Measuring and Recording Patterns in Weather

Grade 2 Science Unit: 06 Lesson: 01 Suggested Duration: 10 days Science Grade 02 Unit 06 Exemplar Lesson 01: Measuring and Recording Patterns in Weather

This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a recommendation, and districts may modify the time frame to meet students’ needs. To better understand how your district may be implementing CSCOPE lessons, please contact your child’s teacher. (For your convenience, please find linked the TEA Commissioner’s List of State Board of Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.)

Lesson Synopsis In this lesson, students will be introduced to the tools used to measure weather. In addition, they will measure and record weather over time leading to the understanding of the information needed to create a weather report. TEKS

The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or subsequent unit. The TEKS are available on the Texas Education Agency website at http://www.tea.state.tx.us/index2.aspx? id=6148.

2.8 Earth and space. The student knows that there are recognizable patterns in the natural world and among objects in the sky. The student is expected to: 2.8A Measure, record, and graph weather information, including temperature, wind conditions, precipitation, and cloud coverage, in order to identify patterns in the data.

Scientific Process TEKS

2.2 Scientific investigation and reasoning. The student develops abilities necessary to do scientific inquiry in classroom and outdoor investigations. The student is expected to:

2.2A Ask questions about organisms, objects, and events during observations and investigations.

2.2D Record and organize data using pictures, numbers, and words. 2.3 Scientific investigation and reasoning. The student knows that information and critical thinking, scientific problem solving, and the contributions of scientists are used in making decisions. The student is expected to: 2.3B Make predictions based on observable patterns. 2.3C Identify what a scientist is and explore what different scientists do. 2.4 Scientific investigation and reasoning. The student uses age-appropriate tools and models to investigate the natural world. The student is expected to:

2.4A Collect, record, and compare information using tools, including computers, hand lenses, rulers, primary balances, plastic beakers, magnets, collecting nets, notebooks, and safety goggles timing devices, including clocks and stopwatches weather instruments such as thermometers, wind vanes, and rain gauges materials to support observations of habitats of organisms such as terrariums and aquariums.

GETTING READY FOR INSTRUCTION

Performance Indicators

Grade 02 Science Unit 06 PI 01 Create a weather report that describes the weather conditions in your area. In the presentation, include information about temperature, wind conditions, precipitation, and cloud coverage. Make suggestions of supplemental clothing that might be needed and activities that would be appropriate in the weather conditions described. Standard(s): 2.2D , 2.8A ELPS ELPS.c.1C , ELPS.c.5D , ELPS.c.5F

Key Understandings

Some events in nature have a repeating pattern. The weather changes some from day to day, but things such as temperature and rain (or snow) tend to be high, low, or medium in the same months every year.

Last Updated 05/08/2013 page 1 of 23 Grade 2 Science Unit: 06 Lesson: 01 Suggested Duration: 10 days — Why should be pay attention to the temperature outside? — In which months do we get the most rain in our area? Weather can be observed, described, measured, and recorded. — In what ways can we describe and measure weather?

Vocabulary of Instruction

weather cold thermometer changes wet wind conditions air dry precipitation still patterns rain gauge moving data cloud coverage hot temperature

Materials

book (about precipitation – rain and snow, 1 per class) book (about wind, 1 per teacher) chart paper (per class) – Optional crayons or colored pencils (per group) crepe paper (for streamers, per group) cup (bathroom, small, 1 per group) cups (paper or plastic, 8 oz., 2 per group) Handout: Weather Booklet (1 per student) hole punch (per group) KLEW chart (1 per class) paper (construction, 1 sheet per student) paper (plain, 1 sheet per student) –Optional paper towels (1 per group) picture (of a windsock or weather vane, 1 per class) – Optional pictures (showing snow, rain, sleet, and hail, per class) – Optional rain gauge (1 per group) scissors (per group) string or yarn (per group) tape or staplers (per group) Teacher Resource: KLEW Chart Weather Teacher Resource: Weather Chart SAMPLE thermometer (2 per group) thermometer (large demonstration, 1 per class) – Optional water (ice water, very warm water, and room temperature water, per group) windsock or weather vane (real or picture, for demonstration, 1 per class)

Attachments

All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment, attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on the public website.

