Aiken County Public Schools
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Quarter 2 Weather
2nd Grade Science
Unit Overview
The spiraling instruction on weather for quarter 2 is intended to support students’ increased understanding of measuring weather data to identify
patterns and make predictions. Indicators for the 2nd grade weather standard require students to collect and analyze weather data over an
extended period of time. Therefore, instruction should be integrated into daily classroom procedures allowing students to measure and record
weather on a regular basis throughout the year. Opportunities for students to analyze daily weather data should be scheduled on a weekly to biweekly basis.
In unit 1 of this school year, Introduction to Weather, students were introduced to the different types of weather (temperature, wind, and forms of
precipitation) and the instruments meteorologists use to measure weather. Students’ current knowledge should include an ability to identify the
different forms of weather and determine what weather instrument (thermometer, rain gauge, or wind vane) is used to measure each form.
During unit 1 of this school year, routines for measuring and recording weather data were established. However, students’ experience with using
weather instruments and organizing weather data on charts and tables may have been limited to observing teacher demonstrations. During this
current quarter, students should experience an increase in their ability to independently use weather instruments and record weather data on
charts and tables. At the end of quarter 2, students who demonstrate mastery of weather phenomenon will be able to accurately measure
weather using appropriate weather instruments with some teacher assistance. Additionally, students who master weather instruction for this
quarter will be able to record weather data on charts and tables, and construct explanations (orally and in writing) of weather using evidence from
data. It is important to note that while the indicators for 2nd grade weather require students to know that wind speed is measured in mph by the
end of the school year, 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.
The timing of quarter 2 offers natural opportunities for students’ learning to focus on weather patterns related to the changing of seasons and the
patterns of given seasons. Specifically, weather instruction during this quarter should concentrate on changes in weather (temperature,
precipitation, and wind) that indicate a change in season from summer to fall and from fall to winter, as well as, the explicit weather patterns that
occur during Fall. While a portion of quarter 2 does occur during winter, opportunities for students to analyze patterns in weather data related to
winter will occur during quarter 3 with the exception of Winter Weather Awareness Week which occurs November 29 th –December 5th.
Weather instruction for quarter 2 should include opportunities for students to actively engage in using weather instruments to gather weather
data and record their findings on charts and tables on a daily basis. At this point in the school year, it is appropriate for students to record data for
up to four categories in pictographs. Instructional strategies for the beginning of this quarter might include developing graphs and tables in a
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
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guided whole or small group setting as students continue to develop their skills and knowledge. However, chances for students to work
collaboratively with limited teacher guidance should be provided as the quarter comes to an end. Allowing students opportunities to create
graphs that compare the precipitation or temperature for up to three different weeks is appropriate. As the school year progresses students will
transition to creating bar graphs to represent their data.
Time for students to analyze and interpret weather data should be intentionally included in weekly or bi-weekly lesson plans. During these data
analysis lessons, teachers should facilitate discussions about how the data represents changes in weather. 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. This should include, but is not limited to, conversations about decreasing temperatures and the relationship between these changes
and the changing of seasons (Summer to Fall and Fall to Winter). Opportunities for students to read, write, model, and talk about the impact these
changes have will increase students’ conceptual understanding and offer relevance for learning. However, the focus of this instruction should be
for students use weather data as evidence to support their ideas about changes in their daily lives. This should include, but is not limited to,
recognizing changes in the environment (leaves changing colors and falling, flowers and grass going dormant, animals gathering food for storage,
and birds flying north) or their personal lives (increasing the temperature in their houses or the need to wear warmer clothing). Students should
make an explicit connection between the weather data and environmental impacts, and use data as evidence to support their ideas.
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. For this reason, instruction on hurricanes has been omitted from the Know, Understand, and Do section of this quarter 2 document.
While severe weather specific to winter is not included as required knowledge for 2 nd grade, it is recommended that this be incorporated in
instruction for quarter 2. November 29th- December 5th is national Winter Weather Awareness Week. This offers an opportunity for students to
investigate ways to prepare for winter weather phenomenon. Students should be actively engaged in reading about, writing about, modeling, and
discussing winter storms (including snow storms, blizzards, and ice storms). Having students create winter safety plans will increase students’
conceptual understanding and offer relevance to current learning and learning that will occur during quarter 3 when are analyzing winter weather
data.
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.
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
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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.
What students must know, understand, and do
Know
Understand
Do
The focus of instruction for quarter 2 weather is on weather
 There are different types of
 Create an observation journal to record
phenomenon that occurs in Winter and Fall.
weather conditions. Weather
observations of weather.
conditions can be described using  Each season has different weather patterns.
 Make predictions of weather based on
specific weather terminology.
o Winter: The weather may be cold or freezing; there may
observations of current weather.
be rain, snow, or sleet.
