Second Grade Science Plans
September 24 - 28, 2012
Charlesworth, Cochran, Lambright, Wimmer
2-3 Standard – The students will demonstrate an understanding of daily and
seasonal weather conditions.
Indicators –
2-3.1 – Explain the effects of moving air as it interacts with objects
2-3.2 – Recall weather terminology (including temperature, wind direction,
wind speed, and precipitation as rain, snow, sleet, and hail
2-3.4 –Carry out procedures to measure and record daily weather conditions
(including temperature, precipitation amounts, wind speed as measured on the
Beaufort Wind Scale, and wind direction as measured with a wind sock or wind
vane.)
2-3.5 – Use pictorial weather symbols to record observable sky conditions
Continue to refer to the “Weather” vocabulary cards for this unit. Reading
support books that go with this unit include: Weather – below level intervention /
Weather and Water – on level enrichment / Rain or Shine? – challenge level)
Monday – Staff Development at Palmetto High School – No school for students
Tuesday –
1. Discuss with students the outcome of Friday’s trip outside with the “wind
sock” they made. **Remind students that when air interacts with objects,
the objects move.
2. Read Gilberto and the Wind
3. Let students generate examples of objects affected by moving air
(examples- kites moving, leaves blowing, sailboats moving, sand blowing
in eyes) **Remind students that moving air is also called “wind.”
4. Use text pages 142 – 143 to learn how anemometers measure wind speed.
Show the one in the weather kit. (See Charlesworth if you do not have
one.)
5. Use the Beaufort Wind Scale to determine the effects that wind may have
at different speeds. (a small one has been scanned to you)
6. Complete the worksheet (28 – Wind Speed) for daily grade.
7. Continue weekly weather chart by adding today’s weather symbol.
Wednesday1. Discuss the weather terminology including: temperature, wind direction,
wind speed, and precipitation -- rain, snow, sleet, and hail.
2. Read text pages 139 – 144.
3. Discuss together how we measure temperature, wind direction, wind
speed, and precipitation and the tools we use to measure them. Show
the rain gauge (outside between the lunchroom and Charlesworth’s
room), anemometer, and thermometers.
4. Make a class thermometer as described below:
The thermometer consists of a tube that holds a
liquid (usually alcohol). As the temperature gets warmer,
the liquid expands and moves up the tube. Construct a
thermometer using the following materials:
- bottle or vial
- stopper with a hole in it
- glass or plastic tube - colored rubbing alcohol.
Fill the bottle or vial with the rubbing alcohol. You can use
food coloring to give it color. Insert the glass or plastic tube through the
stopper and put it into the vial. Place the thermometer in various settings
with different temperatures and tell students to note whether the alcohol
in the tube rises or falls.
5. Continue weekly weather chart by adding today’s weather symbol.
Thursday1. Begin the AIMS activity, “A Tool for Temperature” (See Days 8 – 9 from past
plans)
2. Make the horizontal and vertical number lines to show that a thermometer
is like a number line.
3. Use the classroom thermometer to read and record temperatures:
a. in the classroom, b. in the shade outside, c. in the sun outside
4. Record results on AIMS thermometer sheet 169.
5. Continue weekly weather chart by adding today’s weather symbol.
Friday1.Use SMARTBoard lessons on weather to review next Tuesday’s unit test.
2. Review severe weather safety using Lesson 11, pages 1-4 from workbook.
3. If time, watch The Magic School Bus Kicks up a Storm.