Science Grade 2 Unit 1 Guide 2010

Office of Elementary Education
Page1
Grade 2 Science Instruction Unit Guide Standard 2: Earth/Space Science
WCPS 2010-2011
Grade 2 Standard 2: Earth/Space Science
Page2
Table of Contents Standard 2: Earth/Space Science Topic

Maryland State Curriculum for Science Skills and Processes Maryland State Curriculum for Science Alignment Vertical Content Map Planning Guide Instructional Support for Science Objectives Word Cards and Vocabulary Sort Careers in Earth/Space Science Concept Attainment for Air and Weather Literature To Support Earth/Space Science Songs and Poetry Websites To Support Earth/Space Science Formative Assessments Unit 1 Assessment and Key
Page
3-6 7-11 12-18 19-37 38-72 73-109 110 111-118 119-137 138-149 150-152 153-169 170-187
WCPS 2010-2011
Page3
Maryland State Curriculum for Science

WCPS 2010-2011 Grade 2 Standard 2: Earth/Space Science
Page4
Standard 1.0 Skills and Processes Students will demonstrate the thinking and acting inherent in the practice of science. A. CONSTRUCTING KNOWLEDGE 1. Raise questions about the world around them and be willing to seek answers to some of them by making careful observations and trying things out. a. Describe what can be learned about things by just observing those things carefully and adding information by sometimes doing something to the things and noting what happens. b. Seek information through reading, observation, exploration, and investigations. c. Use tools such as thermometers, magnifiers, rulers, or balances to extend their senses and gather data. d. Explain that when a science investigation is done the way it was done before, we expect to get a very similar result. e. Participate in multiple experiences to verify that science investigations generally work the same way in different places. f. Suggest things that you could do to find answers to questions raised by observing objects and/or phenomena (events such as, water disappearing from the classroom aquarium or a pet's water bowl). g. Use whole numbers and simple, everyday fractions in ordering, counting, identifying, measuring, and describing things and experiences.
WCPS 2010-2011
Page5
Standard 1.0 Skills and Processes Students will demonstrate the thinking and acting inherent in the practice of science. B.APPLYING EVIDENCE AND REASONING 1. People are more likely to believe your ideas if you can give good reasons for them. a. Provide reasons for accepting or rejecting ideas examined. b. Develop reasonable explanations for observations made, investigations completed, and information gained by sharing ideas and listening to others' ideas. c. Explain why it is important to make some fresh observations when people give different descriptions of the same thing. C.COMMUNICATING SCIENTIFIC INFORMATION 1. Ask, "How do you know?" in appropriate situations and attempt reasonable answers when others ask them the same question. a. Describe things as accurately as possible and compare observations with those of others. b. Describe and compare things in terms of number, shape, texture, size, weight, color, and motion. c. Draw pictures that correctly portray at least some features of the thing being described and sequence events (seasons, seed growth). d. Have opportunities to work with a team, share findings with others, and recognize that all team members should reach their own conclusionsabout what the findings mean. e. Recognize that everybody can do science and invent things and ideas.
WCPS 2010-2011
Page6
Standard 1.0 Skills and Processes Students will demonstrate the thinking and acting inherent in the practice of science. D.TECHNOLOGY 1. Design and make things with simple tools and a variety of materials. a. Make something out of paper, cardboard, wood, plastic, metal, or existing objects that can actually be used to perform a task. b. Recognize that tools are used to do things better or more easily and to do some things that could not otherwise be done at all. c. Assemble, describe, take apart and reassemble constructions using interlocking blocks, erector sets and the like. d. Recognize that some kinds of materials are better than others for making any particular thing, for example, materials that are better in some ways (such as stronger and cheaper) may be worse in other ways (such as heavier and harder to cut). e. Explain that sometimes it is not possible to make or do everything that is designed. 2. Practice identifying the parts of things and how one part connects to and affects another. a. Investigate a variety of objects to identify that most things are made of parts b. Explain that something may not work if some of its parts are missing. c. Explain that when parts are put together, they can do things that they couldn't do by themselves. 3. Examine a variety of physical models and describe what they teach about the real things they are meant to resemble. a. Explain that a model of something is different from the real thing but can be used to learn something about the real thing. b. Realize that one way to describe something is to say how it is like something else.
WCPS 2010-2011
Page7
Maryland State Curriculum for Science

Standard 2.0 Earth/Space Science Students will use scientific skills and processes to explain the chemical and physical interactions (i.e., natural forces and cycles, transfer of energy) of the environment, Earth, and the universe that occur over time. A.MATERIALS AND PROCESSES THAT SHAPE A PLANET 1.Describe and compare properties of a variety of Earth materials. a. Classify a collection of rocks based on the properties that distinguish one type from another. b. Collect soil from different locations and compare the properties of the samples.
y y y y
Science Correlations/Resources
Other Correlations
Grade 1 Pebbles, Sand, and Silt Grade 3 Earth Materials
Color Texture Reaction to water Remains of living things
c. Use examples of observations from places around the school and neighborhood to describe ways Earth materials can change.
y y
Changes caused by humans and other animals Changes caused by water, wind, etc.
WCPS 2010-2011
Office of Elementary Education Standard 2.0 Earth/Space Science Students will use scientific skills and processes to explain the chemical and physical interactions (i.e., natural forces and cycles, transfer of energy) of the environment, Earth, and the universe that occur over time. D. Astronomy 1. Observe and describe changes over time in the properties, location, and motion of celestial objects. a. Identify and record observable properties of the sun, moon, and stars. b. Identify and record the apparent visible changes in the shape of the moon over two months of observations. c. Observe and record changes in the location of the sun and moon in the sky over time. d. Describe and compare the patterns of change that occur in the sun and the moon. E.INTERACTIONS OF HYDROSPHERE AND ATMOSPHERE 1.Recognize and describe that the surface of Earth is more than half covered with water. a. Identify the many locations where water is found. b. Describe the changes that occur to water found anywhere. Investigation 4 Part 3 Investigation 4 Part 3 Science Correlations/Resources Other Correlations
Page8
Consider adding a sky/weather watching station to Calendar Math.
Investigation 4 Part 3
WCPS 2010-2011
Office of Elementary Education Grade 1 Standard 2.0 Earth/Space Science Students will use scientific skills and processes to explain the chemical and physical interactions (i.e., natural forces and cycles, transfer of energy) of the environment, Earth, and the universe that occur over time. E. Interactions of Hydrosphere and Atmosphere 2. Describe observable changes in water on the surface of the Earth. a.Observe and compare day-to-day weather changes. b. Observe, record, and compare weather changes from month to onth. c. Compare temperatures and type and amount of precipitation cross the months. . Identify the impact of weather changes on daily activities. e. Identify and describe patterns of weatherconditions based on data collected. Air and Weather Investigations 2-4
Page9
WCPS 2010-2011
P a g e 10
Standard 6.0 Environmental Science Students will use scientific skills and processes to explain the interactions of environmental factors (living and nonliving) and analyze their impact from a local to a global perspective. A.NATURAL RESOURCES AND HUMAN NEEDS 1.Recognize and explain how Earth's natural resources from the natural environment are used to meet human needs. a. Describe natural resources as something from the natural environment that is used to meet one's needs. b. Identify water, air, soil, minerals, animals, and plants as basic natural resources. c. Explain that food, fuels, and fibers are produced from basic natural resources. d. Identify ways that humans use Earth's natural resources to meet their needs. e. Explain that some natural resources are limited and need to be used wisely.
Science Correlations
Other Correlations
HM Themes 1-6
Consider fostering a classroom environment that continuously cares for the environment. Be sure to include discussion about how human actions can harm or help the environment.
WCPS 2010-2011
P a g e 11
Standard 6.0 Environmental Science Students will use scientific skills and processes to explain the interactions of environmental factors (living and nonliving) and analyze their impact from a local to a global perspective. B.ENVIRONMENTAL ISSUES 1.Recognize and describe that the activities of individuals or groups of individuals can affect the environment. a. Identify and describe that individual and group actions, such as turning off lights, conserving water, recycling, picking up litter, or joining an organization can extend the natural resources of the environment. b. Identify and describe that individual and group actions, such as leaving lights on, wasting water, or throwing away recyclables, can limit the natural resources of the environment.
Science Correlations
Other Correlations
HM Themes 1-6
Consider fostering a classroom environment that continuously cares for the environment. Be sure to include discussion about how human actions can harm or help the environment.
WCPS 2010-2011
P a g e 12
Vertical Content Map for Earth/Space Science