Teacher Resource: KLEW Chart Weather Handout: Weather Booklet (1 per student) Handout: Weather Chart (1 per student) Teacher Resource: Weather Chart SAMPLE KEY Teacher Resource: Thermometers and Temperature SAMPLE KEY Handout: Cloud Viewing Observations (1 per student) Teacher Resource: Weather Vane and Windsock Teacher Resource: Creating a Windsock Teacher Resource: Wind Conditions Teacher Resource: Weather Report SAMPLE KEY

Last Updated 05/08/2013 page 2 of 23 Grade 2 Science Unit: 06 Lesson: 01 Suggested Duration: 10 days Handout: Weather Report PI (1 per student) Teacher Resource: Performance Indicator Instructions KEY

Resources

None Identified Advance Preparation

1. Create a KLEW chart to record student responses. (see Teacher Resource: KLEW Chart Weather) 2. Gather weather instruments: thermometers, rain gauges (or graduated cylinders), and a wind vane (or a picture of a wind vane). 3. Gather books about the different components of weather and precipitation, particularly rain and snow. 4. Collect pictures that depict the different characteristics of snow, rain, sleet, and hail. It is important that students understand that rain is not the only type of precipitation. 5. Prepare attachment(s) as necessary.

Background Information

This lesson bundles student expectations that address measuring, recording, and graphing weather information in order to identify patterns.

During this lesson, students will make careful observations and accurate recordings of weather information, including temperature, wind conditions, precipitation, and cloud coverage, that will help them recognize patterns and changes over time. Students will be expected to use the correct tools to measure weather

INSTRUCTIONAL PROCEDURES

Instructional Procedures Notes for Teacher NOTE: 1 Day = 50 minutes ENGAGE – What is Weather? Suggested Day 1

1. Ask (but do not answer) the following questions: Materials: What is weather? The term weather describes the state of the air at a particular place and time. It can be warm or cold, wet or dry, cloudy or clear, KLEW chart (1 per class) or calm or windy. chart paper (per class) – Optional How do we describe weather? Weather is described in many ways. The four components of weather include temperature, precipitation, wind speed, and cloud cover. There are multiple ways to describe each of these Attachments: components such as: “The Sun is shining;” “It is drizzling;” “The wind is blowing;” or “It is cloudy today." Teacher Resource: KLEW Chart Weather Handout: Weather Booklet (1 per student) Handout: Weather Chart (1 per student) 2. Record student responses on a class KLEW chart under the “K.” (As an option, Teacher Resource: Weather Chart SAMPLE students could get a copy of the Teacher Resource: KLEW Chart Weather to KEY complete and put in their science notebook as evidence of their understanding.) 3. Read the Handout: Weather Booklet. As you are reading the booklet together, you may want to ask some guiding questions such as: Instructional Notes: The weather is recorded in the line going across from the day’s (page 1: front cover) number. For example: If on day one it was cold, clear, and What type of weather do you think the four different symbols calm, then these are the only boxes that would have an “X.” On represent? (Cloudy weather at night, cloudy weather with the Sun day two, it might be cold, cloudy, and calm. out [daytime], cloudy weather with lightning, and rainy weather) (page 2) Misconceptions: The picture under the words “It can be moving” shows a tree moving. What is making it move? (The air) How do we know which picture represents cold weather? What Students may think that rain comes from holes is your evidence? (The picture with the snowman represents cold in clouds or from clouds sweating. weather. Snow only falls when the temperature is cold.) Students may think clouds are made of cotton, (page 3) wool, or smoke. What does “water changes in the air” mean? (This refers to the Students may believe that water disappears term precipitation.) when it evaporates. What changes have you experienced? Answers will vary. Students may think that wind speed is related to How does weather affect you? Students can fill in their own temperature of air; high speed means cold air, sentence directly in the booklet. and gentle or slow winds are warm. (page 4) What is the weather like where you live? Answers will vary.

Last Updated 05/08/2013 page 3 of 23 Grade 2 Science Unit: 06 Lesson: 01 Suggested Duration: 10 days

4. Record what students have learned about weather on the class KLEW chart under the “L." Students will complete the “L” on their own chart in their notebooks. We will complete the “E” and the “W” at a later date. 5. For the next nine days of this unit, students should be completing a weather chart in order to measure and record changes in the weather. 6. Distribute the Handout: Weather Chart. Model how to fill in each day’s weather. (see Teacher Resource: Weather Chart SAMPLE KEY) 7. Complete the chart for only Day 1 today.

