Science
SCI.V.3.2
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 seasonal changes in Michigan’s weather.
Constructing and Reflecting:
SCI.I.1.1 - Generate reasonable questions about the world based on observation.
SCI.I.1.2 - Develop solutions to problems through reasoning, observation, and investigation.
SCI.I.1.5 - Develop strategies and skills for information gathering and problem solving.
SCI.II.1.1 - Develop an awareness of the need for evidence in making decisions scientifically.
SCI.II.1.4 - Develop an awareness of and sensitivity to the natural world.
Vocabulary
Context
Seasons and types of weather:
Examples of visible seasonal changes in nature
•
fall — cool nights and warm days, day length
getting shorter
•
winter — snowy and cold, getting dark early in
the evenings
•
spring — warmer days, often rainy with
thunderstorms, day length getting longer
•
summer — warm or hot days and warm
nights, daylight lasting until late in the
evenings
Resources
Knowledge and Skills
Benchmark Clarification:
Michigan’s weather changes with the seasons.
Coloma Resources:
Newbridge Early Science Program: “Who Cares
About the Weather?” teacher Manual and Big
Book
Changes in weather will include:
•
Temperature
•
Precipitation (rain, snow)
•
Number of hours of sunlight
Students will:
•
Compare and contrast seasonal changes in
weather (e.g., fall, winter, spring, summer)
•
Describe the effects of seasonal changes on:
o
vegetation
o
human activities
Cloud Model Plus
Sunshine Makes the Season
Four Seasons Floor Puzzle
Lets Read and Find Out Series:
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:
---------------------------------------------------------------------------
Other Resources (continued from column at right)
Weather lessons from NASA – great activities
and EXTENSIVE resources –
http://www.spacelink.msfc.nasa.gov/Instructional.
Materials/Curriculum.Support/Earth.Science/Atm
osphere.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
Baxter, Nicola. Autumn. SEASONS SERIES.
Children’s Press, 1997.
Burke, Jennifer. Cloudy Days. WEATHER
REPORT…SERIES. Children’s Press, 2000.
Gibbons, Gail. The Reasons for the Seasons.
Holiday House, 1995.
Michigan Teacher Network Resources
http://mtn.merit.edu/mcf/SCI.V.3.E.2.html
What Causes the Seasons? Nice site – Good
resource – addresses beginner needs AND
common misconceptions.
http://www.windows.ucar.edu/cgibin/tour_def/the_universe/uts/seasons1.html
Weather and Wind – 45 min lesson – what
makes wind & how it affects weather – NICE
http://artsedge.kennedy-center.org/content/2241/
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/
Instruction
Benchmark Question: What are the relationships
between human activities and the atmosphere?
Focus Question: How do the temperature and
precipitation for each season affect what we wear?
The teacher will ask students, “What are the four
seasons?” Students might come up with the names
of the seasons: spring, summer, fall, and winter. The
teacher will ask students how they use their senses
to know it is spring, summer, fall, or winter. The
teacher will compile the students’ observations in a
data table. The teacher will ask questions that will
help students make connections between changes
in temperatures and kinds of precipitation.
The teacher will ask students to talk about the
temperature and precipitation for each season and
discuss the type of clothing appropriate for each
season. Students will add this information to the data
table.
Assessment
Students will draw a series of pictures in the
order of the seasons. The pictures will show
precipitation and people wearing appropriate
clothing for each season. Students will
compare and contrast their pictures with
others in small groups (i.e., students will
compare winter coats, hats, and mittens with
summer shorts, t-shirts, and swimsuits).
Note: Precipitation will be perceived differently by
different students. We are taught early on how
“wet” it is in spring; while statistically, the most
precipitation comes in the summer because warm
air can “hold” more moisture. The driest season
statistically also happens to be the snowiest,
namely, the winter.
(Give students rubric before activity.)
Scoring Rubric
Criteria: Correctness of order
Apprentice - Incorrect order with no labels for
seasons.
Basic - Correct order with some incorrect labels for
seasons and no details.
Meets - Correct order with correct labels for seasons
and some details.
Exceeds - Correct order with correct labels for
seasons and many details.
Criteria: Correctness of precipitation
Apprentice - Incorrect precipitation for more than one
season.
Basic - Incorrect precipitation for one season.
Meets - Correct precipitation for all seasons and some
details.
Exceeds - Correct precipitation for all seasons and
many details.
Criteria: Appropriateness of clothing
Apprentice - Incorrect clothing for more than one
season.
Basic - Incorrect clothing for one season.
Meets - Correct clothing for all seasons and some
details.
Exceeds - Correct clothing for all seasons and many
details.
Criteria: Quality of project
Apprentice - Poor quality.
Basic - Average quality.
Meets - Above average quality.
Exceeds - Excellent quality.
Teacher Notes:
Explain what causes different kinds of weather.
The causes of different weather are not a priority in the elementary grades. The foundation for the causes
of different kinds of weather is laid as young learners are able to identify the states of water (see the
Hydrosphere). Students may believe that when water evaporates it disappears all together rather than just
changing form. They may also think that it just changes location and is still a liquid. Late elementary students
may understand that evaporated water is still in the air. Ideas such as air pressure and temperature changes
with altitude become important in explaining the causes of different kinds of weather. Different forms of
precipitation, relative humidity, dew point, and fog require this type of knowledge. Some students may think
that water vapor and steam are held or soaked up by the air. They may not understand that steam, like air, is a
gas and mixes with the other gases in the air and that water vapor is a liquid held in the air. As temperature
increases more water vapor enters the gas phase. Students also envision that humid air is "heavier" than dry
air. In fact, humid air is actually less dense than dry air of the same temperature.
At the high school level, students will describe patterns of air movement in the atmosphere and how these
patterns affect weather conditions. Pressure systems are particularly difficult to understand because air moves
from high to low pressure.