Kindergarten and Grade 1 Grade 2 Grades 3&4
Standard 2.0 Earth/Space Physics Students will use scientific skills and processes to explain the chemical and physical interactions (i.e., natural forces and cycles, transfer of energy) of the environment, Earth, and the universe that occur over time. Kindergarten A.MATERIALS AND PROCESSES THAT SHAPE A PLANET 1.Investigate objects and materials in the environment. a. Observe and describe a variety of natural and humanmade objects found in familiar environments (school, neighborhood, etc.). b. Examine and describe Earth materials.
y y y
A.MATERIALS AND PROCESSES THAT SHAPE A PLANET 1.Describe and compare properties of a variety of Earth materials. a. Classify a collection of rocks based on the properties that distinguish one type from another. b. Collect soil from different locations and compare the properties of the samples. None Provided by MSDE
y y y y
rocks soil water
c. Using examples, describe that objects and materials, such as trees, rocks, and hills on Earth's surface can change.
Color Texture Reaction to water Remains of living things
c. Use examples of observations from places around the school and neighborhood to describe ways Earth materials can change.
y y
Changes caused by humans and other animals Changes caused by water, wind, etc. Grade 2 Standard 2: Earth/Space Science
WCPS 2010-2011
P a g e 13
Kindergarten and Grade 1
Grade 2
Grades 3&4
Standard 2.0 Earth/Space Science Students will use scientific skills and processes to explain the chemical and physical interactions (i.e., natural forces and cycles, transfer of energy) of the environment, Earth, and the universe that occur over time. Grade 4 A.MATERIALS AND PROCESSES THAT SHAPE A PLANET 2.Recognize and explain how physical weathering and erosion cause changes to the earth's surface. a. Investigate and describe how weathering wears down Earth's surface. y Water y Ice y Wind b. Cite evidence to show that erosion shapes and reshapes the earth's surface as it moves from one location to another.
y y y
None Provided by MSDE
Water Ice Wind
WCPS 2010-2011
P a g e 14
Grade 2
Grades 3&4
Standard 2.0 Earth/Space Science Students will use scientific skills and processes to explain the chemical and physical interactions (i.e., natural forces and cycles, transfer of energy) of the environment, Earth, and the universe that occur over time. Grade 4 B.EARTH HISTORY 2.Recognize and explain that fossils provide evidence about the plants and animals that lived long ago and about the nature of the environment at that time. a. Recognize and explain that the remains or imprints of plants or animals can become fossils. b. Describe the physical structures of an animal or plant based on its fossil remains. c. Identify what an animal or plant fossil is able to tell about the environment in which it lived. y Water y Land
WCPS 2010-2011
Office of Elementary Education Kindergarten and Grade 1 Grade 2 Grades 3&4
P a g e 15
Standard 2.0 Earth/Space Science Students will use scientific skills and processes to explain the chemical and physical interactions (i.e., natural forces and cycles, transfer of energy) of the environment, Earth, and the universe that occur over time. Grade 3 C.PLATE TECTONICS 1.Gather information and provide evidence about the physical environment, becoming familiar with the details of geological features, observing and mapping locations of hills, valleys, rivers, and canyons. a. Identify and describe some natural features of continents. y Mountains y Valleys y Rivers y Canyons b. Describe the natural features in their immediate outdoor environment, and compare the features with those of another region in Maryland. c. Identify and describe some features of the ocean floor.
y y y
Mountains Valleys Canyons
d. Recognize and explain that an ocean floor is land covered by water. WCPS 2010-2011 Grade 2 Standard 2: Earth/Space Science
P a g e 16
Grade 2
Grades 3&4
Standard 2.0 Earth/Space Science Students will use scientific skills and processes to explain the chemical and physical interactions (i.e., natural forces and cycles, transfer of energy) of the environment, Earth, and the universe that occur over time. Kindergarten D.ASTRONOMY D.ASTRONOMY Grade 4 D.ASTRONOMY 1.Identify and describe the variety of objects in the universethrough first-hand observations using the unaided eye, binoculars or telescopes or videos and/or pictures from reliable sources. a. Observe and describe the starsand the planets as seen through a telescope, graphically in pictures or in video clips from reliable sources. b. Identify the sun as the Earth's closest star. c. Recognize that stars are like the sun, some are smaller and some larger. d. Recognize and describe that the stars are not all the same in apparent brightness. e. Recognize that the pattern of stars in the sky stays the same although their locations in the sky appear to change with the seasons.
1.Observecelestial objects that are visible in the day and 1.Observe and describe changes over time in the night sky. properties, location, and motion of celestial objects. a. Identify and describe the sun, moon and stars. b. Describe ways in which the daytime and nighttime skies are different. Grade 1 D.ASTRONOMY 2.Recognize that there is a relationship between the sun and the earth. a. Identify ways that the sun affects the earth including that the sun warms the earth and provides light. a. Identify and record observable properties of the sun, moon, and stars. b. Identify and record the apparent visible changes in the shape of the moon over two months of observations. c. Observe and record changes in the location of the sun and moon in the sky over time. d. Describe and compare the patterns of change that occur in the sun and the moon.
WCPS 2010-2011
P a g e 17
Grade 2
Grades 3&4
Standard 2.0 Earth/Space Science Students will use scientific skills and processes to explain the chemical and physical interactions (i.e., natural forces and cycles, transfer of energy) of the environment, Earth, and the universe that occur over time. E.INTERACTIONS OF HYDROSPHERE AND ATMOSPHERE 1.Recognize and describe that the surface of Earth is more than half covered with water. None Provided by MSDE a. Identify the many locations where water is found. b. Describe the changes that occur to water found anywhere. None Provided by MSDE
WCPS 2010-2011
P a g e 18
Grade 2
Grades 3&4
Standard 2.0 Earth/Space Science Students will use scientific skills and processes to explain the chemical and physical interactions (i.e., natural forces and cycles, transfer of energy) of the environment, Earth, and the universe that occur over time. E. Interactions of Hydrosphere and Atmosphere 2. Investigate and gather information about changes in weather. a. Observe and describe different weather conditions using senses. b. Record observations using pictures, pictographs, or written/oral language. c. Describe qualitative changes in weather, such as temperatures, precipitation, wind, etc. E. Interactions of Hydrosphere and Atmosphere 2. Describe observable changes in water on the surface of the Earth. a. Observe and compare day-to-day weather changes. b. Observe, record, and compare weather changes from month to month. c. Compare temperature and type and amount of precipitation across the months. d. Identify the impact of weather changes on daily activities. e. Identify and describe patterns of weather conditions based on data collected. E. Interactions of Hydrosphere and Atmosphere 2. Recognize and describe that each season has different weather conditions. a. Describe different seasonal weather conditions using data collect from weather instruments, models or drawing. b. Compare average daily temperature during different seasons. c. Compare average daily wind speed and direction during different seasons. d. Compare average daily precipitation during different seasons ~ amount and type.
WCPS 2010-2011
P a g e 19
Standard 2: Earth/Space Science Science Planning Guide