EXPLORE/EXPLAIN – Temperature Suggested Days 2 and 3

1. There will be four concepts to explore- each taking about two days to complete. Materials: temperature thermometer (classroom, 1 per class) – Optional precipitation thermometer (large demonstration, 1 per class) cloud cover – Optional thermometer (2 per group) wind conditions cups (paper or plastic, 8 oz., 2 per group) 2. Start the lesson by completing Day 2 on the Handout: Weather Chart. paper towels (1 per group) water (ice water, very warm water, and room 3. Show students a thermometer. (Use a large classroom demonstration temperature water, per group) thermometer if available, or distribute thermometers to each pair of students.) paper (plain, 1 sheet per student) –Optional 4. Ask: crayons or colored pencils (per group) What is a thermometer? A thermometer is a tool to measure temperature

(how hot something is) in a quantitative way. “Thermo” means heat, and Attachments: “meter” means to measure.

Where have you seen thermometers? Answers may vary, but could Teacher Resource: Thermometers and include at home, at the doctor’s office, in a garden, and in a kitchen (a meat Temperature SAMPLE KEY thermometer, an oven thermometer, a candy thermometer).

5. Students should use their science notebooks for the next activity, or distribute a Safety Notes: piece of paper to each student. Say: Never use water hotter than 102°F. Water above this On the paper, I would like you to draw a picture that demonstrates temperature has the potential to scald children. how a thermometer works. Use labels to help explain your thinking.

6. Allow a few minutes for students to create their pictures. Instructional Notes: 7. Inform students that a thermometer is the tool we use to measure the It is up to the teacher to decide the detail to which students will temperature of something. “read” the thermometer. A “relative” reading (e.g., The red line Ask: is really long; the red line is really short; the red line is in the What do you think “temperature” means? (The scientific definition is “the middle.) could work for this activity. Students should be measure of average kinetic energy of particles in a substance measured in encouraged, however, to read the thermometer. degrees Celsius or degrees Fahrenheit;” however, Grade 2 students will be on the right track if they say how hot (or cold) something is.) * Stress to the students that it is the measure of the amount of heat that an object or an In the last unit students learned about the importance of environment contains; not the coldness of an object. weather and seasonal information to make choices in clothing,

Last Updated 05/08/2013 page 4 of 23 Grade 2 Science Unit: 06 Lesson: 01 Suggested Duration: 10 days activities, and transportation. 8. Students will add what they know about temperature to their KLEW Chart (in their science notebooks) under the “K”. Model what you want students to do by recording information on the classroom KLEW Chart. 9. Students will have an opportunity to see what happens to the thermometer when placed in different temperatures of water. Students will compare the changes in the thermometer with only two different temperatures of water and then share data. 10. Model the method for conducting the investigation. (During the modeling, you do not need to wait for two minutes between putting the thermometer in the cup and reading it.) Each table should have two thermometers. When the two cups of water are distributed, place ONE thermometer into each cup. Do not touch the thermometers once they are in the cup. The thermometers will stay in the cups for about two minutes. Check For Understanding:

After two minutes, a student will remove the thermometer and place it on the Classroom discussions give opportunities to assess student paper towel. knowledge and may be one way to check for misconceptions. Students will observe the temperature. (See the Instructional Notes to the right.) Science Notebooks: On the teacher’s instruction, one student will place the thermometer in the Students should have the opportunity to record the labeled OTHER cup on his or her table. picture in their science notebook. Do not touch the thermometers once they are in the cup. The thermometers will stay in the cups for about two minutes. Students should have the opportunity to record what they have After two minutes, a student will remove the thermometer and place it on the learned. paper towel. Students will observe the temperature. 11. Students already have the thermometers. Distribute two cups of water to each table group. Each group should have room temperature water (68–72°F/20– 22°C), and then either a cup of ice water (32°F/0°C) or a cup of very warm water (100°F/38°C). Monitor students as they work. 12. Instruct a materials manager to return the materials to a specified location. *This would be a good place to break between the two days on temperature. 13. At the start of Day 2, place a thermometer outside so that an accurate temperature can be read later in the lesson. Place the thermometer in a location that will be easy for student(s) to find or that is familiar to them. 14. Facilitate a discussion about student observations on the thermometer and the water temperature. Students should notice that when a thermometer is put in ice water, the “red line” goes down (becomes shorter), and when the thermometer is in the very warm water, the “red line” moves up (becomes longer). The room temperature water is used so that students will notice a change. Students should be given the opportunity to reflect on their learning through pictures and words (in their science notebook). 15. Students should now be familiar with the tool used to measure temperature and should have a basic idea of what is a hot day (Remind them to think back to the weather during the first month of school.) and a cold day (Temperatures in December and January can be cold in Texas.).

