Aiken County Public Schools
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Unit 1: Introduction to Weather
2nd Grade Science
Unit Overview
This unit serves as an introduction to the different types of weather that occur on Earth and the instruments and symbols scientists use when
gathering weather data. The indicators for this unit require students to analyze and interpret data to describe weather conditions, and to use that
data as evidence to support predictions about weather. This unit is designed to build a foundation that will scaffold students’ conceptual
understanding of weather progressively throughout the school year. Appropriate instruction during this unit may involve more direct instruction
and teacher modeling to establish clear procedures and routines that will assist students in becoming more independent as the year continues. At
the conclusion of this unit, opportunities for students to collect, record, and analyze weather data should be included in the daily classroom
instruction throughout the school year. As the year progresses students should gain a more independent ability to gather weather data using
appropriate instruments and use that data to make predictions about weather.
In kindergarten, students were introduced to the different types of weather phenomenon including, temperature, precipitation, cloud coverage,
and wind. Students actively engaged in recording and graphing weather data using pictorial symbols. This data was analyzed over the course of
the kindergarten school year to investigate seasonal patterns of weather. Students may or may not have been introduced to weather instruments
in kindergarten. In first grade, students studied the effects of the Sun’s light and heat on Earth. This included investigations about how the Sun
effects temperature changes on Earth. Students should have a strong foundation of the seasonal patterns of weather and should be able to make
connections between changes in the weather and the Sun’s light and heat. Students should have experience with using thermometers to measure
temperature.
This foundational unit serves to activate students’ prior knowledge on the types of weather (precipitation: rain, sleet, snow, and hail; wind speed
and direction, and temperature), introduce students to weather instruments (thermometer, wind vane, wind sock, and rain gauge), and establish
rituals and routines for gathering and analyzing weather data throughout the school year. At this point in the school year, it is not essential for
students to actively measure weather and is appropriate for the teacher to model how to accurately use these instruments. However, students
should recognize which instruments are used to measure each type of weather phenomenon. As the year progresses students’ direct involvement
with measuring weather should increase to independent mastery. Students are required to know that wind speed is measured in mph by the end
of the school year. However, at this stage of learning, appropriate wind speed could be limited to high winds, medium winds, or no wind based on
observations of wind socks, wind vanes, and/or other objects in the school yard that react to wind.
In addition to using scientific instruments to collect weather data, this unit should actively engage students in developing graphs and tables to
record and organize their data. At this point in the school year, it is appropriate for students to record data for up to three categories in
District Purpose
The mission of the Aiken County Public School District is to create in students a passion for learning and achievement that will serve them as they compete
and contribute in a global society.
Aiken County Public Schools
Division of Instruction and Accountability
Version 1.0
pictographs. Instructional strategies for this unit might include developing graphs and tables in a whole group or small group setting as students
develop their skills and knowledge. Opportunities for students to analyze data during this unit should include whole group and small group
discussions, writing conclusions, and using data to respond to oral and written questions. Allowing students opportunities to create graphs that
compare the precipitation for three different weeks is appropriate. As the school year progresses students will transition to creating bar graphs to
represent their data.
An additional focus of learning requires students to analyze weather data to make predictions about daily and seasonal weather patterns by the
end of the second grade. Appropriate instruction during this first quarter unit on weather should include students observing, writing, discussing,
and modeling changes in the weather as we move from summer to fall. While a natural part of this instruction includes how animals and plants
may be responding to these changes, teachers must keep the focus of instruction on changes related to temperature, wind, and precipitation as
required by the indicator.
Indicator 2.E.2A.4 requires students to communicate information about severe weather phenomenon (flood, lightning storm, thunderstorm,
tornado, and hurricane) to explain why safety precautions are necessary. Instruction on this indicator should be included when applicable to daily
weather or school events. Additionally, practicing school safety procedures at the beginning of the year provides natural opportunities for
students to discuss the different types of severe weather and the need for safety procedures. More detailed instruction on this indicator will be
included in the Third Quarter during South Carolina Severe Weather Awareness Week.