Time State Curriculum Objectives Session 1 1.A.1.f FOSS Air and Weather ~ Investigation 1 Part 1 1. Guiding the Investigation ~ steps 1-4 2. Closure: Tell students that they will finish exploring during the next session. Have them share what observations they have made so far with a partner. Session 2 FOSS Air and Weather ~ Investigation 1 Part 1 1. Guiding the Investigation ~ steps 4-7 2. Wrapping Up Part 1 ~ steps 8-9 air matter gas invisible Focus Question How does air interact with objects? Air can move things around. You can feel air. Air takes up space. Air is matter. Be sure to develop classroom routines for science. How do we work as scientists? What are our roles/jobs? Lesson Overview Vocabulary Formative Assessment Extensions and Modifications
WCPS 2010-2011
Office of Elementary Education Time State Curriculum Objectives Session 3 1.A.1.f FOSS Air and Weather ~ Investigation 1 Part 2 Center Rotation 1 1. Guiding the Investigation ~ steps 1-9 2. Have the students discuss what they observed in their group with their group members. Session 4 1.A.1.f FOSS Air and Weather ~ Investigation 1 Part 2 Center Rotation 2 1. Guiding the Investigation ~ steps 1-9 2. Have the students discuss what they observed in their group with their group members. vial bubble water paper towel submerge Focus Question How can I keep a paper towel dry underwater? Air can be trapped in a vial underwater. Air bubbles come out of the vial if its tipped sideways. Air takes up space, so water cant get in and get the towel wet. Lesson Overview Vocabulary Formative Assessment
P a g e 20 Extensions and Modifications
Continue to develop and reinforce classroom routines for science. How do we work as scientists? What are our roles/jobs?
WCPS 2010-2011
Office of Elementary Education Time State Curriculum Objectives Session 5 1.A.1.f FOSS Air and Weather ~ Investigation 1 Part 2 Center Rotation 3 1. Guiding the Investigation ~ steps 1-9 2. Wrapping Up Parts 2 ~ steps 10-11 Session 6 1.A.1.f FOSS Air and Weather ~ Investigation 1 Part 3 1. Guiding the Investigation ~ steps 1-3 2. Have the students make predictions about what they think they will observe from their parachutes parachute air resistance Focus Question How does air affect how a parachute floats to the ground? A parachute falls slowly because the air pushes against it. Air resistance slows the parachute down. Lesson Overview Vocabulary Formative Assessment
y Continue to develop and reinforce classroom routines for science. How do we work as scientists? What are our roles/jobs? y Premade parachutes have been provided at each school for students to use. They may be used to save time, help students with needs, and/or to make comparisons
Session 7
1.A.1.f
FOSS Air and Weather ~ Investigation 1 Part 3 1. Guiding the Investigation ~ steps 4-7 2. Wrapping Up Part 3 ~ steps 8-9 .
WCPS 2010-2011
Office of Elementary Education Time State Curriculum Objectives Session 8 1.A.1.f FOSS Air and Weather ~ Investigation 1 Part 4 1. Guiding the Investigation ~ steps 1-5 2. Have the students share the observations they have made so far. Session 9 1.A.1.f FOSS Air and Weather ~ Investigation 1 Part 4 1. Guiding the Investigation ~ steps 6-13 2. Wrapping Up Part 4 ~ steps 1415 Session 10 1.A.1.f FOSS Air and Weather ~ Investigation 1 Part 5 1. Guiding the Investigation ~ steps 1-9 2. Have the students share the observations they have made so far. fountain Focus Question How can I use air to push water around a system? Air takes up space in a bottle and wont let water in if the air cant get out. Air pressure can push on water and make it move. syringe plunger barrel tubing compress pressure system Focus Question What happens when I push air into a smaller space? You cant push the plunger in all the way when air is trapped inside. Plunging one syringe compresses the air, creating pressure and pushing the other one out. Lesson Overview Vocabulary Formative Assessment
WCPS 2010-2011
Office of Elementary Education Time State Curriculum Objectives Session 11 1.A.1.f FOSS Air and Weather ~ Investigation 1 Part 5 1. Guiding the Investigation ~ steps 10-14 2. Wrapping Up Part 5 ~ steps 1516 Session 12 1.A.1.f FOSS Air and Weather ~ Investigation 1 Part 6 1. Guiding the Investigation ~ steps 1-5 2. Have the students share the observations they have made so far. Session 13 FOSS Air and Weather ~ Investigation 1 Part 6 1. Guiding the Investigation ~ steps 6-8 2. Wrapping Up Part 6 ~ steps 910 inflate rocket propel distance move travel Focus Question How can I use compressed air to propel a balloon rocket? Air inside a balloon is compressed by the rubber skin of the balloon. Pressure from the compressed air moves the balloon rocket. Lesson Overview Vocabulary Formative Assessment
WCPS 2010-2011
Office of Elementary Education Time State Curriculum Objectives Session 14 1.A.1.f FOSS Air and Weather ~ Investigation 1 Part 6 1. Read Science Story: What Is All Around Us? Refer to Science Story Folio for lesson Session 15 Investigation 1 Reflections and Formative Assessment Reflection Questions How do we work as scientists? How do scientists use their senses to make observations? How does air interact with objects? How does air affect a parachute? Lesson Overview Vocabulary Formative Assessment
WCPS 2010-2011
Office of Elementary Education Time State Curriculum Objectives Session 16 Grade 1 2.E.2.a-e 1.A.1.c, f 1.C.1.c FOSS Air and Weather ~ Investigation 2 Part 1 1. Guiding the Investigation ~ steps 1-7 2. Have the students discuss how else they could keep record of the weather other than using the classroom calendar. weather meteorologist monitor symbol sunny partly cloudy overcast rainy snowy Focus Question How can we keep a record of daily weather conditions? Meteorologists are scientists who study the weather. Scientific journals are used to record observations accurately. y y Lesson Overview Vocabulary Formative Assessment
Session 17
FOSS Air and Weather ~ Investigation 2 Part 1 1. Guiding the Investigation ~ steps 8-11 2. Wrapping Up Part 1 ~ steps 1213
Continue to develop and reinforce classroom routines for science. How do we work as scientists? What are our roles/jobs? Weather Stations have been delivered to Gr. 4 Teachers for the school to use. The weather station should be placed in a central area to be accessed grade levels.
WCPS 2010-2011
Office of Elementary Education Time State Curriculum Objectives Session 18 Grade 1 2.E.2.a-e 1.A.1.c, f 1.C.1.c 1.D.1.d FOSS Air and Weather ~ Investigation 2 Part 2 1. Guiding the Investigation ~ steps 1-6 2. Have the students discuss how a meteorologist would use a thermometer. temperature, thermometer, Celsius, Fahrenheit, weather instrument, tool freezing cold cool warm hot Focus Question How does a thermometer work to measure the temperature? Use a thermometer to measure temperature. We use the temperature to decide what to wear and what to do outside. Lesson Overview Vocabulary Formative Assessment
Session 19
WCPS 2010-2011
Office of Elementary Education Time State Curriculum Objectives Session 20 Grade 1 2.E.2.a-e 1.A.1.c, f 1.C.1.c FOSS Air and Weather ~ Investigation 2 Part 3 1. Guiding the Investigation ~ steps 1-4 2. Wrapping Up Part 3 ~ steps 5-8 clouds cumulus cirrus stratus Focus Questions Are all clouds the same? What kinds of weather do different clouds bring? Cirrus clouds look like feathers or cobwebs. Cumulus clouds are big and fluffy. Stratus clouds stay low and cover the sky. Wind makes clouds move. Clouds are all made of drops of water in the air. Session 21 FOSS Air and Weather ~ Investigation 2 Part 3 1. Read Science Story: Whats The Weather Today Refer to Science Stories Folio for lesson Lesson Overview Vocabulary Formative Assessment
WCPS 2010-2011
Office of Elementary Education Time State Curriculum Objectives Session 22 Grade 1 2.E.2.a-e 1.A.1.c, f 1.C.1.c FOSS Air and Weather ~ Investigation 2 Part 4 1. Guiding the Investigation ~ steps 1-4 2. Have the students share the observations they have made so far. rain gauge Focus Question How can we measure the amount of rain that falls? You can tell it is going to rain when the clouds are dark and thick. You use a rain gauge to measure how much rain has fallen. Lesson Overview Vocabulary Formative Assessment
Session 23
WCPS 2010-2011
Office of Elementary Education Time State Curriculum Objectives Session 24 Investigation 2 Reflections and Formative Assessment Reflection Questions How do we work as scientists? How do scientists use their senses to make observations? How do scientists make comparisons? How do we keep daily record of weather conditions? Describe the tools we use to measure weather. Describe clouds and the kind of weather they bring. Lesson Overview Vocabulary Formative Assessment
WCPS 2010-2011
Office of Elementary Education Time State Curriculum Objective Session 25 Grade 1 2.E.2.a-e 1.A.1.c, f 1.C.1.c FOSS Air and Weather ~ Investigation 3 Part 1 1. Guiding the Investigation ~ steps 1-6 2. Wrapping Up Part 1 ~ steps 7-8 bubble wind Focus Question How can bubbles be used to find out about wind speed and direction? Bubbles are filled with air. Bubble move with the air. They can show how fast or slow air is moving. They can show the direction air is moving. anemometer, calm, gentle breeze, moderate breeze, strong breeze Focus Question How do people describe the strength of the wind? Meteorologists use an anemometer to measure how fast the wind is blowing. Lesson Overview Vocabulary Formative Assessment
Session 26
Grade 1 2.E.2.a-e 1.A.1.c, f 1.C.1.c
WCPS 2010-2011
Office of Elementary Education Time State Curriculum Objectives Session 27 Grade 1 2.E.2.a-e 1.A.1.c, f 1.C.1.c 1.D.1.d FOSS Air and Weather ~ Investigation 3 Part 3 1. Guiding the Investigation ~ steps 1-3 2. Have the students predict what they will observe from their pinwheels. pinwheel Focus Question How can we use pinwheels to observe wind speed? A pinwheel is like an anemometer because it can show you how fast the air is moving. The faster the pinwheel moves, the faster you know the wind is blowing. y y Lesson Overview Vocabulary Formative Assessment
Continue to develop and reinforce classroom routines for science. How do we work as scientists? What are our roles/jobs? Premade parachutes have been provided at each school for students to use. They may be used to save time, help students with needs, and/or to make comparisons.
WCPS 2010-2011
Office of Elementary Education Time State Curriculum Objectives Session 28 Grade 1 2.E.2.a-e 1.A.1.c, f 1.C.1.c FOSS Air and Weather ~ Investigation 3 Part 3 1. Guiding the Investigation ~ steps 4-8 2. Wrapping Up Part 3 ~ steps 910. Session 29 Grade 1 2.E.2.a-e 1.A.1.c, f 1.C.1.c FOSS Air and Weather ~ Investigation 3 Part 4 1. Guiding the Investigation ~ steps 1-3 2. Have the students make predictions about how their wind vane with work. Session 30 Grade 1 2.E.2.a-e 1.A.1.c, f 1.C.1.c FOSS Air and Weather ~ Investigation 3 Part 4 1. Guiding the Investigation ~ steps 4-7 2. Wrapping Up Part 4 ~ steps 810 wind vane direction north south east west Focus Question How can we use a wind vane to observe the direction of the wind? Wind vanes tell us the direction the wind is coming from. You can use things like bubbles, clouds, and flags to tell the direction of the wind. Lesson Overview Vocabulary Formative Assessment
WCPS 2010-2011
Office of Elementary Education Time State Curriculum Objectives Session 31 Grade 1 2.E.2.a-e 1.A.1.c, f 1.C.1.c FOSS Air and Weather ~ Investigation 3 Part 4 1. Read Science Story: Understanding the Weather Refer to the Science Stories Folio for lesson Session 32 Grade 1 2.E.2.a-e 1.A.1.c, f 1.C.1.c FOSS Air and Weather ~ Investigation 3 Part 5 1. Guiding the Investigation ~ steps 1-4 2. Have the students predict the how they believe their kites will work outside. kite tail flying line Focus Question How can we use weather instruments to improve kite flying? Air pushes against a kite to make it fly. A wind vane can help you know which direction to fly the kite. An anemometer can help you decide if there is enough wind for a kite to fly. Session 33 Grade 1 2.E.2.a-e 1.A.1.c, f 1.C.1.c FOSS Air and Weather ~ Investigation 3 Part 5 1. Guiding the Investigation ~ steps 1-4 2. Wrapping Up Part 5 ~ steps 1112 Lesson Overview Vocabulary Formative Assessment
WCPS 2010-2011
Office of Elementary Education Time State Curriculum Objectives Session 34 Investigation 3 Reflections and Formative Assessment Reflection Questions How do we work as scientists? How do scientists use their senses to make observations? How do scientists make comparisons? Describe the tools that measure wind speed and direction. Lesson Overview Vocabulary Formative Assessment
WCPS 2010-2011
Office of Elementary Education Time State Curriculum Objectives Session 35 Grade 1 2.E.2.a-e 1.A.1.c, f 1.C.1.c FOSS Air and Weather ~ Investigation 4 Part 1 1. Guiding the Investigation ~ steps 1-5 2. Wrapping Up Part 1 ~ steps 6-7 graph column row Focus Question How can we organize weather data collected for a month to look for change? Graphs can help organize information and make it easy to compare different kinds of weather. Next month might have more snowy days. Session 36 Grade 1 2.E.2.a-e 1.A.1.c, f 1.C.1.c FOSS Air and Weather ~ Investigation 4 Part 2 Ongoing Investigation See Folio for details total precipitation season Sun Focus Question How can we organize weather data taken over different seasons to look for change? The most rain fell in the spring. Winter was the coldest season. In the fall, we had the most sunny days. Lesson Overview Vocabulary Formative Assessment
Session 37
Grade 1 2.E.2.a-e 1.A.1.c, f 1.C.1.c
FOSS Air and Weather ~ Investigation 4 Part 2 1. Read Science Story: Seasons See Science Stories Folio for lesson
WCPS 2010-2011
P a g e 36
Time
State Curriculum Objectives
Lesson Overview
Vocabulary
Formative Assessment
Extensions and Modifications
Session 38
2.D.1.a-d
FOSS Air and Weather ~ Investigation 4 Part 3 1. Guiding the Investigation ~ steps 1-5 2. Have the students make predictions about what they think they will observe at night.
Moon star change
Focus Question What is in the night sky and how can we monitor and record our observations to look for change? The Moon changes in a pattern. It starts as a crescent, grows into a quarter, grows to a full Moon, and then gets smaller until it becomes a New Moon and we cant see it. It takes about a month to complete the pattern.
Session 39
FOSS Air and Weather ~ Investigation 4 Part 3 1. Guiding the Investigation ~ steps 6-10 2. Have the students predict what they think they will see next.
Session 40
WCPS 2010-2011
Office of Elementary Education Time State Curriculum Objectives Session 41 Investigation 4 Reflections and Formative Assessment Reflection Questions How do we work as scientists? How do scientists use their senses to make observations? How do scientists make comparisons? Describe the night sky. Session 42 Session 43 Overall Unit Reflections Lesson Overview Vocabulary Formative Assessment
Unit 2 Assessment
WCPS 2010-2011
P a g e 38
Instructional Support for Science Objectives
WCPS 2010-2011
P a g e 39
2.E.2.a (Grade 1)
Observe and compare day-to-day weather changes.
Resources to Support 2.E.2.a (Grade 1)