16. Students will add what they know about temperature to their KLEW Chart (in their science notebooks) under the “L”. Model what you want students to do by recording information on the classroom KLEW Chart. 17. Ask: Why should we pay attention to the temperature outside? Answers will vary, but should include information from the last unit (to make choices in clothing, activities, and transportation). How do we know what today’s temperature is outside? Students should

Last Updated 05/08/2013 page 5 of 23 Grade 2 Science Unit: 06 Lesson: 01 Suggested Duration: 10 days answer that we would/could read a thermometer.

18. Students will add what they know about temperature to their KLEW Chart (in their science notebooks) under the “L”. Model what you want students to do by recording information on the classroom KLEW Chart. 19. Choose two students to get the thermometer you placed outside, so the class can get an accurate reading of the temperature. 20. Read the temperature for students. (It should be between 32°F–60°F/0°C– 15.5°C depending on your location in Texas.) 21. Students will add what their Evidence is and what they are still Wondering about for the word “Temperature” to their KLEW Chart (in their science notebooks) under the “E” and the “W”. Model what you want students to do by recording information on the classroom KLEW Chart.

22. Teach students the four temperature “markers” of the Celsius scale through the poem “Degrees Celsius:” 30 is warm 20 is nice 10 is cool 0 is ice 23. Students should illustrate what “temperature” means in their science notebooks using pictures and words. 24. Conclude the lesson by completing day three on the Handout: Weather Chart.

EXPLORE/EXPLAIN – Precipitation Suggested Days 4 and 5

1. Ask: What is “precipitation”? Answers may vary, based on student background Materials: knowledge but should include something like: moisture that falls to the ground from the clouds could be rain, snow, sleet, or hail. KLEW chart – from previous activity (1 per class) 2. Use Think-Pair-Share to encourage student responses. book (about precipitation – rain and snow, 1 per 3. Record their responses under the K on the KLEW chart. class) pictures (showing snow, rain, sleet, and hail, per 4. Students will add what they know about precipitation to their KLEW Chart (in class) – Optional their science notebooks) under the “K”. Model what you want students to do by rain gauge (1 per group) recording information on the classroom KLEW Chart. cup (bathroom, small, 1 per group) 5. Read a book that shows examples of snow and rain, or show a series of pictures discussing/demonstrating the characteristics of snow, rain, sleet, and Instructional Notes: hail. It is important that students understand that rain is not the only type of A graduated cylinder may be substituted if rain gauges are precipitation. As you are reading the book, listen for misconceptions students unavailable. may have.

6. Add to the KLEW chart (under the L and E) any concepts students learned after hearing the story. Answers to the question What is “precipitation?” may vary based on student background knowledge but should include 7. Allow students the opportunity to record the four types of precipitation in their something like: Moisture that falls to the ground from the clouds science notebook. could be rain, snow, sleet, or hail. 8. As a review, ask what type of clothing and activities could you do in rainy and snowy weather. Science Notebooks: 9. Locate a map of Texas that shows the average precipitation for a year or the Allow students the opportunity to record the four types of average precipitation by months. precipitation in their science notebooks. Ask:

In which months do we get the most rain in our area? Answers will vary.

10. Locate and choose a short video to watch about “precipitation”. Students should have the opportunity to record what they have learned. 11. Conclude the lesson by completing Day 4 on the Handout: Weather Chart. This would be a good place to break between the 2 days on precipitation.

12. Show students a rain gauge. Ask: How do you think this is used? What might we measure in this? 13. Record student responses under “precipitation” on the KLEW chart.

Last Updated 05/08/2013 page 6 of 23 Grade 2 Science Unit: 06 Lesson: 01 Suggested Duration: 10 days 14. Tell students that a rain gauge is the tool we use to measure precipitation. 15. Ask (but do not answer): How do you think a rain gauge is read? (There are lines, or increments, on the container, and the lines indicate how many inches or centimeters of rain (or snow) have fallen.)

