Science
SCI.V.3.1
Grade: 2
Strand:
Using Scientific Knowledge in Earth Science
- Atmosphere and Weather
Standard:
All students will investigate and describe what makes up weather and how it
changes from day to day, from season to season and over long periods of
time
Benchmark: Describe weather conditions.
Constructing and Reflecting:
SCI.I.1.1 - Generate reasonable questions about the world based on observation.
SCI.I.1.6 - Construct charts and graphs and prepare summaries of observations.
SCI.II.1.1 - Develop an awareness of the need for evidence in making decisions scientifically.
SCI.II.1.2 - Show how science concepts can be illustrated through creative expression such as language arts and fine
arts.
SCI.II.1.4 - Develop an awareness of and sensitivity to the natural world.
Vocabulary / Key Concept
Atmosphere is a blanket of air around the Earth; air is a
substance
The temperature of air is:
Cloud cover:
• Cold
• Clear
• Hot
• Cloudy
• Warm
• Partly cloudy
• Cool
• Foggy
Precipitation:
•
Wind:
• Rain
• Breezy
• Snow
• Windy
• Hail
Freezing rain
• Calm
Severe weather:
• Tornadoes
• Blizzards
• Thunderstorms
• Lightning
• High winds (of greatest importance to students
would be the dangerous impact of cold
temperatures and wind chill. Wind chill and its
effects should be included in the discussion of high
winds)
• Drought
Tools:
• Thermometer
• Wind sock
• Rain gauge
Context
•
Daily changes in weather
•
Examples of severe weather
Knowledge and Skills
Benchmark Clarification:
At any given time, various weather conditions
occur on the Earth. These conditions change in a
predictable pattern. Daily changes and severe
weather can be observed.
Students will:
•
•
Observe weather conditions:
o
temperature
o
cloud cover
o
precipitation
o
wind
Distinguish among different types of severe
weather:
o
tornadoes
o
blizzards
o
thunderstorms
o
hurricanes
o
lightning
o
high winds
o
droughts (students are more likely to experience
this than tornadoes)
Other Resources: (continued from column at right)
Weather Animations - USA Today
http://www.usatoday.com/weather/wgraph0.htm
Artell, Mike. Weather Whys: Questions, Facts &
Riddles About Weather. Goodyear Publishing, 1995.
Cole, Joanna. Magic School Bus- Inside A Hurricane.
Scholastic, 1996.
Cole, Joanna. Magic School Bus- Kicks Up A Storm: A
Book About Weather. Scholastic, 2000.
White, Nancy. Magic School Bus- Twister Trouble.
Scholastic, 2001.
Gibbons, Gail. Weather Words & What They Mean.
Holiday House, 1990.
Resources
Coloma Resources:
Newbridge Early Science Program: “Who Cares
About the Weather?” teacher Manual and Big Book
Cloud Model Plus
Sunshine Makes the Season - books
Four Seasons Floor Puzzle
Lets Read and Find Out Series: (all books)
Weather: Down Comes the Rain
Weather: Feel the Wind
Weather: Flash, Crash, Rumble and Roll
Weather: Tornado Alert
Weather; What Will the Weather Be?
Theme Units: Makes a Rainbow - Video
Kicks Up A Storm - Video
Other Resources:
SCoPE Unit – Weather and Seasons – Unit with 10
lessons – NICE http://www.michigan.gov/scope/0,1607,7-15510710_13476_13479---,00.html
Center for Improved Engineering and Science
Education – Wonderful World of Weather – for
elementary students – EXCELLENT site! Great
resources!
http://www.k12science.org/curriculum/weatherproj/
Weather lessons from NASA – great activities and
EXTENSIVE resources http://www.spacelink.msfc.nasa.gov/Instructional.Ma
terials/Curriculum.Support/Earth.Science/Atmospher
e.and.Weather/.index.html
The Weather Unit – Impressive site containing LOTS
of cross-curricular lessons – very useful!
http://faldo.atmos.uiuc.edu/w_unit/weather.html
Michigan Teacher Network Resources
http://mtn.merit.edu/mcf/SCI.V.3.E.1.html
Science NetLinks – Lesson – The Warmth of the
Sun – EXCELLENT lesson with extensions and
supplements – GREAT RESOURCE – (see VI.4.4)
http://www.sciencenetlinks.com/lessons.cfm?DocID=
329
Weather Topics - USA Today.
http://www.usatoday.com/weather/wresources.htm
Instruction
Focus Question: What are the daily changes in
weather?
Coloma 2nd grade teachers address this topic in
several ways. This benchmark is a part of the
Math Calendar and is addressed in opening
routines each morning.
Students will keep a daily graphic representation
of weather conditions including:
• Air temperature — cold, hot, warm, cool
• Cloud cover — cloudy, partly cloudy, foggy,
clear
• Precipitation — rain, snow, hail, freezing
rain
• Wind — windy, calm
During morning journal time, each student logs
day’s weather and charts it on a graphic organizer.
The teacher will lead a discussion on the data
students collect and help them to see patterns.
Daily job of a particular student: check local
weather on weather.com. Post it in calendar area.
Assessment
On any given day, student will use 3 descriptors
to describe local weather. For listing of possible
descriptions see vocabulary / key concept
section.
Each student will compose a shape poem,
weather story, picture, or cinquain (a five-line
stanza) describing weather and containing at
least three of the key concepts. The student will
present his or her description of weather
conditions to the class. The teacher will send a
copy of the students’ completed project to a
local weather forecaster.
(Give students rubric before activity.)
Scoring Rubric
Criteria: Description of key concepts
Apprentice - Describes one key concept
accurately.
Basic - Describes two key concepts accurately.
Meets - Describes three key concepts accurately.
Exceeds - Describes all weather conditions
including severe weather or tools used to measure it.
Criteria: Quality of project
Apprentice - Poor quality.
Basic - Average quality.
Meets - Above average quality.
Exceeds - Excellent quality.
Teacher Notes:
"The fog comes
on little cat feet.
It sits looking
over harbor and city
on silent haunches
and then moves on."
Carl Sandburg
Investigate and describe what makes up weather.
Beginning in the elementary years, observation of the weather is a common school event. In many
classrooms, daily calendar activities include a description of the weather. Infrequently, air temperature, cloud
cover, or severe weather is mentioned. For students to understand the importance of air to atmosphere and
the weather, they must understand that air is a substance, it is matter, and it has mass and volume. This is a
very difficult concept for young children because they cannot see air. Interestingly, middle grade students
seem to have the most difficulty with this concept.
Patterns of the weather require that scientifically literate students understand air masses, front systems,
and have general map reading skills. In the elementary grades, students should start to see the patterns of
weather in different seasons. In this case, however, it is important to point out the colloquial use of different
season terms. For instance, when the first snow flies, we typically say that winter has come whether it is
December 21st or not. Paying attention to the differences between the weather and what we call each season
is important. In general, we can predict that, in Michigan, it will snow in winter, less frequently in the spring and
fall, and almost never in the summer. In the middle grades students can use weather maps and satellite
weather images to see the patterns of weather.