Name of Resource
ScienceSaurus FOSS: Air and Weather Safari Montage
Where Can the Resource Be Found?

Pages 188-197, 218-227 Investigations 2-4 y y y Telling the Weather All About Climate and Seasons Bill Nye: Earths Seasons
Notes
These videos may be used to enhance science investigations. The videos are not intended to replace investigations or to be used as a stand-alone activity. Please select chapters or segments within the videos to meet the needs of your students.
WCPS 2010-2011
P a g e 40
2.E.2.b (Grade 1)
Observe, record, and compare weather changes from month to month.
Resources to Support 2.E.2.b (Grade 1)

Name of Resource

Notes
WCPS 2010-2011
P a g e 41
2.E.2.c (Grade 1)
Compare temperatures and type and amount of precipitation across months.
Resources to Support 2.E.2.c (Grade 1)

Name of Resource

Notes
WCPS 2010-2011
P a g e 42
2.E.2.d (Grade 1)
Identify the impact of weather changes on daily activities.
Resources to Support 2.E.2.d (Grade 1)

Name of Resource

Notes
WCPS 2010-2011
P a g e 43
2.E.2.e (Grade 1)
Identify and describe patterns of weather conditions based on data collected.
Resources to Support 2.E.2.e (Grade 1)

Name of Resource

Notes
WCPS 2010-2011
P a g e 44
2.D.1.a
Identify and record observable properties of the sun, moon, and stars.
Resources to Support 2.D.1.a

Name of Resource

Pages 218-227, 234-237 Investigation 4, Part 3 y y y y y y y y y All About the Moon Magic School Bus Gets Lost In Space Magic School Bus Sees Stars Moon Man Bill Nye: Gravity Bill Nye: Outer Space Bill Nye: Space Exploration Bill Nye: The Moon Bill Nye: The Sun
Notes
WCPS 2010-2011
P a g e 45
Assessment: Emmys Moon and Stars
Emmy looked out her windows and saw the Moon and stars. She wondered how far away they were. Circle the answer that best describes where you think the Moon and stars are that Emmy sees.
A. There are no stars between the Earth and the Moon. B. One star is between the Earth and the Moon. C. A few stars are between the Earth and the Moon. D. There are many stars between the Earth and the Moon. E. Several stars between the Moon and the edge of our solar system.
Explain your thinking.
WCPS 2010-2011
P a g e 46
Emmy Moon and Stars Assessment Teacher Notes
This assessment probes students ideas about the relative position of common objects in the sky. The best response is A. However, be sure to listen/read the responses of the other students who did not pick A. Their explanations may be correct depending on how they may have interpreted the other statements.
WCPS 2010-2011
P a g e 47
Assessment: Stars
Five friends were wondering where stars were in the daytime. They each have different ideas about why we do not see stars in the sky during the day. This is what they said: Anita: The stars stop shining when the Sun comes out. Blake: The stars are still in the sky above us, but we cant see them. Clark: The stars go underneath Earth during the daytime. Diane: The stars cool down during the day and the Sun gets hotter. Elizabeth: The stars are on the other side of Earth where its nighttime.
Which friend do you most agree with? Describe your thinking. Explain the reason for your answer.
Assessment for 2.D.2.b
WCPS 2010-2011
P a g e 48
Stars Assessment Teacher Notes
This assessment probes students ideas about the location of stars in the daytime. The best response is from Blake. However, be sure to listen/read the responses of the other students who did not pick Blake. Their explanations may be correct depending on how they may have interpreted the other statements.
WCPS 2010-2011
P a g e 49
Assessment: Darkness at Night
Six friends were wondering why the sky is dark at night. This is what they said:
Jeb: The clouds come in at night and cover the Sun. Talia: The Earth spins completely around once a day. Nick: The Sun moves around the Earth once a day. Becca: The Sun moves around the Earth once a day. Latisha: The Sun moves underneath the Earth at night. Yolanda: The Sun stops shining.
Which friend do you think has the best reason for why the sky is dark at night? Describe your ideas about why the Earth is dark at night and light during the day.
WCPS 2010-2011
P a g e 50
Darkness at Night Assessment Teacher Notes
This assessment probes students ideas about the day/night cycle. The best response is from Talia. However, be sure to listen/read the responses of the other students who did not pick Talia. Their explanations may be correct depending on how they may have interpreted the other statements.
WCPS 2010-2011
P a g e 51
Assessment: Objects in the Sky
Different things can seen in the sky.
Put a D next to the things that are seen only in the daylight. Put an N next to the things that can be seen only at night. Put a B next to the things that can be seen in both day and night.
_____The sun _____The moon _____The next-nearest star to our Sun _____Constellations
Explain your thinking. How did you decide when you could see different things in the sky?
WCPS 2010-2011
P a g e 52
Objects in the Sky Assessment Teacher Notes
This assessment probes students ideas about when objects can be seen in the sky. The best response is D for the Sun, N for the next-nearest star to our Sun and constellations, and B for the Moon. If their explanation shows otherwise, be sure to have them explain their reasoning. Their explanations may be correct depending on how they may have interpreted the other statements.
WCPS 2010-2011
P a g e 53
2.D.1.b
Identify and record the apparent visible changes in the shape of the moon over two months of observations.
Resources to Support 2.D.1.b

Name of Resource

Pages 218-227 Investigation 4, Part 3 y y y y y y y y y All About the Moon Magic School Bus Gets Lost In Space Magic School Bus Sees Stars Moon Man Bill Nye: Gravity Bill Nye: Outer Space Bill Nye: Space Exploration Bill Nye: The Moon Bill Nye: The Sun
Notes
WCPS 2010-2011
P a g e 54
Lesson Seeds
Oreo Moon Phases What You Need: y 4 Oreo cookies y Paper towel y Plastic knife, spoon or popsicle stick What to Do: 1. Twist open the Oreo cookies and remove the cream with the knife, spoon or popsicle stick so that it looks like the different phases of our Moon. 2. Place the cookies in order in a line to represent the order of our Moons phases.
Resource:http://www.lpi.usra.edu/education/space_days
WCPS 2010-2011
P a g e 55
2.D.1.c
Observe and record changes in the location of the sun and moon in the sky over time.
Resources to Support 2.D.1.c

Name of Resource

Notes
WCPS 2010-2011
P a g e 56
2.D.1.d
Describe and compare the patterns of change that occur in the sun and the moon.
Resources to Support 2.D.1.d

Name of Resource

Notes
WCPS 2010-2011
P a g e 57
6.A.1.a
Describe natural resources as something from the natural environment that is used to meet human needs.
Resources to Support 6.A.1.a

Name of Resource
ScienceSaurus Safari Montage

Pages 318-333, 344-349 y y y y y y y All About Forest Ecosystems Environmental Health Magic School Bus Holiday Special: Recycling Plants of the Rainforest The United States U.S. Industries & Resources What is Economics?
Notes
WCPS 2010-2011
P a g e 58
6.A.1.b
Identify water, air, soil, minerals, animals, and plants as basic natural resources.
Resources to Support 6.A.1.b

Name of Resource

Notes
WCPS 2010-2011
P a g e 59
6.A.1.c
Explain that food, fuels, and fibers are produced from basic natural resources.
Resources to Support 6.A.1.c