16. Divide the class into groups of four. Assign group roles such as: speaker, water pourer, water reader, and material manager.

17. Distribute either a rain gauge or a graduated cylinder to each group of four students. Allow the students a few moments to observe the tool, and then allow group speaker to share how his or her group predicted the tool is used. 18. Distribute a small, bathroom cup of water to each group. The water pourer should carefully pour the water into the rain gauge/graduated cylinder. If there is a spill, instruct the material manager to get a paper towel.

19. Demonstrate how the rain gauge is read at eye-level. The water reader should be the “official” reader for the group, but each group member should have a chance to read the water level. Instruct each water reader to tell you how much water is in their rain gauge/graduated cylinder. The amount of time spent reading the rain gauge is based upon time available.

20. When all students have had a chance to read the rain gauge, the material manager should bring the rain gauge/graduated cylinder and bathroom cup to a specified location in the classroom. 21. Students will add what they learned about precipitation and the tool used to measure precipitation to their KLEW Chart (in their science notebooks) under the “L”. Model what you want students to do by recording information on the classroom KLEW Chart. 22. Students will add what their Evidence is and what they are still Wondering about for precipitation to their KLEW Chart (in their science notebooks) under the “E” and the “W”. Model what you want students to do by recording information on the classroom KLEW Chart. 23. Conclude the lesson by completing Day 5 on the Handout: Weather Chart.

EXPLORE/EXPLAIN – Cloud Cover Suggested Days 6 and 7

1. The following questions are to determine what students already understand. Ask: Materials: Have you ever spent time outside looking at clouds? Answers will vary, but some students may have never really looked at clouds. KLEW chart – from previous activity (1 per class) Have you ever noticed that clouds look different? Presumably, yes

What do you think clouds tell us? Answers will vary depending on student experiences, but some students may know that clouds can be an indicator of Attachments: precipitation. Handout: Cloud Viewing Observations (1 per 2. Record student responses on the KLEW chart under “clouds”. student)

3. Say: We are going to go outside to observe clouds. Science Notebooks: Then, we will turn ½ circle, so we are facing outside the circle. If students are keeping an individual science notebook, they Next, each of you will view the clouds that are directly in front of or could draw their cloud observations directly in their science above you. notebook and add the title "Cloud Viewing Observations". Finally, you will sketch your observations on the recording sheet.

4. Ask: Students should glue their observation sheet in their science Are there any questions about what we are going to do? notebook.

5. The class may need to practice the circle once before actually starting to view the clouds. 6. Distribute the Handout: Cloud Viewing Observations to each student.

7. Take students outside for observations and to record data.

Last Updated 05/08/2013 page 7 of 23 Grade 2 Science Unit: 06 Lesson: 01 Suggested Duration: 10 days 8. Bring students back inside when observations are complete. 9. Allow students to share illustrations from the cloud observation. (You may choose a few, several, or all to share.) Students should be encouraged to use descriptive words while discussing their cloud. 10. Students will add what they know about cloud cover to their KLEW Chart (in their science notebooks) under the “K”. Model what you want students to do by recording information on the classroom KLEW Chart.

11. Conclude the lesson by completing Day 6 on the Handout: Weather Chart. This would be a good place to break between the two days on clouds. Ask: What kinds of patterns did you notice?The answers will vary depending on the conditions of the sky; however, students may see more wispy clouds (cirrus) in one area and more puffy clouds (cumulous) in another.

How much of the sky was covered by clouds? The answers will vary depending on the conditions of the sky.

How could we chart the “cloudiness” of the sky? Allow students to discuss their ideas of how this could be described. It will help them relate to the terms the class decides upon.

12. Discuss and then decide on a system. Guide students at this grade level to the understanding that the cloud conditions in the sky could be described by specific words. (The ones in bold are the most important to know.) clear – very few clouds

partly cloudy – about half the sky is covered in clouds cloudy/overcast – the sky is mostly covered with clouds 13. Read a story about clouds.

14. After reading the story, Ask: What do you think clouds have to do with weather? Clouds provide information about precipitation. The air temperature gives us clues if the precipitation will fall as rain, snow, or ice.

How could observing the clouds in the morning help us plan our day? We could observe clouds and have an idea for the clothing and accessories we would need.

What clothing do we need if the weather is sunny? If it is cloudy? Answers will vary but should include items such as hats, sunglasses, umbrellas, and rain boots.

