Third Quarter Science Planning
Second Grade
Earth Science: Weather
Vocabulary
http://elementaryscience.cmswiki.wikispaces.net/Elem+SA+2nd+Grade
Essential Vocabulary:
- temperature
- precipitation
- direction
- wind speed
- weather patterns
- weather
- suns energy
- water cycle
- meteorologist
- anemometer
- rain gauge
- weather vane
- absorb
- forecast
Supporting Vocabulary:
- measure
- prediction
- water vapor
- humidity
- Fahrenheit/Celsius
- seasons
- liquid
- reflect
- freezing point of water
- condensation
- sensors
Vocabulary Strategies:
- KID Vocabulary by Linda Hoyt
(Key Word/Important Information/Draw to Remember)
- Alpha-box (This is a good place to do quantitative descriptions.)
- Word walls
- Jeopardy Games: http://jc-schools.net/tutorials/PPT-games/
- Flash Cards Creator: http://quizlet.com/
Randolph County Schools 2013
Science Kit: Air and Weather by FOSS
Omit Investigation 1 – Exploring Air
Investigation 2 – Observing Weather
Part 1 – Weather Calendars (p. 9 – 12)
Class Discussion: How can we keep a record of daily weather conditions?
Part 2 – Measuring Temperature – Students construct a thermometer.
Part 3 – Watching Clouds – Students observe and compare different types of clouds.
Teacher briefly discusses only the three main types of clouds.
Part 4 – Measuring Rain – Divide into 2 sessions. Students construct rain gauge.
Investigation 3: Wind Explorations
Part 2: Wind Speed (p. 14)
Follow the investigation and make these adjustments:
--Start at number 3 with a BRIEF introduction to the anemometer.
Ask: What do meteorologists use this tool to measure?
--Students create an anemometer in small groups
(Materials: various sized plastic cups, super jumbo and jumbo straws, tape)
--Students should be investigating the answer to this question:
What do meteorologists use this tool to measure?
--Complete sections 1, 6, and 7
Part 4: Wind Vanes (p. 25)
--Have a BRIEF discussion about wind vanes.
Ask: What do meteorologists use this tool to measure?
--Students create a wind vane in small groups
(Materials: wind vane pointer, wind vane tail, jumbo and super jumbo straws)
--Students should be investigating the answer to this question:
What do meteorologists use this tool to measure?
--Students report findings.
Omit Investigation 4: Looking for Change
Books
A Week of Weather (DJ Cortland)
Weather Watching (Heather Hammonds)
On the Same Day in March (Marilyn Singer)
Weather (Eyewitness Explores)
Crazy Hair Day (Barney Saltzber)
Down Comes The Rain (Franklyn M Branley)
Water and the Weather (Rebecca Olien)
Randolph County Schools 2013
DPI Science Unit: Wonderful Weather
Recommended Lessons:
Lesson B - Weather! Weather! What’s The Weather?
Lesson H - Is It Here? Is It There?
Lesson I - There She Blows!
Lesson J - Which Way Does It Blow?
Lesson K - How Fast Can It Go?
Lesson P - Coming Down Again Today?
Lesson Q - Going Up or Down?
Lesson R - Which Can Stand the Heat?
Additional Resources:
www.accuweather.com
www.weather.com
www.timeanddate.com/weather (can check weather around the world)
Smartboard - generate a calendar to record the weather on
Follett Shelf - Measuring the Weather
Integration










Make a line plot of temperatures. (Math)
Graphing differences in the weather between two days or more. (Math)
Read A Week of Weather and graph weather throughout the week. (Reading,
Math)
Pick a couple of different states/countries to compare temperature and weather.
(Math/Social Studies)
Chart daylight at a particular time of day. (Math)
Read On the Same Day in March to introduce group research. Group research
the weather from a different region. (Writing/Social Studies/Technology)
Write an opinion paper on which region you would want to live in after
researching the different weather and climate of the region. (Writing)
Look at our community (or state). Discuss how the weather affects our economy.
(Writing, Social Studies)
Weather Stories http://beyondweather.ehe.osu.edu/stories-for-students
Read or use as listening station during guided reading. (Reading)
Read Crazy Hair Day - Have students draw picture of themselves (headshot) and
add a line of watered paint for hair along the head. Then blow through a straw to
spread the pat to make crazy hair. Discuss how the wind causes “bad hair days.”