While this unit is designed as an introductory unit, the data collected and skills and knowledge gained, should become part of the daily routines
throughout the school year. Designated opportunities for students to analyze and use weather data in discussions, writings, or models should be
included in weekly instructional plans. Opportunities for students to practice using the weather data they have gathered as evidence to support
predictions about future weather should be provided during this unit and throughout the school year.
As with all science content, students should be provided with opportunities to act like scientists. This includes encouraging students to extend
their learning by asking and answering their own questions, developing and using models, conducting structured investigations, analyzing and
interpreting data, using mathematics and computational thinking, engaging in argument from evidence, obtaining, evaluating, and communicating
information, constructing explanations, and designing solutions.
Teacher Note: During unit 3, Properties of Solids and Liquids, students construct towers and bridges. This provides an opportunity for students to
use a fan or blow dryer to investigate how wind affects their towers and bridges.
District Purpose
The mission of the Aiken County Public School District is to create in students a passion for learning and achievement that will serve them as they compete
and contribute in a global society.
Aiken County Public Schools
Division of Instruction and Accountability
Version 1.0
2014 SC Academic Standards
2. E.2: The student will demonstrate an understanding of the daily and seasonal weather patterns.
Targeted Learning Indicators
2. E.2A.1: Analyze and interpret data from observations and measurements to describe local weather conditions (including temperature, wind,
and forms of precipitation).
2. E.2A.2: Analyze local weather data to predict daily and seasonal patterns over time.
2. E.2A.3: Develop and use models to describe and compare the effects of wind (moving air) on objects.
2. E.2A.4: Obtain and communicate information about severe weather conditions to explain why certain safety precautions are necessary.
Recurring Learning Indicators
This is an introductory unit. Recurring indicators begin in unit 4.
What students must know, understand, and do
Know
Understand
Do
 There are different types of
weather conditions. Weather
conditions can be described using
specific weather terminology.
Temperature
 How hot or cold the air is at a
given time
 Each day the high and low
temperatures are recorded
 A thermometer can be used to
record temperature in degrees
Fahrenheit or degrees Celsius
Precipitation
 The type of water falling from the
clouds is rain, snow, sleet, or hail.
 A rain gauge is used to measure
rainfall in inches.
Wind
 Each season has different weather patterns.
o Winter: The weather may be cold or freezing; there may
be rain, snow, or sleet.
o Spring: The weather starts to get warmer; there may be a
lot of rain.
o Summer: The weather is often hot and dry; there may be
little or no rainfall.
o Fall/Autumn: The weather starts to get cooler; there may
be little or no rainfall.
NOTE: For students moving into our communities that are not
native to South Carolina, they may come from areas that do
not experience the four seasons in the same months that we
do. Some areas experience seasons of rain and little/no rain
and some areas only experience two definite seasons.
 When air interacts with objects, the objects may move.
 Objects being moved by wind depend on the strength of the
wind and the weight and location of the object.
 If there is no moving air, then neither the kite, leaves, or
 Identify appropriate weather
instruments for measuring specific
types of weather.
 Label wind speed as high, medium, or
low based on observations of objects
that react to wind.
 Develop graphs and tables with up to
three categories to record, organize,
and analyze weather data.
 Write about and discuss conclusions
from weather data.
 Use weather data to respond to oral
and written questions.
 Write about, discuss, and model
weather changes.
 Practice appropriate safety procedures
for severe weather.
 Use evidence from observations, data,
District Purpose
The mission of the Aiken County Public School District is to create in students a passion for learning and achievement that will serve them as they compete
and contribute in a global society.
Aiken County Public Schools
Division of Instruction and Accountability
Version 1.0
Air that is moving is called wind.
 Wind direction
o The direction from which the
wind blows.
o The wind sock or wind vane is
used to determine wind
direction.
 Wind speed
o How fast or slow the wind
blows.
o Wind speed is recorded in
miles per hour (mph).
 Examples of things that are
affected by moving air (wind) are
kites, leaves, or sailboats.
 There are four basic seasons:
winter, spring, summer, and
fall/autumn.
 Domain specific vocabulary
sailboat will move.