Name of Resource

Notes
WCPS 2010-2011
P a g e 60
6.A.1.d
Identify ways that humans use Earths natural resources to meet their needs.
Resources to Support 6.A.1.d

Name of Resource

Notes
WCPS 2010-2011
P a g e 61
6.A.1.e
Explain that some natural resources are limited and need to be used wisely.
Resources to Support 6.A.1.e

Name of Resource

Notes
WCPS 2010-2011
P a g e 62
6.B.1.a
Identify and describe that individual and group actions, such as turning off lights, conserving water, recycling, picking up litter, or joining an organization can extend the natural resources of the environment.
Resources to Support 6.B.1.a

Name of Resource

Notes
WCPS 2010-2011
P a g e 63
6.B.1.b
Identify and describe that individual and group actions, such as leaving lights on, wasting water, or throwing away recyclables, can limit the natural resources of the environment.
Resources to Support 6.B.1.b

Name of Resource

Notes
WCPS 2010-2011
P a g e 64
Weather Writing Prompts
WCPS 2010-2011
P a g e 65
Imagine you are the sun that warms the land, air, and water. Write a poem that introduces yourself, and say what you do every day to warm the land, air, and water.
WCPS 2010-2011
P a g e 66
Your family has just returned from a winter camping trip in the mountains. Use your five senses to describe your trip.
WCPS 2010-2011
P a g e 67
You are a bear. Its almost winter. What do you need to do to get ready for winter?
WCPS 2010-2011
P a g e 68
Sometimes the weather is very hot and sometimes it is very cold. Describe the clothes you wear on a hot day, and then describe the clothes you wear on a cold day.
WCPS 2010-2011
P a g e 69
Record the temperature every day on a bar graph for one week of school, and describe how that temperature feels each day. Look up at the clouds and the sun each day, and describe what they look like too.
WCPS 2010-2011
P a g e 70
We know that weather changes from day to day, but we can predict that it will be cold in some months and hot in others. On a calendar showing the months of the year, draw a sun in a month that is usually very hot and draw a snowman in a month that is usually very cold. Now imagine the snowman wanted to see what it would be like to play in the summer weather. In December, he asked some children to keep him in the freezer until July and then bring him out into the summer sun! Write the story of what happened to this funny, old snowman when the children brought him out in July.
WCPS 2010-2011
P a g e 71
We can measure weather conditions using things like thermometers and wind vanes. Your friend has never seen a thermometer or a wind vane. Describe both of these things, and tell her how they work and what they measure.
WCPS 2010-2011
P a g e 72
The President wants to visit your city in either July or January. Which month do you think would be a better time for a visit? Write a letter to the President explaining what the weather will be like in both of those months, and persuade him to come in the month of your choice. Dont forget to tell him what clothes to pack for his trip.
WCPS 2010-2011
P a g e 73
Unit Vocabulary
Please note the following:
y These words are suggested vocabulary words. Please continue to make instructional decisions about vocabulary words you feel your students may or may not need. y At the bottom of each vocabulary card is coded. U1I1 stands for Unit 1 Investigation 1. U1SC stands for Unit 1 State Curriculum. y Vocabulary should be reviewed at the end of each investigation and identified in the content/inquiry chart. y Science vocabulary may be added to the Word Wall and kept there during testing as long as the words are used as is or copied onto white cardstock. (See your SAS if you have questions about your Word Wall display) Have your students help you determine at the end of the module what words should be displayed on the Word Wall. y If you choose not to add the vocabulary words to your Word Wall, be sure these words are displayed where they are visible to all students during the time the unit is being taught.
WCPS 2010-2011
P a g e 74
air gas
WCPS 2010-2011
U1I1
matter
U1I1
U1I1
P a g e 75
invisible vial
U1I1
U1I1
bubble
WCPS 2010-2011
U1I1
P a g e 76
water
U1I1
paper towel submerge

WCPS 2010-2011
U1I1
U1I1
P a g e 77
parachute syringe
WCPS 2010-2011
U1I1
air resistance
U1I1
U1I1
P a g e 78
plunger barrel tubing

WCPS 2010-2011
U1I1
U1I1
U1I1
P a g e 79
compress pressure system

WCPS 2010-2011
U1I1
U1I1
U1I1
P a g e 80
fountain inflate rocket

WCPS 2010-2011
U1I1
U1I1
U1I1
P a g e 81
propel move
WCPS 2010-2011
U1I1
distance
U1I1
U1I1
P a g e 82
travel
U1I1
weather
U1I2
meteorologist
WCPS 2010-2011
U1I2
P a g e 83
monitor symbol sunny

WCPS 2010-2011
U1I2
U1I2
U1I2
P a g e 84
partly cloudy overcast rainy

WCPS 2010-2011
U1I2
U1I2
U1I2
P a g e 85
snowy
U1I2
temperature thermometer weather

WCPS 2010-2011
U1I2
U1I2
P a g e 86
instrument tool
U1I2
U1I2
freezing
WCPS 2010-2011
U1I2
P a g e 87
cold cool warm

WCPS 2010-2011
U1I2
U1I2
U1I2
P a g e 88
hot
U1I2
clouds cirrus
WCPS 2010-2011
U1I2
U1I2
P a g e 89
cumulus stratus
U1I2
U1I2
rain gauge
WCPS 2010-2011
U1I2
P a g e 90
bubble wind
U1I3
U1I3
anemometer
WCPS 2010-2011
U1I3
P a g e 91
calm
U1I3
gentle breeze moderate breeze

WCPS 2010-2011
U1I3
U1I3
P a g e 92
strong breeze pinwheel wind vane

WCPS 2010-2011
U1I3
U1I3
U1I3
P a g e 93
direction north south

WCPS 2010-2011
U1I3
U1I3
U1I3
P a g e 94
east west kite

WCPS 2010-2011
U1I3
U1I3
U1I3
P a g e 95
tail
U1I3
flying line graph

WCPS 2010-2011
U1I3
U1I3
P a g e 96
column row total

WCPS 2010-2011
U1I4
U1I4
U1I4
P a g e 97
precipitation season sun

WCPS 2010-2011
U1I4
U1I4
U1I4
P a g e 98
moon star
U1I4
U1I4
change
WCPS 2010-2011
U1I4
P a g e 99
Ongoing Vocabulary From the VSC
observations observe
WCPS 2010-2011
U1SC
investigations
U1SC
U1SC
P a g e 100
sun
U1SC
precipitation pattern
WCPS 2010-2011
U1SC
U1SC
P a g e 101
data
U1SC
weather
U1SC
hydrosphere
WCPS 2010-2011
U1SC
P a g e 102
atmosphere work
U1SC
U1SC
WCPS 2010-2011
P a g e 103
Student Vocabulary for Content Sort
water
U1I1
water
U1I1
U1I1
submerge parachute
submerge parachute
U1I1
U1I1
U1I1
U1I1
air resistance syringe U1I1 plunger barrel tubing

U1I1
air resistance U1I1 syringe U1I1 plunger barrel tubing

U1I1
U1I1
U1I1
U1I1
U1I1
compress pressure
U1I1
compress U1I1 pressure

U1I1
U1I1
WCPS 2010-2011
P a g e 104
system U1I1 fountain inflate rocket propel

U1I1
system U1I1 fountain inflate rocket propel

U1I1
U1I1
U1I1
U1I1
U1I1
U1I1
U1I1
distance travel
U1I1
U1I1
distance travel
U1I1
U1I1
weather
U1I2
weather
U1I2
U1I2
meteorologist monitor symbol

U1I2
meteorologist monitor symbol

U1I2
U1I2
U1I2
U1I2
WCPS 2010-2011
P a g e 105
sunny
U1I2
sunny
U1I2
U1I2
partly cloudy overcast rainy snowy

U1I2 U1I2
partly cloudy overcast rainy snowy

U1I2 U1I2
U1I2
U1I2
U1I2
temperature thermometer
U1I2
U1I2
temperature thermometer
U1I2
U1I2
U1I2
U1I2
weather instrument weather instrument tool

U1I2
tool
U1I2
U1I2
freezing cold
U1I2
freezing cold
U1I2
U1I2
WCPS 2010-2011
P a g e 106
cool
U1I2
cool
U1I2
warm hot
U1I2
warm hot
U1I2
U1I2
U1I2
clouds cirrus
U1I2
clouds cirrus
U1I2
U1I2
U1I2
cumulus stratus
U1I2
cumulus stratus
U1I2
U1I2
U1I2
U1I2
rain gauge bubble wind

U1I3
rain gauge bubble wind

U1I3
U1I2
U1I3
U1I3
anemometer
WCPS 2010-2011
U1I3
anemometer
U1I3
P a g e 107
calm
U1I3
calm
U1I3
U1I3
gentle breeze
gentle breeze
U1I3
moderate breeze U1I3 moderate breeze U1I3 strong breeze pinwheel wind vane direction north south east west
U1I3 U1I3 U1I3
strong breeze pinwheel wind vane direction north south east west
U1I3 U1I3
U1I3
U1I3
U1I3
U1I3
U1I3
U1I3
U1I3
U1I3
U1I3
U1I3
U1I3
WCPS 2010-2011
P a g e 108
kite tail
U1I3
kite tail
U1I3
U1I3
U1I3
U1I3
flying line
flying line
U1I4
U1I3

U1I4 U1I4

U1I4 U1I4
U1I4
moon star
U1I4
moon star
U1I4
U1I4
U1I4
change
U1I4
change
U1I4
observeU1SC patternU1SC
WCPS 2010-2011
observeU1SC patternU1SC
P a g e 109
hydrosphereU1SC atmosphereU1SC
hydrosphereU1SC atmosphereU1SC
WCPS 2010-2011
P a g e 110
Careers in Earth/Space Science and Life Science
y y y y y y y y y y
Atmospheric Scientist Artist/Graphic Designer Computer Programmer Chemist Engineer Forest Ranger Geologist Lawyer Meteorologist Oceanographer/ Marine Biologist
WCPS 2010-2011
P a g e 111
Sorts (Also known as concept attainment)
Students can use sorting mats to categorize pictures and words. Students identify characteristics that match the categories and their discussions about their sorts demonstrate a deeper understanding of the content.
How do you do sorts? Cut out each picture or word. Pose the question from the top of the page. Sort the pictures and/or words into the yes or no column on the sorting mat.
WCPS 2010-2011
P a g e 112
For Example:
What are foods we can eat?
Yes
No
WCPS 2010-2011
P a g e 113
Yes
No
WCPS 2010-2011
P a g e 114
1. Air can move things around.
2. You cant feel air.
3. Air takes up space.
4. Air is matter.
WCPS 2010-2011
P a g e 115
Investigation 1 Part 2-5
1. Air can be trapped in a vial underwater.
2. Air resistance made the parachute fall fast to the ground.
3. Air pressure can push on water and make it move.
4. Air takes up space.