15. Students will add what they learned about cloud cover to their KLEW Chart (in their science notebooks) under the “L”. Model what you want students to do by recording information on the classroom KLEW Chart. 16. Conclude the lesson by completing Day 7 on the Handout: Weather Chart.

17. Students will add what their evidence is and what they are still wondering about for cloud cover to their KLEW Chart (in their science notebooks) under the “E” and “W”. Model what you want students to do by recording information on the classroom KLEW Chart.

EXPLORE/EXPLAIN – Wind Conditions Suggested Days 8 and 9

1. Show students a windsock or a weather vane or a picture of these items. Materials: 2. Ask: What do you think these weather tools are used for? Answers will vary windsock or weather vane (real or picture, for based on student experiences, but the wind vane (weather vane) measures demonstration, 1 per class) wind direction, and a wind sock shows wind direction and relative wind speed. picture (of a windsock or weather vane, 1 per 3. Students will add what they know about wind conditions to their KLEW Chart (in class) – Optional their science notebooks) under the “K”. Model what you want students to do by paper (construction, 1 sheet per student) recording information on the classroom KLEW Chart. crayons or colored pencils (per group)

Last Updated 05/08/2013 page 8 of 23 Grade 2 Science Unit: 06 Lesson: 01 Suggested Duration: 10 days scissors (per group) 4. Guide students to create windsocks, following directions on the Teacher tape or staplers (per group) Resource: Creating a Windsock. hole punch (per group) 5. Conclude the lesson by completing day eight on the Handout: Weather Chart. string or yarn (per group) This would be a good place to break between the two days on wind conditions. crepe paper (for streamers, per group) book (about wind, 1 per teacher) 6. Go outside, and observe either the flag or trees in the school yard.

7. Ask: Attachments: How could the trees or a flag help us determine how windy it is?Once students learn the terms associated with the wind conditions (calm, light Teacher Resource: Weather Vane and breeze, breezy, and windy), they can link these words to the position of the Windsock flag or the intensity of bending on a tree. Teacher Resource: Creating a Windsock 8. Facilitate a discussion on wind conditions. Create a chart to assist in future wind Teacher Resource: Wind Conditions data collection. Create an illustration of how a flag would look in the following

conditions: Instructional Notes: a. calm (The TEKS specifies the tool “wind vane” but most weather b. light breeze sites only list weather vane or windsock.) A windsock indicates wind direction and relative wind speed. A weather vane c. breezy indicates wind direction, and an anemometer measures wind d. windy speed. Knowing the direction of the wind is an important part of predicting weather because wind brings us our weather. A 9. A sample is provided in the Teacher Resource: Wind Conditions. The wind vane, also called a weather vane, is a tool for measuring students’ chart should include the description and visual image and one or two wind direction and was probably one of the first weather observations.*Note: A teacher may use the Teacher Resource: Wind instruments ever used. To determine wind direction, a wind Conditions for their own knowledge, but it contains much more information vane spins and points in the direction from which the wind is than 2nd graders need to know. coming and generally has two parts or ends: one that is usually shaped like an arrow and turns into the wind and one 10. Students will add what they learned about wind conditions to their KLEW Chart end that is wider so that it catches the breeze. The arrow will (in their science notebooks) under the “L”. Model what you want students to do point to the direction the wind is blowing from, so if it is pointing by recording information on the classroom KLEW Chart. to the east, it means the wind is coming from the east. 11. Read a book about wind, windy days, or activities associated with wind. Additionally, wind direction is where the wind is blowing from. Therefore a west wind is blowing from the west. To use a wind 12. Students will add what their evidence is and what they are still wondering about vane, you must know where north, east, west, and south are for wind conditions to their KLEW Chart (in their science notebooks) under the located. “E” and “W”. Model what you want students to do by recording information on the classroom KLEW Chart. Science Notebooks: 13. Conclude the lesson by completing Day 9 on the Handout: Weather Chart. Students should have the opportunity to record what they have learned.

ELABORATE – Review of Weather Conditions Suggested Day 10

1. Facilitate a discussion on weather reports. (A weather report can be defined as a written or spoken statement describing what the weather has been like recently, what it is like at the moment, or what it will be for a period in the future.) Ask: In what ways can we describe and measure weather? Students should be able to reflect on the work they have done in the last few days about describing and measuring weather.