 There are certain safety precautions that should be taken
during severe weather conditions. Some examples of severe
weather conditions and the associated safety precautions
that are most common to South Carolina are listed below:
Flood:
 An over flow of water on land
 Stay on high ground
Lightning storm:
 A severe storm with lightning that may or may not be
accompanied by precipitation
 Stay indoors or low to the ground
Tornado:
 A small, funnel-shaped cloud that comes down from a storm
cloud with winds spinning at very high speeds
 Stay indoors away from windows; go to the basement or a
windowless room
Thunderstorm:
 A severe storm with lightning, thunder, heavy rain, and
strong winds
 Do not stand under a tree; stay away from water (pools,
puddles, bathtubs)
Hurricane:
 A large storm with very strong winds that blow in a circular
pattern around the center, or eye, of the storm
 Stay indoors away from windows; follow an evacuation
route to a safer place away from the hurricane’s path
Note: The above safety precautions are general rules to follow
when not at school. At school, students need to know to follow
emergency procedures as directed by an adult. Students need
to understand why we take the safety precautions listed
and reasoning to write about and
discuss weather.
 Use a fan to investigate and record
observations of how wind affects
towers and bridges.
Additionally, students should have
opportunities to experience the following
Science and Engineering Practices through
teacher modeling, guided instruction,
and/or active participation.
 Ask and answer questions
 Develop and use models
o Drawings
o Dramatizations
 Conduct structured investigations
o Whole group guided
o Small group guided
o Teacher demonstrations
 Use, analyze, and interpret data
o Make predictions
o Make observations
o Make inferences
o Draw conclusions
 Construct explanations using evidence
* oral communications, models, or written
depending on student ability
 Describe
 Give examples
 Compare
 Obtain and communicate information
District Purpose
The mission of the Aiken County Public School District is to create in students a passion for learning and achievement that will serve them as they compete
and contribute in a global society.
Aiken County Public Schools
Division of Instruction and Accountability
Version 1.0
above.
Enduring Understanding
Weather is the combination of sunlight, wind, precipitation
(rain, sleet, snow, and hail), and temperature in a particular
region at a particular time. Scientists measure and record
these conditions to describe the weather and to identify
patterns over time. Weather scientists (meteorologists)
forecast severe weather so that communities can prepare for
and respond to these events.
o Read about, write about, and
discuss science content
Overarching Essential Questions
The overarching questions are based on the targeted learning indicators for this
unit. Students should be able to answer these questions by the end of this
instructional unit.
Overarching Questions:
How do scientists measure daily weather conditions?
How can we use weather data to make predictions about future weather?
Domain - Specific Vocabulary
temperature
weather
precipitation
rain
sleet
snow
hot
cold
hail
winter
spring
summer
fall
autumn
season
patterns
wind
thermometer
wind vane
wind sock
mph
wind speed
wind direction
north
east
south
west
rain gauge
Fahrenheit
inches
severe weather
tornado
hurricane
flood
lightning
thunderstorm
phenomenon
data
Celsius
graphs
tables
analyze
predict
Cross Cutting Concepts (CCCs)
Cross Cutting Concepts (CCCs) are reoccurring themes that are evident in all domains of science and engineering. They transcend the
boundaries of disciplines and serve to help students create a framework for connecting knowledge across disciplines. Instruction of CCCs
should not be isolated, but rather teachers must plan to include intentional references to the CCCs within their science instruction.
The following Cross Cutting Concepts and a description of their relevance to this unit of study have been identified:
Patterns: Patterns of weather can be used to describe the weather conditions of seasons. Patterns in weather data can be used to make
predictions.
District Purpose
The mission of the Aiken County Public School District is to create in students a passion for learning and achievement that will serve them as they compete
and contribute in a global society.
Aiken County Public Schools
Division of Instruction and Accountability
Version 1.0
Cause and Effect: Severe weather causes specific dangers that can be avoided by following appropriate safety procedures.
Scale, Quantity, and Proportion: Not appropriate at this level of understanding for the content presented.
Systems: Not appropriate at this level of understanding for the content presented.
Structure and Function: The structure of weather instruments aid in their function for gathering weather data (i.e., a rain gauge collects
precipitation).
Stability and Change: Weather changes in patterns that can be observed.
* The CCC Energy and Matter has been intentionally omitted. Students in K-2 are not developmentally ready for the abstract concept of
Energy. Therefore teachers should avoid introducing this concept at this grade level.
