Download Atmosphere investigation tests in either Microsoft Word or Adobe pdf formats for primary school:

Grade Level	Student Version (formatted to hand out to students)	Teacher Version (includes sample answers)
Primary

Check out the Templates section to see how to design your own investigation problems	Check out the Rubrics section to see how investigation scoring rubrics are developed

You can also view the teacher version of the assessment here:

This assessment activity is intended for students in the early primary grades (2 and 3).

Teacher instructions: Copy these pictures for the students to use. Make enough copies so that each student group has a set. Each student group will need: marking pen; poster board OR butcher paper OR 3 sheets 8x11 paper taped together; lined paper for their story.

1) (Take GLOBE Measurements: Make cloud observations that are accurate and appropriate) Divide the pictures into groups by looking at the shape of the cloud. Name the type of cloud that you find in each picture.

2) (Summarize and Communicate: Ask students to create a presentation that summarizes their knowledge about clouds and cloud types) Use the pictures to make a poster that tells about clouds. Put the picture of the cloud type that is closest to the earth is at the bottom of the poster. Put the picture of the cloud type that is highest in the atmosphere at the top of your poster.

(sequenced from closest to earth to highest in atmosphere)

A
C
F
D/E

3) (Interpret GLOBE data: Explain the relationship between cloud type and atmospheric location of each cloud type) Write the name of each cloud next to it. Write the altitude where this type of cloud forms in the atmosphere.

A, C are low clouds - (less than 2000 meters above the earth's surface)
F is a middle level cloud - (2000 - 6000 meters above the earth's surface)
D/E are high level clouds - (above 6000 meters above the earth's surface)

4) (Take measurements: Make accurate and appropriate measurements) Decide how much of the sky is covered with clouds in each of the pictures. Write the amount of cloud cover next to the name of the cloud and its altitude.

A is 70% covered by clouds
B is 0% covered by clouds
C is 60% covered by clouds
D is 10% covered by clouds
E is 20% covered by clouds F is 100% covered by clouds

5) (Interpret GLOBE data: Infer patterns & trends in the pictures and explain the relationship between cloud type and precipitation) Will it rain or snow later in the day from any of these clouds? How can you tell?

Student answers will vary but may contain information related to the height of the clouds in the atmosphere, the color of the clouds or the general cloud cover.

For example: It probably will not rain or snow at site A - stratus clouds usually do not produce rain or snow.
Right now, it doesn't look like it'll rain or snow at site B because there are NO clouds in the sky.
The cumulus clouds at site C could turn into cumulonimbus and cause rain later in the day.
The cirrostratus clouds at Sites D and E are very high up and contain ice crystals but there is not enough water to produce rain or snow.
The altostratus clouds at Site F could produce rain or snow. These clouds are grey which means lots of water in them.

Table 1 shows the early morning temperature at each of the school sites from the pictures on your poster.

Table 1: Early morning temperature at Schools

6) (Analyze and Compare GLOBE data: Identify similarities and differences) Which of these schools has weather MOST like the weather at your school today? Tell why this school site is MOST like your school.

Answers will vary. Students should compare temperature and cloud cover. They may also include other environmental variables such as plant types, geology (hills) or man-made structures (roads, buildings etc.).

7) (Analyze and Compare GLOBE data: Identify similarities and differences) Which of these schools has weather LEAST like the weather at your school today? Tell why this school site is LEAST like your school.

Answers will vary. Students should compare temperature and cloud cover. They may also include other environmental variables such as plant types, geology (hills) or man-made structures (roads, buildings etc.).

Imagine that you are a grown up who lives in a town that has one school. You have a morning radio show. Every morning on your way to work you drive past the school. On your radio show you tell the listeners what the weather is like at the school. You tell the children how to dress for school. Is it important to wear a raincoat? Should they bring an umbrella? etc.

8) Communicate: (Ask students to compose informal discourse that informs, explains, and persuades) Choose one of the school sites shown in pictures A - F that you would like to write about. Use the information in the picture and the temperature information in Table 1 to write the radio report that you will give about the school.

Answers will vary. Students will combine information from question 5 as well as temperature data from Table 1. Students may use êC or êF, but should use the temperature information to correctly inform the "radio listeners" how to dress for school.