 There are four basic seasons:
 Use pictorial symbols to represent
o Fall/Autumn: The weather starts to get cooler; there may
winter, spring, summer, and
weather phenomenon.
be little or no rainfall.
fall/autumn.
 Use appropriate weather instruments,
 Spring: The weather starts to get
with teacher assistance (if needed), to
NOTE: For students moving into our communities that are not
warmer; there may be a lot of
measure weather including
native to South Carolina, they may come from areas that do
rain.
precipitation, temperature, wind
not experience the four seasons in the same months that we
 Summer: the weather is often hot
direction, and relative wind speed.
do. Some areas experience seasons of rain and little/no rain
and dry; there may be little or no
 Develop models (graphs and tables)
and some areas only experience two definite seasons.
rainfall.
with up to four categories to record,
 Each day the high and low
organize, and analyze weather data.
Temperature
temperatures are recorded
 Write about and discuss conclusions
 How hot or cold the air is at a given time.
 A wind sock or wind vane is used  A thermometer can be used to record temperature in
from weather data.
to determine wind direction.
 Use weather data to respond to oral
degrees Fahrenheit or degrees Celsius.
 Wind speed is recorded in miles
and written questions.
Precipitation
per hour (mph).
 The type of water falling from the clouds is rain, snow, sleet,  Use evidence from observations, data,
 Examples of things that are
and reasoning to write about and
or hail.
affected by moving air (wind) are
discuss how changes in weather impact
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
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kites, leaves, or sailboats.
Flood:
 An overflow 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
 Domain specific vocabulary
 A rain gauge is used to measure rainfall in inches.
Wind
Air that is moving is called wind.
 Wind direction
o The direction from which the wind blows.
 Wind speed
o How fast or slow the wind blows.
 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 objects will not 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:
Snow Storm:
 When large amounts of snow fall in a short period of time
 Stay indoors; try not to drive or get in cars
Ice Storm:
 When rain freezes causing large amounts of ice to form on
trees, roads, buildings, and lands
 Stay indoors; do not stand under trees or powerlines
Tornado:
 A 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








our world.
Develop models to describe different
types of weather that occur in the
Fall/Autumn and winter.
Develop and use models to
demonstrate how the wind affects
objects.
Develop and use models to exemplify
appropriate clothing for specific
seasons.
Construct explanations (oral and
written) to describe weather during
specific seasons.
Create posters for Winter Weather
Awareness Week (November 29th –
December 5, 2015).
Create appropriate winter weather
safety plan.
Practice appropriate safety procedures
for winter weather storms.
Ask questions about weather.
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
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 Do not stand under a tree; stay away from water (pools,
puddles, bathtubs)
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.
Enduring Understanding
Overarching Essential Questions
Weather is the combination of sunlight, wind, precipitation
The overarching questions are based on the targeted learning indicators for this
(rain, sleet, snow, and hail), and temperature in a particular
unit. Students should be able to answer these questions by the end of this
region at a particular time. Scientists measure and record
instructional unit.
these conditions to describe the weather and to identify
Overarching Questions:
patterns over time. Weather scientists (meteorologists)
How do scientists measure daily weather conditions?
forecast severe weather so that communities can prepare for
and respond to these events.
How can we use weather data to make predictions about future weather?
Domain - Specific Vocabulary
Students are expected to demonstrate a conceptual understanding of domain-specific vocabulary by describing in their own words how these
terms relate to the concepts being taught and applying these terms appropriately while communicating about science concepts. Assessment of
science vocabulary should not include memorization type items.
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
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
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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.
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.
Resources
Content Resources:
Weather Journal (see SchoolFusion page resources)
Measuring Temperature
Weather Words: (Activities for integrating writing in science)
Weather Poems: (Poems about weather)
Creating Weather Instruments
WeatherWizKids
Make a Weather Station
Measuring Weather: (Audio text about different weather instruments)
What is Weather: (Audio text about weather phenomenon)
Winter Weather facts
Ice Strom of 1998: Canada (video 0:03:01)
Winter Weather Safety (National Weather Service)
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
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Don’t Slip on the Ice (video 0:00:50)
Snow Sculptures (video 0:01:00)
Winter Tires (video 0:02:01)
Trade Books:
Keats, Jack Ezra. (1996). The Snowy Day. Viking Books for Young Readers.
ISBN-13: 978-0670867332
Lexile level: 500L
Vivid full-color illustrations capture a young boy's delight in the first snowfall of the year.
Branley, Franklin M.. (1999) Flash, Crash, Rumble, and Roll. New York: Harper Trophy.