P a g e 116
1. Meteorologists are scientists who study the weather.
2. Scientific journals are used to record observations accurately.
3. Thermometers measure temperature.
WCPS 2010-2011
P a g e 117
1. Cirrus clouds are big and fluffy.
2. Cumulus clouds look like feathers or cobwebs.
3. Stratus clouds stay low and cover the sky.
4. Wind makes clouds move.
5. Clouds are made of drops of water in the air.
6. A rain gauge tells you when it is going to rain.

P a g e 118
1. Bubbles are filled with air.
2. Bubbles move with the air.
3. Bubbles show the direction air is moving.
4. Anemometer shows how cold the air is.
5. The faster the pinwheel spins the slower the wind is blowing.
6. Wind vanes tell us the direction the wind is coming from.

P a g e 119
Literature in the Science Classroom

The use of literature in the science classroom enhances student understanding of scientific concepts. Literature can expose students to lives of real and fictitious people were instrumental in scientific discovery or who have applied scientific ideas to reallife situations. Resource: Fossweb.com Children should be encouraged to use many different books to learn about science. A book can be the expert to refer to for an answer or clarification, or a book can spark an interest or an investigation. More often, however, books, simply serve to deepen a childs understanding of some familiar topic, helping them to make increasing sense of the world and function more confidently in it. Resource: Science and Language Links, Johanna Scott
WCPS 2010-2011
Office of Elementary Education Air Is Everywhere Author: Melissa Stewart Description: Introduces the characteristics and importance of air through text, illustrations, and activities. Includes bibliography and index. Can You See The Wind? Author: Allan Fowler Level: 1-2 Description: This simple reader describes how wind is created and how we can see it in sand dunes, flags, trees, kites, and clouds. Climates Author: Theresa Jarosz Alberti Level: 1-3 Description: Introduces the main climates on Earth, including tropical, temperate, polar, and dry climates.
P a g e 120
The Cloud Book Author: Tomie dePaola Level: K-2 Description: The ten most common types of clouds are identified by both their familiar and scientific names. They are introduced along with the myths that have been inspired by their shapes and what they indicate about the weather. Cloud Dance Author: Thomas Locker Level: K-2 Description: Many kinds of clouds are depicted in Locker s dramatic oil paintings and briefly described in poetic descriptions. Information at the back tells more about cloud formations. Clouds Author: Gail Saunders-Smith Level: K-3 Description: Describes different kinds of clouds--cirrus, cumulus, stratus and nimbus--and the types of weather they indicate.
WCPS 2010-2011
Office of Elementary Education Clouds Author: Maryellen Gregoire Level: 1-3 Description: Describes clouds, how they form, and how they affect the weather. Eye of the Storm: A book about Hurricanes Author: Rick Thomas Level: Unknown Description: A brief introduction to hurricane and storm signs. Feel the Wind Author: Arthur Dorros Level: K-2 Description: Explains what causes wind and how it affects our environment. Includes instructions for making a weather vane. Flash, Crash, Rumble, and Roll Author: Franklyn M. Branley Level: K-5 Description: Explains how and why a thunderstorm occurs and gives safety steps to follow when lightning is flashing. Fog Author: Helen Frost Level: Pre-K-2 Description: Simple text and photographs present fog, how it is formed, and how it affects the Earth and people.
P a g e 121
Gusts and Gales: A Book About Wind Author: Josepha Sherman Level: K-3 Description: Illustrations and simple text describe the different types of wind and how they are formed. Facts, resources, a glossary, and an activity are found at the end of the book.
WCPS 2010-2011
Office of Elementary Education Hot or Cold? Author: Elena Martin Level: K-3 Description: Introduces objects that are either hot or cold, and invites the reader to identify hot or cold things around themselves. Spanish version.
P a g e 122
Hurricanes Author: Seymour Simon Level: 2-8 Description: Describes the formation of hurricanes, the effects of heavy winds and rain, and the damage caused by flooding after a hurricane has passed. Satellite images and full-color photographs are included, as well as stories about hurricanes, including Andrew, Camille, and Floyd. I Call It Sky Author: Will C. Howell Level: 1-2 Description: Rhythmic text and playful illustrations invite children to explore basic weather elements by experiencing different kinds of weather-rain, fog, wind, or sunshine. I Face the Wind Author: Vicki Cobb Level: K-3 Description: With simple supplies like a coat hanger, balloons, and tape, you can investigate how to make air molecules move, how to catch air, and why you feel wind. Ice Author: Helen Frost Level: Pre-K-2 Description: Simple text and photographs present ice, how it is formed, and how it affects the Earth and people.
WCPS 2010-2011
P a g e 123
If We Could See The Air Author: David Suzuki Level: 1-2 Description: With Mom's help and a little imagination, a trip to the beach becomes an adventure in seeing air as it passes in and out of animals and plants, helps birds fly, and blankets the Earth. There is lots of factual information here in a primary-age context. Investigate Science: Air Is Everywhere Author: Melissa Stewart Level: 1-4 Description: Introduces the characteristics and importance of air through text, illustrations, and activities. Includes bibliography and index. Investigating Science: What s the Weather? Author: Melissa Stewart Level: 1-4 Description: Introduces different types of weather and precipitation through text, illustrations, and activities. Includes bibliography and index. Light and shadow (Spanish) Author: Susan Ring Level: Pre-K-3 Description: Introduces different kinds of light, the properties of light, and how light can create shadows of different shapes and sizes. Lightning Author: Gail Saunders-Smith Level: K-1 Description: Simple text and photographs explain what lightning is and how it forms. The Moon Book Author: Gail Gibbons Level: 3-5 Description: Describes the movement and phases of the Moon, its effect on Earth s oceans, and Moon exploration. Discusses how people have observed and explored it through time and in various cultures.
WCPS 2010-2011
P a g e 124
The Moon Seems To Change Author: Frankyn M. Branley Level: 2-3 Description: Describes the Moon in terms and comparisons that are accessible for primary students. The illustrations enhance the quietly wondrous quality of the book. On the Same Day in March: A Tour of the World s Weather Author: Marilyn Singer Level: K-2 Description: On the same day in March, the weather is drastically different from one country to another around the world. When it is spring in the Northern Hemisphere, it is autumn in the Southern Hemisphere. Paint a Sun in the Sky: A First Look at the Seasons Author: Claire Llewellyn Level: K-2 Description: Colored pictures illustrate the changing seasons with a brief introduction to why seasons happen. Precipitation Author: Terri Sievert Level: 1-3 Description: Discusses the different forms of precipitation and how rain and snow are measured. Rain Author: Gail Saunders-Smith Level: K-3 Description: Simply describes what rain is, along with the water cycle. Reasons for Seasons Author: Gail Gibbons Level: K-3 Description: An explanation of how the position of Earth in relation to the sun causes seasons, and the wonders that come with each one of them.
WCPS 2010-2011
Office of Elementary Education Rumble, Boom! A book about Thunderstorms Author: Rick Thomas Level: K-3 Description: Offers a brief introduction of the formation of thunderstorms. Sizzle! A book about Heat Waves Author: Rick Thomas Level: K-3 Description: Gives a brief description about heat waves and their effects, such as drought and fire hazard.
P a g e 125
Sky Tree: Seeing Science Through Art Author: Thomas Locker Level: K-5 Description: Oil paintings chronicle the life of a tree throughout the seasons. Questions and answers bring together art appreciation and scientific exploration through inquiry. This selection is also useful for lessons in literary response and analysis. Snow Author: Helen Frost Level: K-2 Description: Simple text and photographs present snow, how it is formed, and how it affects people and the earth. Snow is Falling Author: Franklyn M. Branley Level: K-2 Description: Includes basic observations about snow and its effects on people, animals, and Earth. This new edition is enhanced by bright artwork and simple text to convey the weather concepts. Includes activities and a resource section for teachers. Splish! Splash! A Book About Rain Author: Josepha Sherman Level: K-3 Description: Illustrations and simple text describe rain, the water cycle, and its effect on our planet. Facts, resources, a glossary, and an activity are found at the end of the book. WCPS 2010-2011 Grade 2 Standard 2: Earth/Space Science
P a g e 126
Storm on the Desert Author: Carolyn Lesser Level: K-2 Description: The weather is changing in the desert habitat of the American southwest as a storm rolls in, affecting the adaptation of plants and animals. Storms Author: Terri Sievert Level: 1-3 Description: Describes storms, including thunderstorms, tropical storms, hurricanes, tornadoes, blizzards, and monsoons. Sun (Spanish) Author: Susan Ring Level: Pre-K-3 Description: A simple introduction to how the sun and its warmth affect the Earth. Sunshine Author: Gail Saunders-Smith Level: K-3 Description: Describes the effects on Earth of light from the sun and how it causes temperature changes, the seasons, winds, and clouds. Sunshine Makes the Seasons Author: Franklyn M. Branley Level: K-5 Description: Describes why days are longer in the summer than in the winter, and how sunshine and the tilt of Earth s axis are responsible for the changing seasons. Temperature Author: Rebecca Olien Level: K-3 Description: Introduces temperature and provides instructions for an activity to demonstrate some of its characteristics.
