Weather Climate Flashcards - Earth and Environmental Science Final Exam Review

Weather Climate Flashcards - Earth and Environmental Science Final Exam Review
Grade Levels
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(484 KB)
Product Rating
Standards
NGSSMS-ESS2-5
NGSSHS-ESS3-5
NGSSMS-ESS3-5
NGSSHS-ESS2-5
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  1. In North Carolina, Earth and Environmental Science is a required high school science course for all students. Following the North Carolina Essential Standards for Earth/Environmental Science, I have four sets of flashcards that align with the big ideas of the course that I use during final exam revi
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  • StandardsNEW

In North Carolina, Earth and Environmental Science is a required high school science course for all students. Following the North Carolina Essential Standards for Earth/Environmental Science, I have four sets of flashcards that align with the big ideas of the course that I use during final exam review. This listing is for one set, but you can also purchase all four sets at a discount in a bundle.

This listing has two digital files:

  1. Weather and Climate Flashcards - review weather and atmosphere topics like fronts, pressure, acid rain, greenhouse gases, and layers of the atmosphere (one page of flashcards in a .pdf file format)
  2. Blank Editable Flashcard Template for 8 Cards - for adding your own additional cards for review if needed (one page template in a .docx word document file format)

These flashcards fit on the front of one sheet of standard 8.5" by 11" paper. This makes for easy copying so each student can cut out their own set of cards. On the printout, cut along the dotted line and fold along the solid line to create the flashcards. These flashcards can easily be stored in a small ziplock bag.

Use these flashcards as needed to support instruction and exam review in your classroom. Some suggestions for using these flashcards include:

  • Create Partnerships - Have student partnerships quiz each other using their flashcards in class. Encourage helpful partners (i.e. "It starts with an E." or "Convergent boundaries is your hint.") I walk around and make sure students are engaged in their partnerships and more importantly, understanding the meaning of the science content.
  • Give Time in Class - Give students 10-15 minutes of class time to study each day. For example, in the first five minutes, students read their flashcards silently. The next five minutes one student quizzes the other. This means for the entire five minutes, the same student is the "helpful teacher" and the other is the "learning student". In the last five minutes, the students switch roles. I spend a week on each of my four flashcard sets for the month leading up to the exam. As students become familiar with the flashcards I drop the first five minutes of silent reading.
  • Hold Student Accountable - Have a purpose for students to study the flashcard information beyond just the final exam. I have high standards and generally require students to write out all the flashcard information for a quiz (cue all the student groans now). At the front of the classroom, I put the front of each card (and sometimes a few hints) as students furiously write for the quiz. Since there are four weeks of this, I do tweak this process week to week to maintain student interest.

Additional earth and environmental science exam review suggestions can be found on my website.

Check out my listings for my other three flashcard sets:

Log in to see state-specific standards (only available in the US).
NGSSMS-ESS2-5
Collect data to provide evidence for how the motions and complex interactions of air masses result in changes in weather conditions. Emphasis is on how air masses flow from regions of high pressure to low pressure, causing weather (defined by temperature, pressure, humidity, precipitation, and wind) at a fixed location to change over time, and how sudden changes in weather can result when different air masses collide. Emphasis is on how weather can be predicted within probabilistic ranges. Examples of data can be provided to students (such as weather maps, diagrams, and visualizations) or obtained through laboratory experiments (such as with condensation). Assessment does not include recalling the names of cloud types or weather symbols used on weather maps or the reported diagrams from weather stations.
NGSSHS-ESS3-5
Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth's systems. Examples of evidence, for both data and climate model outputs, are for climate changes (such as precipitation and temperature) and their associated impacts (such as on sea level, glacial ice volumes, or atmosphere and ocean composition). Assessment is limited to one example of a climate change and its associated impacts.
NGSSMS-ESS3-5
Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century. Examples of factors include human activities (such as fossil fuel combustion, cement production, and agricultural activity) and natural processes (such as changes in incoming solar radiation or volcanic activity). Examples of evidence can include tables, graphs, and maps of global and regional temperatures, atmospheric levels of gases such as carbon dioxide and methane, and the rates of human activities. Emphasis is on the major role that human activities play in causing the rise in global temperatures.
NGSSHS-ESS2-5
Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes. Emphasis is on mechanical and chemical investigations with water and a variety of solid materials to provide the evidence for connections between the hydrologic cycle and system interactions commonly known as the rock cycle. Examples of mechanical investigations include stream transportation and deposition using a stream table, erosion using variations in soil moisture content, or frost wedging by the expansion of water as it freezes. Examples of chemical investigations include chemical weathering and recrystallization (by testing the solubility of different materials) or melt generation (by examining how water lowers the melting temperature of most solids).
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Teaching Duration
1 Week
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