(Reading, Art)
Randolph County Schools 2013
Science Resources
2.E.1.1 Summarize how energy from the sun serves as a source of light that warms the
land, air and water.
--Rookie Read Aloud Science Book Energy From the Sun
--“The Warmth of the Sun” lesson on Science NetLinks
http://sciencenetlinks.com/lessons/the-warmth-of-the-sun/
--“Albedo Cans” from Coffee Can Science by Scholastic (p. 49-50)
2.E.1.2 Summarize weather conditions using qualitative and quantitative measures to
describe: temperature, wind direction, wind speed, precipitation.
--“Drip, Drip, Drop” activity from Quick and Easy Science Fun by Mailbox (p. 45)
--“Foggy Jar” activity from Quick and Easy Science Fun by Mailbox (p. 45)
--“How Cold is Cold?” from Weather by Mailbox (p. 31)
--Recess at 20 Degrees Below by Cindy Aillaud
--“Cloud Jars” http://www.learnwithplayathome.com/2012/04/cloud-jars.html
2.E.1.3 Compare weather patterns that occur over time and relate observable patterns
to time of day and time of year.
--“Mapping the Weather” activity from Weather by Scholastic (p. 66-70)
--“Weather, Seasons, and Climate” from Science Magnifier by Carolina Biological
(p. 228-237)
2.E.1.4 Recognize the tools that scientists use for observing, recording, and predicting
weather changes from day to day and during the seasons.
--“Measuring the Weather” activity from Weather by Scholastic (p.63-65)
--“Make A Thermometer” www.energyquest.ca.gov/projects/thermometer.html
--“Soda Bottle Thermometer” from Soda Bottle Science by Scholastic (p. 18-19)
--“Make a Rain Gauge” activity from Weather by Teacher Created Resources (p.33)
--“Rain Gauge” activity from Soda Bottle Science by Scholastic (p.37-38)
Resource for Teacher Understanding:
Answers to Science Questions from the Stop Faking It! Guy (William Robertson)
Stop Faking It! Air, Water, and Weather (William Robertson)
Sciencesaurus: A Student Handbook (“Meteorology” p. 212-230) by Houghton
Mifflin
Hands on Earth Science Activities for Grades K-8 (Marvin N. Tolman)
(Section 3: Weather p.81-120)
Technology
--Weather Wiz Kids www.weatherwizkids.com/
--The Weather Channel www.weather.com
(add school address for daily weather to compare local school conditions)
--Interactive Weather Maker http://www.scholastic.com/kids/weather/
(can change weather, control the conditions, and show daily weather)
--Fox 8 Weather Kids: http://myfox8.com/contact/contact-vans-weather-kid/
Randolph County Schools 2013
--WFMY News 2: www.digtriad.com/weather/default.aspx (2 minute daily forecast)
--Study Jams: http://studyjams.scholastic.com
--BrainPOP: http://www.brainpop.com
--www.eduplay.com (ebooks available)
--NetTrekker: http://nettrekker.com/u
--SmartExchange
Videos
--Study Jams: www.studyjams.scholastic.com/kids/weather/
Weather and ClimateWeather and Climate
Weather Instruments - Slideshow (teacher directed)
--Teacher Tube: http://www.learner.org/index.html
Water Cycle Rap
Magic School Bus
Weather Instrument Song
Thunderstorm Song
--Discovery Education: http://streaming.discoveryeducation.com/
The First Look at Weather
A Closer Look at Space; The Sun and Stars
Segments (Our Sun, Solar Energy)
--Magic School Bus
Forecasting and Weather Instruments
--Brainpop Jr: www.brainpopjr.com (must have subscription)
The Sun
Water Cycle
Temperature
Seasons
Final Products
Assessment Probes:
2.E.1.2 Rainfall (p. 171) of Uncovering Student Ideas in Science (see adapted version)
2.E.1.2 What Are Clouds Made Of? (p. 155) of Uncovering Student Ideas in Science
(see adapted version)
*You can use both of these as a pre-assessment and post-assessment.
2.E.1.2 Have students draw and explain each stage of the water cycle on a small piece
of paper and glue onto a piece of construction paper. See example:
http://teachinginroom6.blogspot.com/2012/09/the-water-cycle.html
2.E.1 Summative assessment
Randolph County Schools 2013