WCPS 2010-2011
P a g e 127
Thermometers Author: Adele Richardson Level: K-3 Description: Introduces the function, parts, and uses of thermometers, and provides instructions for two activities that demonstrate how a thermometer works. A Tree For All Seasons Author: Robin Bernard Level: K-2 Description: Students get a bird's-eye view of the big changes that the seasons bring by watching a tree grow over time. A big-book version with a teacher's guide is available. Twisters: A Book about Tornadoes Author: Rick Thomas Level: Unknown Description: A brief introduction of how tornadoes form. Water as a Gas Author: Helen Frost Level: K-39 Description: Simple text presents facts about the properties and behavior of water as a gas. Water as a Liquid Author: Helen Frost Level: K-3 Description: Simple text presents facts about water in its liquid state, where it is found, and some of its properties. Water as a Solid Author: Helen Frost Level: K-3 Description: Simple text presents facts about water in its solid state, its properties, and its uses.
WCPS 2010-2011
Office of Elementary Education The Water Cycle Author: Helen Frost Level: K-3 Description: Simple text, in both English and Spanish, describes the stages of the water cycle. Weather Forecasting Author: Terri Sievert Level: 1-3 Description: Discusses the tools and methods used to forecast the weather. Weather Watching Author: Delta Education Level: 2-3 Description: Teaches students how to observe and describe weather, using key science vocabulary and scientific understanding. Weather Words and What They Mean Author: Gail Gibbons Level: K-2 Description: Introduces basic weather terms. Uses a colorful comic-strip format to provide easy explanations of these concepts.
P a g e 128
What Will The Weather Be? Author: Lynda DeWitt Level: 1-2 Description: Explains the basic characteristics of weather-temperature, humidity, wind speed and direction, air pressure-and how meteorologists gather data for their forecasts. What's The Weather Today? Author: Allan Fowler Level: 1-2 Description: This simple reader describes different kinds of weather a young child might experience throughout the year.
WCPS 2010-2011
Office of Elementary Education What s the Weather? Author: Melissa Stewart Level: 1-4 Description: Introduces different types of weather and precipitation through text, illustrations, and activities. Includes bibliography and index. When A Storm Comes Up Author: Allan Fowler Level: 1-2 Description: This simple reader describes different conditions of stormy weather. Wind Author: Helen Frost Level: Pre-K-2 Description: Simple text and photographs present wind, how it is formed, and how it affects the Earth and people. Wind Author: Terri Sievert Level: 1-3 Description: Discusses wind and how it affects the weather. And Billy Went Out To Play Author: Bronwen Scarffe Level: K-3 Description: As you spend the week with Billy find out what he wears according to the weather of the day. The Big Balloon Race Author: Eleanor Coerr Level: 1-2 Description: Ariel almost causes her famous mother to lose a balloon race and then helps her win it.
P a g e 129
WCPS 2010-2011
P a g e 130
Bringing the Rain to Kapiti Plain Author: Verna Aardema Level: K-5 Description: Kapiti Plain is in serious need of water, and Ki-pat, the herdsman, finds a way to bring down the rain. Listeners can take parts in the book and be involved in the retelling of the story. A Child s Calendar Author: John Updike Level: K-2 Description: Poetry. A year in New England is viewed month-by-month and season-by-season in poems told through the voice of a child. Cloudy with a Chance of Meatballs Author: Judi Barrett Level: K-2 Description: In the town of Chewandswallow, the weather provides all the food the townspeople need three times a day. It rains soup and juice, snows mashed potatoes, and blows storms of hamburgers. When the weather takes a turn for the worse, something has to be done in a hurry. Cold Little Duck, Duck, Duck Author: Lisa Westberg Peters Level: K-2 Description: A little duck sees the environment of the pond change from winter to spring. Come on, Rain! Author: Karen Hesse Level: K-2 Description: A young girl eagerly awaits the rain to bring relief from the oppressive summer heat. The lyrical prose captures the joy and drama of the sudden rainstorm that interrupts the hot day.
WCPS 2010-2011
P a g e 131
Fall Is Here! I Love It! Author: Elaine W. Good Level: K-2 Description: This book captures the essence of fall as it comes to the family farm. A young child enjoys its sights, colors, tastes, and smells. Vibrant watercolors show the observable characteristics of the season. Gilberto and the Wind Author: Maria Hall Ets Level: K-2 Description: A young boy finds in the wind a playmate of many moods: one that can sail boats, fly kites, blow dirt, and turn umbrellas inside out. The browntinted illustrations show the wind s action illuminated in white. Grandmother Winter Author: Phyllis Root Level: K-2 Description: Winter is portrayed as an old woman who gathers goose feathers and then makes a quilt with them. When she shakes the quilt in winter, snow falls. We see what children and animals do when the winter weather sets in. Hurricane Author: David Wiesner Level: K-2 Description: The morning after a hurricane, two brothers find an uprooted tree, which transports them into imaginary adventures. The magnitude and sequence of the storm are captured in the full-color, detailed paintings. Based on a childhood experience, this is a read-aloud choice when studying weather. It Looked Like Spilt Milk Author: Charles G. Shaw Level: K-2 Description: The simple text describes a white blob as spilt milk, as a rabbit, and as other creatures, until the shape is finally identified as a cloud.
WCPS 2010-2011
P a g e 132
It s Snowing! It s Snowing! Author: Jack Prelutsky Level: K-5 Description: Poetry. This collection of 17 poems highlights the seasonal changes that winter brings. The poems contain strong meter and rhyme and cover coldweather activities, changes in the environment, snowflakes, and snowmen. Katy And The Big Snow Author: Virginia Lee Burton Level: K-2 Description: The story of Katy, the red tractor/bulldozer that helps dig out the city after a big snowstorm Listen to the Rain Author: Bill Martin, Jr.; John Archambault Description: Poetry. The many moods that rainy days bring, especially outdoors, are evoked with soft, gentle pictures of insects and leaves. The Little Island Author: Margaret Wise Brown Level: K-2 Description: A poetic text with pictures describes changes that occur on a small island as the seasons come and go, as day changes to night, and as a storm approaches. The Magic School Bus: Inside a Hurricane Author: Joanna Cole Level: K-5 Description: Ms. Frizzle takes her class on a Magic School Bus trip into the clouds to gather facts about hurricanes. The science is presented in an easy-tounderstand format that includes samples of journals and reports. Over and Over Author: Charlotte Zolotow Level: K-2 Description: A little girl and her mother observe the passage of the seasons as they celebrate the year s holidays, beginning with Christmas and ending after Thanksgiving. WCPS 2010-2011 Grade 2 Standard 2: Earth/Space Science
P a g e 133
Pieces Author: Anna Grossnickle Hines Level: K-5 Description: Poetry. A patchwork of 20 short seasonal poems paired with original quilt patterns that deal with such things as winter cold, fall leaves, flowers in spring, and the return of weeds. The Puddle Author: David McPhail Level: K-2 Description: A boy finds the biggest puddle to sail his toy boat on a rainy day. A frog jumps in his boat and sails away. Then he is visited by a turtle, helped by an alligator, and splashed by a pig. When the sun comes out, he realizes he will have to sail his boat in the bathtub. The watercolor illustrations are soft and misty to reflect the feeling of rain. Rain Author: Manya Stojic Level: K-2 Description: The animals of the African savanna use their senses to predict the coming of the rain in this cumulative tale. The story develops a sense of what life is like in this environment and the effect the rain has on the hot, dry landscape. The Rain Came Down Author: David Shannon Level: K-2 Description: An unexpected rainstorm causes neighbors to squabble and animals to squawk, bark, and meow. When the sun comes out, the air is sweet, a rainbow appears, and calm is restored. A great read-aloud choice when introducing weather. Sky, Sea, the Jetty, and Me Author: Leonard E. Fisher Level: K-2 Description: A young boy describes how a storm sweeps over the ocean jetty where he likes to spend time. As a sudden, violent summer storm arrives accompanied by thunder and lightning, he takes refuge in his beachside home.
WCPS 2010-2011
P a g e 134
Snow Author: Uri Shulevitz Level: K-2 Description: The simple joy and magical transformation of a first snowfall is witnessed by one small boy in a European village. This read-aloud book can introduce weather or winter units. Snowballs Author: Lois Ehlert Level: K-2 Description: Snow-loving readers are shown how to build a snow family with the help of household items and unusual objects. A recipe for popcorn balls that can be turned into snowmen appears at the end. The Snowman Author: Raymond Briggs Level: K-2 Description: In this wordless and tender story, a snowman comes alive but is all too mortal. The soft watercolors are reflective of this selection s tender message of friendship and loss. The Snowy Day Author: Ezra Jack Keats Level: K-2 Description: Describes a small African-American boy s delight, sense of wonder, and enjoyment of snow in the city. Storm In The Night Author: Mary Stolz Level: 1-2 Description: While sitting through a fearsome thunderstorm that has put the lights out, Thomas hears a story from Grandfather's boyhood, when Grandfather was afraid of thunderstorms.