2. Complete Day 10 on the Handout: Weather Chart. Allow students to use this as a resource when they create their weather report. They can use the chart as a word bank. 3. Students will complete the KLEW Chart. They will add what their Evidence is and what they are still Wondering about for the word “Weather” to their KLEW Chart under the “E” and the “W” that they have inside their notebooks. Model what you want your students to do on the Classroom KLEW Chart. This chart should now be completely filled out with student information.

EVALUATE – Performance Indicator Suggested Day 10 (continued)

Last Updated 05/08/2013 page 9 of 23 Grade 2 Science Unit: 06 Lesson: 01 Suggested Duration: 10 days Grade 02 Science Unit 06 PI 01 Attachments: Create a weather report that describes the weather conditions in your area. In the Teacher Resource: Weather Report SAMPLE presentation, include information about temperature, wind conditions, precipitation, and cloud KEY coverage. Make suggestions of supplemental clothing that might be needed and activities that Handout: Weather Report PI (1 per student) would be appropriate in the weather conditions described. Teacher Resource: Performance Indicator Standard(s): 2.2D , 2.8A Instructions KEY ELPS ELPS.c.1C , ELPS.c.5D , ELPS.c.5F

1. Refer to the Teacher Resource: Performance Indicator Instructions KEY for information on administering the assessment.

Last Updated 05/08/2013 page 10 of 23 Grade 2 Science Unit: 06 Lesson: 01 KLEW Chart Weather

What do we thiink What are we What iis our What are we we Know? Learniing? Eviidence? Wonderiing?

Weather

Temperature

Precipitation

Cloud Cover

Wind Conditions

How does weather affect you? you? affect weather does How

things we do. do. we things

It can be wet. It can be dry. dry. be can It wet. be can It lives and affects many of the the of many affects and lives

Weather plays a big part in our our in part big a plays Weather

It can be hot. It can be cold. cold. be can It hot. be can It snow or fog. fog. or snow

clouds rain ice ice rain clouds

Without water, there would be no no be would there water, Without moving. be can It still. be can It

way water changes in the air. air. the in changes water way time. the all changes you around

Most importantly, weather is the the is weather importantly, Most air the way the just is Weather

Weather is different in different parts of the world.

In deserts, for instance, it rarely rains.

In tropical forests, it is hot and humid.

What is the weather like where you live?

Grade 2 Science Unit 06: Lesson 01 Weather Chart

Temperature

Hot/Warm or Cold/Cool

Precipitation

Rainy, Icy, or

Snowy

Cloud Cover

Clear or Cloudy

Wind Conditions

Calm or Windy

Days 1 2 3 4 5 6 7 8 9 10

Grade 2 Science Unit 06: Lesson 01 Weather Chart SAMPLE KEY

Temperature

Hot/Warm Hot Hot Warm Cool Warm Warm Hot Hot Hot Hot or Cold/Cool

Precipitation

Rainy, Icy, or Rainy Rainy Snowy

Cloud Cover

Clear or Clear Cloudy Clear Cloudy Clear Cloudy Clear Clear Clear Clear Cloudy

Wind Conditions

Calm or Windy Calm Calm Calm Windy Calm Calm Windy Calm Calm Windy

Days 1 2 3 4 5 6 7 8 9 10

Grade 2 Science Unit: 06 Lesson: 01 Thermometers and Temperature SAMPLE KEY

1.  Each table should have two thermometers.  When the two cups of water are distributed, place ONE thermometer into each cup.  Do not touch the thermometers once they are in the cup. The thermometers will stay in the cups for about two minutes.

2.  After two minutes, a student will remove the thermometer and place it on the paper towel.  Students will observe the temperature.

3.  Per the teacher’s instruction, one student will place the thermometer in the OTHER cup on his or her table.  Do not touch the thermometers once they are in the cup. The thermometers will stay in the cups for about two minutes.  After two minutes, a student will remove the thermometer and place it on the paper towel.  Students will observe the temperature.

Grade 2 Science Unit: 06 Lesson: 01 Cloud Viewing Observations

Describe the weather when you observed your cloud. What was the temperature (cold, cool, warm, hot)? Was there any precipitation? What were the wind conditions?

