Understanding the Weather – Case-based Questions with Answers
Class 7
Social Science — Chapter 2: Understanding the Weather
CBSE Board Examination — Presentation (suggested)
- Section A — Very Short Answer Questions (1–2 marks)
- Section B — Short Answer Questions (3–4 marks)
- Section C — Long Answer / Case-Based Questions (5–6 marks)
- Map/Project/Practical/Activity-based assessment (as per teacher)
Topic: Elements of Weather (temperature, rainfall, wind, humidity, pressure)
Case 1 — A farmer notices that some days are hotter and drier while others are cool with light showers. He is trying to decide when to sow his seeds.
Q1. What elements of weather should the farmer observe before sowing? Explain why each is important.
A1. The farmer should observe temperature (affects seed germination), rainfall (ensures moisture for seeds), humidity (influences evaporation and disease), and wind (can dry soil or spread pests). Together these elements decide the best sowing time for healthy crop establishment.
Case 2 — A coastal town reports foggy mornings and sunny afternoons during winter.
Q2. Which weather element explains this daily change and why does it occur?
A2. Temperature and humidity explain this: cooler night temperatures cause condensation (fog) when humidity is high; daytime heating raises temperature, evaporates the fog and produces sunshine.
Case 3 — A hill station records strong winds and falling temperature during a storm.
Q3. How do wind and temperature together affect comfort and safety in populated areas?
A3. Strong winds increase wind-chill (felt lower temperature) and can cause damage (falling trees, roofs). Rapid temperature drops can stress people, crops and animals. Authorities may warn residents and secure loose objects.
Topic: Weather Instruments and Weather Stations
Case 4 — A school science club sets up a small weather station using a thermometer, rain gauge and wind vane.
Q4. Name these instruments and state what each measures. How will the club use their data?
A4. Thermometer measures temperature; rain gauge measures rainfall amount; wind vane shows wind direction. The club can record daily readings to study local patterns and compare with regional forecasts to learn how weather data is collected and used.
Case 5 — A weather station sends data to meteorologists who forecast rain in the next 48 hours.
Q5. Which instruments at the station provide immediate clues about approaching rain and how?
A5. Barometer (measures air pressure) — falling pressure hints at approaching low-pressure systems and rain; hygrometer (humidity) — rising humidity indicates moist air; radar and rain gauges confirm precipitation. Together these signals help predict rain.
Topic: Weather and Climate — Difference and Classification
Case 6 — Two students argue: "It rained today, so the climate here is wet."
Q6. Who is correct? Explain the difference between weather and climate with examples.
A6. The student who says the statement is wrong. Weather describes short-term conditions (today's rain). Climate is the long-term pattern (average weather over 30 years). For example, Mumbai's climate is tropical with heavy monsoon rain, while a single rainy day does not define climate.
Case 7 — A map shows different climate zones of India: tropical, desert, mountain, and temperate regions.
Q7. How does knowing the climate zone help people plan agriculture and housing?
A7. Climate knowledge guides crop choice (e.g., rice in wet regions, millets in dry areas), sowing time, irrigation needs and building design (ventilation in hot areas, insulation in cold regions). It reduces risk and improves comfort and productivity.
Topic: Types of Climate in India and the Monsoon System
Case 8 — A coastal fishing village depends on monsoon winds to bring rains that recharge ponds and rivers.
Q8. What are monsoons and why are they important for this village?
A8. Monsoons are seasonal wind systems that bring heavy rainfall (southwest monsoon in summer). They are vital for replenishing freshwater, supporting fishing (through plankton growth), and supplying water for crops; poor monsoons can cause drought and hardship.
Case 9 — A region in northwest India gets very little rain and experiences extreme summer heat.
Q9. Which climate type is this and what causes low rainfall there?
A9. This is a desert or arid climate (e.g., parts of Rajasthan). Low rainfall is caused by distance from moisture-bearing winds, presence of mountains that block rain-bearing winds, and location in a rain shadow or far from the sea.
Case 10 — A meteorological report says the monsoon has been delayed by a week.
Q10. How can a delayed monsoon affect farmers and the local economy?
A10. Delays postpone sowing, reduce soil moisture and crop yields, increase irrigation costs, and may cause unemployment in agriculture-linked jobs. A prolonged delay can increase food prices and stress water supplies.
