. o Cooler temperatures, higher pressure, and little or no humidity are components of fair weather. o Warmer temperatures, lower pressure, and higher humidity are components of stormy weather. o Winds blowing from Canada toward Florida will bring cooler air with lower humidity and less chance for precipitation. •
  • identify and describe how air temperature, air pressure, humidity, wind speed and direction, and precipitation varies at different times (season to season). environment, fair weather, stormy weather, weather components o air pressure o air temperature o humidity o precipitation o wind direction o wind speed
  • identify cloud types (cumulus, cirrus, stratus, and cumulonimbus) and their relationship to weather (e.g., cumulonimbus clouds are associated with stormy weather).
  • explain how different types of precipitation form (rain, snow, sleet, and hail).
  • explain the conditions necessary for different types of precipitation to form (e.g. hail develops during strong thunderstorms).
  • discuss relationships that exist among weather, location, and season (e.g., a strong thunderstorm may produce hail in Florida during spring and summer) 
  • recognize that some of the weather-related differences, such as temperature and humidity, are found among different environments, such as swamps, deserts, and mountains.
  • compare the weather conditions of different environments: desert, grassland, rain-forest, tundra, wetland, swamps, and mountains (e.g., the weather over a desert is more likely to be dry and hot, and the weather over a swamp is more likely to be warm and rainy).
  • identify the location of major climate zones (polar, tropical, and temperate) on a globe and on different maps.
  • locate the equator (0 degrees latitude) and Florida on a globe and on different maps.
  • distinguish between environments and climate zones (e.g. the tundra environment is located within the polar zone, the rain-forest environment is within the tropical zone).
  • describe air temperature and precipitation of different climate zones.
  • describe how air temperature and precipitation relate to latitude (distance from equator) within a climate zone.
  • describe how air temperature and precipitation relate to elevation (e.g., mountains and valleys) within a climate zone.
  • describe how air temperature and precipitation relate to the proximity to bodies of water (e.g., coastal vs. inland, ocean currents) within a climate zone.
Classroom Activities

Week 4

  • Science Fusion Pages: 99-112
  • Bill Nye: Water Cycle
  • Vocabulary: water cycle, atmosphere, evaporation, condensation, precipitation, runoff
  • IXL U.1 and U.2

Week 5

  • Science Fusion Pages: 115-126 and 127-140
  • Vocabulary: weather, anemometer, barometer, humidity, air mass, front, air pressure
  • IXL T.1, T.2, and T.3


Week 6

  • Science Fusion Pages: 143-156
  • Vocabulary: climate, climate zone, equator, longitude, latitude, temperate, tropical, polar
  • IXL T.4, T.5, and T.6

Week 7

  • Review all with hands on activities:
  • Red and Blue water to simulate hot air vs cold air fronts
  • Drop in the bucket water activity
  • Natural disaster preparedness


Assignments Due
  • Fusion practice pages
  • Weekly vocabulary quizzes
  • IXL U.1, U.2, T.1-T.6
Additional Resources