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.