ISBN: 0064451798
Lexile level: 500L
A simple treatise on thunder and lightning. Diagrams and labels included, plus 2 simple weather experiments and a list of 3 internet weather sites.
Branley, Franklin M.. (1997) Down Comes the Rain. New York: Harper Trophy.
ISBN: 0064451666
Lexile Level: AD560L
Provides a fundamental understanding of how water is recycled, how clouds are formed, and why rain and hail occur.
Dorras, Arthur. (1990) Feel the Wind. New York: Harper Trophy.
ISBN: 0064450953
Lexile Level: AD600L
Explains what causes wind and how it effects our environment. Includes instructions for making a weathervane.
Trumbauer, Lisa. (2003) What Is a Thermometer?. Danbury, CT.: Children’s Press.
ISBN: 0-516-22874-9
Lexile Level: 260L
Explains in simple language what a thermometer is and how it can be used to measure temperature in a variety of settings.
Levine, Shar and Leslie Johnstone. (2003) First Science Experiments: Wonderful Weather. New York: Sterling.
ISBN: 0-8069-7249-1
Lexile Level: N/A
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
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Using simple materials, kids explore weather by “making” morning dew, creating a hailstorm from blueberries, keeping a weather diary and more.
Important terms are set in bold type and defined in context.
Gibbons, Gail. (1996) The Reasons for Seasons. New York: Holiday House.
ISBN: 0823412385
Lexile Level:AD620L
Colorful pictures explain the seasons and text comments on what people and animals do in each season of the year.
Gibbons, Gail. (1992) Weather Words and What They Mean. New York: Holiday House.
ISBN: 082340952X
Lexile Level:450L
Where weather comes from and its common terms.
Legault, Marie-Anne.(2004) Scholastic Atlas of Weather. New York: Scholastic.
ISBN: 0439419026
Lexile Level: N/A
An excellent reference book at a higher reading level. Huge, dynamic, colorful illustrations.
Eubank, Mark.(2004) The Weather Detectives. Layton, Utah: Gibbs Smith, Publishers.
ISBN: 1586854127
Lexile Level:N/A
An 80 page story of three friends and their adventures as they experience the wonders of the weather. Includes basic facts about weather and
weather safety and some simple experiments such as making your own rain gauge.
Rabe, Tish.(2004) Oh Say Can You Say What’s The Weather Today?: All About Weather(Cat in the Hats Learning Library). New York: Random House
Books for Young Readers.
ISBN: 0375822763
Lexile Level: N/A
The Cat and company travel by hot air balloon up and into various weather phenomena including rain, snow, thunder, tornadoes, and even
hurricanes. Along the way they learn about thermometers, anemometers, wind vanes, how to stay safe in lightning and more.
Hutchins, Pat. (1993). The Wind Blew. Aladdin.
ISBN-13: 978-0689717444
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.
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Lexile level: 500
Grade: Preschool-3
With rhyming verse and colorful illustrations, Pat Hutchins takes us on a merry chase that is well worth the effort.
Cobb, Vicki. (2003). I Face the Wind. Harper Collins.
ISBN-13: 978-0688178406
Lexile level: 540L
Grade: Preschool-3
Renowned science author Vicki Cobb makes scientific principles easy for even the youngest kids to understand. Follow this book with a young child
who loves to play. Bring along balloons. Find a windy place. Together you'll face the wind and see that learning is a breeze
McCloskey. (1989). Time of Wonder. Picture Puffins.
ISBN-13: 978-0140502015
Lexile Level: N/A
Grade level: Preschool-2
The spell of rain, gulls, a foggy morning, the excitement of sailing, the quiet of the night, the sudden terror of a hurricane, and the peace of a Maine
island as a family packs up to leave are shown in poetic language and vibrant, evocative pictures.
Wright, Betty Ren. (2003). The Blizzard. Holiday House.
ISBN-13: 978-0823416561
Lexile level: 500L
Grade level: K-up
Although a blizzard prevents his cousins from visiting for his birthday, a disappointed Billy ends up having a very special day when his teacher and
classmates must stay overnight at his family's house to wait out the snowstorm.
Gibbons, Gail. (1993). Weather Forecasting. Aladdin.
ISBN-13: 978-0689716836
Lexile level: 540L
Grade level: K-3
These are the questions weather forecasters answer every day. They can tell us what the weather is doing at any time of the day or night. But how
do they do it?
DeWitt, Lynda. (2002). What Will the Weather Be? Harper Collins.
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.
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Division of Instruction and Accountability
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ISBN-13: 978-0064451130
Lexile level: 500L
Grade level: Preschool-4
Will it be warm or cold? Should we wear shorts or pants? Shoes or boots? Read and find out why the weather is so difficult to predict.
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
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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.
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
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.
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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.