Resources
Content Resources:
Trade Books:
The Wind Blew
I Face the Wind
Time of Wonder
The Blizzards
Hurricanes
Weather Forecasting
What Will the Weather Be?
Come On Rain
Pat Hutchins
Vicki Cobb
Robert McCloskey
Betty Ren Wright
Gail Gibbons
Gail Gibbons
Lynda DeWitt
Karen Hesse
District Purpose
The mission of the Aiken County Public School District is to create in students a passion for learning and achievement that will serve them as they compete
and contribute in a global society.
Aiken County Public Schools
Division of Instruction and Accountability
Version 1.0
Career Connections
Meteorology
Meteorology is the science of the atmosphere. It offers the opportunity of investigating the forces that shape weather and climate and how human
activities can affect climate through the introduction of pollutants into the atmosphere.
In the United States the largest employer is the United States Government through the National Oceanic and Atmospheric Administration.
Students interested in meteorology should view the future with a fair degree of optimism. A university degree in meteorology, combined with
appropriate courses in environmental sciences, computer science and/or chemistry, opens the door to a number of careers, some within the
government, others are in industry. The atmosphere plays a major role in transporting pollutants from one region of the globe to another, and, as
such, is a key component of the environment. The need for professionals who understand how the atmosphere behaves can be expected to grow
in the years to come, as societies around the world become more and more industrialized and eject more and more pollution into the atmosphere.
Atmospheric Research
Atmospheric scientists are working to assess the threat of global warming by collecting and analyzing past and present data on worldwide
temperature trends. They use the biggest and fastest supercomputers that are available to simulate past changes in climate as well as basic
atmospheric processes that are occurring today. They are trying to clear up many uncertainties about how changes in water vapor, clouds, and
snow might feed back into the greenhouse effect and alter the warming trend. They also are studying interactions among the atmosphere and the
oceans, the polar ice caps, and the earth's plants and animals. These studies are part of a growing field that is known as global change research or
earth systems science.
Weather Forecasting
Forecasting has always been at the heart of meteorology, and many young people have been drawn to the profession by the challenge of
forecasting a natural event and seeing that forecast affect the lives of thousands of people. Meteorologists who have worked in the field of
forecasting for the last 30 years or so have seen exciting advances in their ability to predict the weather. Five-day forecasts for the weather over
North America and Europe now are as accurate as three-day forecasts were in 1970. Outlooks for temperature and precipitation up to seven days
ahead are reasonably accurate. Some meteorologists believe that it eventually will be possible to forecast the weather up to two weeks or more in
advance. New knowledge about interactions between the tropical ocean and atmosphere may make it possible to predict regional climate patterns
months in advance.
District Purpose
The mission of the Aiken County Public School District is to create in students a passion for learning and achievement that will serve them as they compete
and contribute in a global society.
Aiken County Public Schools
Division of Instruction and Accountability
Version 1.0
Other Applications
Meteorologists provide a variety of services to industries and other organizations. Some are consulting meteorologists with their own companies
and others worked for corporations. Meteorologists help planners and contractors locate and design airports, factories and many other kinds of
construction projects. They provide climatological information for heating and air conditioning engineers. They testify as expert witnesses in court
cases that involve the weather. Over the past 10 years or so, the fastest growing specialty of meteorology has been computer processing of
weather information. Private companies have developed computerized information systems to provide specialized weather data and displays.
They produce many of the colorful graphics that you see on television screens and newspaper pages.
Teaching
Atmospheric science education at the college and university level has grown tremendously in recent years. In addition to classroom teaching, many
university atmospheric scientists direct research that graduate students are performing to earn their degrees. Many institutions offer a major in
meteorology or atmospheric science, while others provide atmospheric science courses to supplement related science and engineering fields or as
part of a broader educational curriculum. Some colleges and universities offer courses in global change and earth systems science. In high schools
and lower grades, atmospheric science usually is taught as part of other natural science courses. Training in meteorology is good preparation for a
career as a science teacher at any level.
District Purpose
The mission of the Aiken County Public School District is to create in students a passion for learning and achievement that will serve them as they compete
and contribute in a global society.