Topic: How Climate Affects Our Life (agriculture, health, daily life)
Case 11 — A heatwave leads to school closures and many people fall sick with heatstroke.
Q11. What measures can local authorities and people take to reduce the effects of heatwaves?
A11. Authorities can open cooling centres, issue heat advisories, postpone outdoor work and provide water. People should stay hydrated, avoid direct sun during peak hours, wear light clothing, and check on vulnerable neighbours.
Case 12 — Heavy rains flood a town's roads, disrupting transport and market supplies.
Q12. Explain short-term and long-term impacts of such floods on people's lives and livelihoods.
A12. Short-term: displacement, loss of property, disease spread, transport disruption. Long-term: damaged infrastructure, crop loss for the season, reduced income, and higher repair costs. Recovery can take months and needs planning and aid.
Topic: Climate Change and Natural Disasters
Case 13 — A coastal area notices rising sea levels and stronger storms in recent decades.
Q13. How is climate change linked to rising sea levels and stronger storms?
A13. Global warming melts glaciers and expands seawater, causing sea-level rise. Warmer oceans provide more energy to storms, making them stronger and sometimes more frequent. This increases coastal erosion, flooding and risk to communities.
Case 14 — An earthquake was followed by a tsunami that affected many villages.
Q14. Differentiate between climate-related disasters and geological disasters. Give examples and explain how preparedness differs.
A14. Climate-related disasters are caused by atmospheric/oceanic processes (floods, cyclones, droughts). Geological disasters come from the Earth's crust (earthquakes, volcanic eruptions). Preparedness: climate disasters use forecasts, early warnings and evacuation; geological disasters need hazard mapping, building codes and quick-response plans.
Case 15 — A village plants trees along its riverbanks to stop soil loss.
Q15. How do such local actions help reduce disaster risk and contribute to climate resilience?
A15. Trees stabilize soil, reduce runoff and erosion, improve water retention and provide shade. These actions lower flood risk, help recharge groundwater and increase resilience by buffering extremes—an example of nature-based adaptation.
Topic: Interpreting Weather Data and Making Decisions
Case 16 — A local news channel shows a weather map predicting heavy rain in the hills for the next two days.
Q16. What should residents and authorities do to prepare based on this information?
A16. Residents should secure loose items, move to higher ground if in flood-prone zones, and avoid travel. Authorities should alert communities, prepare rescue teams, and close vulnerable roads. Farmers might cover seedlings or delay harvesting.
Case 17 — A school receives a forecast of low temperatures and snowfall in a nearby mountain region.
Q17. How can schools and families use such forecasts to keep students safe?
A17. Schools can adjust timetables, delay or suspend outings, ensure students have warm clothing, and communicate with parents. Families can prepare warm bedding, stock essentials and check on elderly relatives.
Topic: Practical Activities and Exam Tips
Case 18 — Your teacher asks the class to record the week's weather and present patterns.
Q18. Suggest a simple activity plan and how to present findings in class.
A18. Activity: measure daily temperature (thermometer), rainfall (rain gauge), wind direction (wind vane) and cloud cover. Record in a table, draw a simple graph of temperature and rainfall, and summarise trends (e.g., "rain increased mid-week"). Present conclusions and reasons.
Case 19 — You're revising for a case-based question paper and want to score well.
Q19. What study strategy will help you answer case-based questions confidently?
A19. Read NCERT chapter carefully, practise interpreting short case scenarios, learn key terms (monsoon, humidity, barometer), and practise clear answers stating causes and effects. Use diagrams and real examples in answers to show understanding.
Case 20 — You are asked to explain how climate affects culture in a particular region.
Q20. Give a concise answer linking climate to clothing, food and festivals with an Indian example.
A20. Climate shapes daily life: in hot coastal regions people wear light cotton clothes, eat fish and celebrate monsoon festivals (e.g., Onam in Kerala) linked to harvest and rains. In cold Himalayan regions clothing is woollen, diets include high-energy foods and festivals often mark snow-free seasons.
Note: All questions and answers are aligned to NCERT Class 7 Chapter 2: Understanding the Weather. Use these for classroom practice and CBSE-style revision.