When I observed my cloud, the weather was ______

______

______.

Grade 2 Science Unit: 06 Lesson: 01 Weather Vane and Wind Sock

Venegas, A. (Photographer) (2012). Weather vane [Print]. Joanjoc. (Photographer) (2005). Wind sock [Print] Retrieved from: http://en.wikipedia.org/wiki/File:Anemoscopi.JPG ; released to public domain

1. Have students decorate a sheet of construction paper.

2. Take a full sheet of construction paper, and cut it into the shape shown at right.

3. Fold to make a conical shape.

4. Alternatively, you could simply roll the paper lengthwise to make a tube shape.

5. Staple (or tape) to hold the two edges together.

6. Staple or tape pieces of crepe paper at the larger opening.

7. At the smaller opening (top), punch four holes each about ¼ the way around the opening.

8. Tie on a piece of yarn into both holes carefully for the hanger.

9. Finished product

Venegas, A. (Designer) (2012). Wind sock instructions [Print]. Grade 2 Science Unit: 06 Lesson: 01

Grade 2 Science Unit: 06 Lesson: 01 Wind Conditions

Description Wind Speed Observations Visual Image

Calm smoke rises vertically. <1 mph Calm Flag hangs limply. Leaves on the tree do not move.

Wind is felt on the face, 4–7 mph leaves rustle, and vanes Light breeze begin to move. Flag waves gently.

Leaves and small twigs are “Breezy” constantly moving. Light flags 8–18 mph are extended. Dust, leaves, Gentle - Moderate breeze and loose paper are lifted, and small tree branches move.

“Windy” Larger tree branches are 25–31 mph moving. There is whistling in Strong breeze wires. Flags are extended horizontally.

United States Search and Rescue task Force. (Designer). (2010). Beaufort scale [Web Graphic]. Retrieved from http://www.ussartf.org/predicting_weather.htm

Grade 2 Science Unit: 06 Lesson: 01 Weather Report SAMPLE KEY

Hello____San Angelo______. This is ______Miss Heather______(Write your name.)

reporting to you from_____Rio San Gabriel Elementary School______. (Write the name of your school.)

It is ______cool ______and ______pleasant______(hot, warm, cool, or cold) (your opinion of the weather)

today, and we have a current temperature of ______55°F______. (Fill in the temperature.)

The wind is ______calm ______, and there are ______some______(calm, light breeze, breezy, or windy) (a few, some, or many)

clouds in the sky. It looks like it will be ______partly cloudy ______. (clear, partly cloudy, or overcast)

There has been ______some ______precipitation in the form of __ rain ___. (no, some, or a lot of) (rain, snow, or sleet)

A good choice in clothing today is __a jacket or a sweater, long pants, socks, shoes, and an umbrella. ______

Some activities you can do in today’s weather include____reading, drawing, or riding a bike, if it is not still raining. ______

Grade 2 Science Unit: 06 Lesson: 01 Weather Report PI

Hello______. This is ______(Write your name.)

reporting to you from______. (Write the name of your school.)

It is ______and ______(hot, warm, cool, or cold) (your opinion of the weather)

today, and we have a current temperature of ______. (Fill in the temperature.)

The wind is ______, and there are ______(calm, light breeze, breezy, or windy) (a few, some, or many)

clouds in the sky. It looks like it will be ______. (clear, partly cloudy, or overcast)

There has been ______precipitation in the form of ______. (no, some, or a lot of) (rain, snow, or sleet)

A good choice in clothing today is ______

______.

Some activities you can do in today’s weather include______

______.

Grade 2 Science Unit: 06 Lesson: 01 Performance Indicator Instructions KEY

Performance Indicator

 Create a weather report that describes the weather conditions in your area. In the presentation, include information about temperature, wind conditions, precipitation, and cloud coverage. Make suggestions of supplemental clothing that might be needed and activities that would be appropriate in the weather conditions described. (2.2D; 2.8A) 1C; 5D, 5F

Attachments:

 Handout: Weather Report PI (1 per student)

Instructional Procedures:

1. Students should create a weather report and then have an opportunity to present the report in the following days (in order to support language development). 2. It might be helpful for students to use the KLEW chart and the Weather Chart that they have been working on throughout the lesson in order to complete the Weather Report.

Instructional Notes:

A weather report includes a statement about the current weather conditions along with a weather forecast for the next 24 hours. The elements to include in a weather report are; the present temperature, wind conditions, precipitation (rain, snow, or sleet), and cloud cover.