WCPS 2010-2011
P a g e 135
Summer: An Alphabet Acrostic Author: Steven Schnur Level: K-5 Description: Poetry. This acrostic poetry collection alphabetically describes animals and activities of the summer season. Each poem is accompanied by a linoleum-block illustration incorporating rich colors and bold lines. Clever wordplay provides an excellent model for student writing and art. Thunder Cake Author: Patricia Polacco Level: K-2 Description: Trisha is spending the summer on her grandmother s Michigan farm. When a thunderstorm approaches and the little girl becomes frightened, they gather the ingredients to make a thunder cake. In the process, Trisha overcomes her fear of the thunder and lightning. Twister Author: Darleen Bailey Beard Level: K-2 Description: As a tornado forms, Mother hurries Lucille and Natt into the cellar before she goes to help a neighbor. Water Dance Author: Thomas Locker Level: 3-5 Description: Poetry. A poem describes the many forms water takes, including storm clouds, mist, rainbows, and rivers. Includes factual information about the water cycle. The Wind Author: Monique Felix Level: K-2 Description: A story without words about how a little mouse trapped in a book discovers the wind.
WCPS 2010-2011
P a g e 136
Winter Eyes: Poems and Paintings Author: Douglas Florian Level: K-8 Description: Poetry. These 48 poems invite the reader to experience and celebrate the ever-changing winter season. The artwork is realistic and features playful, soft-toned watercolor-and-pencil pictures. Provides an excellent model for writing original poems. Air Apparent: How Meteorologists Learned to Map, Predict, and Dramatize Weather Author: Mark Monmonier Level: Unknown Description: Traces the scientific debates that try to unravel the enigma of storms and global change. Explains strategies for forecasting severe weather, and efforts to detect and control air pollution. Braving the Elements: The Stormy History of American Weather Author: David Laskin Level: Unknown Description: Americans are fascinated with weather, and North America is a land of extreme weather. This book contains stories from over the centuries about hurricanes, droughts, blizzards, dust bowls, and other extreme weather that has affected our land. The author offers the history of how weather has changed Americans and shaped the nation. Cloud Dance Author: Thomas Locker Level: 1-3 Description: Many kinds of clouds are gorgeously depicted in Locker's dramatic oil paintings and briefly described in accompanying poetic descriptions. Information at the back tells more about cloud formations. Exploring The Sky By Day: The Equinox Guide to Weather and the Atmosphere Author: Terence Dickinson Level: 3-7 Description: Offers fascinating insight into phenomena such as lightning, clouds, storms, solar halos, sun dogs, and sunsets.
WCPS 2010-2011
Office of Elementary Education The Weather Book: An Easy-to-understand Guide To The USA's Weather Author: Jack Williams Level: Unknown Description: Scientifically accurate, easy-to-understand weather guide. Full-color graphics explain and illustrate weather concepts.
P a g e 137
Weather Instruments and Weather Forecasting Author: Delta Education Level: Unknown Description: These two books offer explanations of Earth s weather, and describe the tools used to predict and measure what the weather will be. Instruments ISBN: 1-592-42260-8; Forecasting ISBN: 1-592-42262-4 Weather Legends: Native American Lore and the Science of Weather Author: Carole Garbuny Vogel Level: Unknown Description: Native Americans viewed weather as a blend of the physical and the spiritual. Storytellers of various tribes passed on legends that involved evil serpents, a winged storm king, and thunder and lightning warriors. The ten legends are followed by scientific explanations of each weather event.
WCPS 2010-2011
P a g e 138
Poetry and Songs
WCPS 2010-2011
P a g e 139
Rain
(sung to "It Ain't Gonna' Rain No More, No More") It is gonna' rain some more, some more, It is gonna' rain some more! When drops of water start to pour, It is gonna' rain some more, some more! Why do drops of water pour? Drops of water pour? The clouds can't hold them anymore, That's why drops of water pour! It is gonna' rain some more, some more, It is gonna' rain some more! When drops of water start to pour, It is gonna' rain some more, some more! by Meish Goldish, 101 Science Poems & Songs for Young Learners, Instructor Books
P a g e 140
Raindrops
rain drops drip down all day long. drip down, slip down, splashing out their song. thunder-crashing splishing splashing, slipping, dripping, raining down their rainy raindrop song. by Helen H. Moore
P a g e 141
Water Cycle
(sung to "It's Raining, It's Pouring") It's raining, it's pouring, The oceans are storing Water from the falling rain While thunderclouds are roaring. The rain now is stopping, The rain's no longer dropping. Sun comes out and soaks up water Like a mop that's mopping. The water's still there now, But hidden in the air now. In the clouds it makes a home Until there's rain to share now. It's raining, it's pouring by Meish Goldish, 101 Science Poems & Songs for Young Learners, Instructor Books
P a g e 142
White Snow
The snow is white and clean. It makes a lovely scene. It covers cars, and trees, and streets, and makes the world go "hush." It looks so very pretty until it turns to slush! by Helen H. Moore
WCPS 2010-2011
P a g e 143
Storm
Outside, thunder crashes! Outside, lightening flashes! Outside, wild rain lashes! Inside, we are safe. Inside, we are warm. Inside, there is comfort. Outside, there is STORM! by Helen H. Moore
WCPS 2010-2011
P a g e 144
Weather
Weather is hot, Weather is cold, Weather is changing As the weeks unfold. Skies are cloudy, Skies are fair, Skies are changing In the air. It is raining, It is snowing, It is windy With breezes blowing. Days are foggy, Days are clear, Weather is changing Throughout the year! by Meish Goldish, 101 Science Poems & Songs for Young Learners, Instructor Books
P a g e 145
Wind
Whoosh! Whoosh! Whoosh! Feel the wind push! Blow! Blow! Blow! Where'd my hat go? by Meish Goldish, 101 Science Poems & Songs for Young Learners, Instructor Books
WCPS 2010-2011
P a g e 146
Cloud
What is fluffy? What is white? What can you see When skies are bright? What can float? What brings rain? What may be higher Than a bird or plane? Say it out loud: Cloud! by Meish Goldish, 101 Science Poems & Songs for Young Learners, Instructor Books
WCPS 2010-2011
P a g e 147
Thunder and Lightning (sung to "Pop Goes the Weasel")
When a storm begins in the clouds, It sometimes may look frightening. You see a quick electrical spark Flash! goes the lightning! Long and thin and streaky and fast, Its glow is oh so brightening. Watch for the electric spark Flash! goes the lightning! When a storm begins in the clouds, It truly is a wonder. You hear a rumble loud in the sky Clap! goes the thunder! Lightning bolts are heating the air, Over clouds and under. When the air expands enough Clap! goes the thunder! by Meish Goldish, 101 Science Poems & Songs for Young Learners, Instructor Book
P a g e 148
What Makes Weather?
What makes weather? Do you know? What makes rain, and sleet, and snow? What makes summer warm and breezy? What makes winter cold and sneezy? What makes autumn crisp and keen? What makes spring so warm and green? I know, I know what makes weather! Lots of things that work together: Wind and water, earth's rotation, bring the seasons to each nation. So now we all know what makes weather lots of things that work together! by Helen H. Moore
P a g e 149
Mr. Sun
Oh Mr. Sun, sun, Mr. golden Sun, Please shine down on me. Oh Mr. Sun, sun, Mr. golden Sun, Hiding behind a tree. These little children are asking you To please come out so We can play with you. Oh Mr. Sun, sun, Mr. golden Sun, Please shine down on, Please shine down on, Please shine down on me!
WCPS 2010-2011
P a g e 150
Websites
WCPS 2010-2011
Office of Elementary Education Web Sites
P a g e 151
The Cloud Appreciation Society (student and teacher resource) URL: http://www.cloudappreciationsociety.org/gallery/ Description: The folks who belong to the Cloud Appreciation Society love clouds and want to help you to love them, too. The society is based in the United Kingdom, and their website includes an abundant amount of information about clouds, as well as an amazing gallery of cloud photographs. Make sure you check the link to "clouds that look like things." Cool Science: Air Junk (student and teacher resource) URL: http://www.hhmi.org/coolscience/airjunk/index.htm Description: Find out what solid particles are in the air you breathe. How Do Rainbows Form? (teacher resource) URL: http://www.wrh.noaa.gov/fgz/science/rainbow.php Description: Find out how rainbows form on this colorful website from NOAA. How to StarWatch (student and teacher resource) URL: http://www.redshiftnow.ca/starwatch/howto.aspx Description: This site from the OntarioScienceCenter in Toronto is collecting light pollution data from sites around Canada and beyond. You view the Little Dipper and compare your observations to a Little Dipper star chart. The site provides links to other resources about reducing light pollution. I Know That: Science Lab (student and teacher resource) URL: http://www.iknowthat.com/com/L3?Area=Science%20Lab Description: This is a great site for activities, animations, simulations and other resources related to the human body, sounds, matter the solar system, weather and other science topics to supplement sound. National Severe Storms Laboratory Photo Album (student and teacher resource) URL: http://www.photolib.noaa.gov/nssl/index.html Description: The National Severe Storms Laboratory is one of NOAA s internationally known research laboratories, leading the way in investigations of all aspects of severe weather. Headquartered in Norman OK, the people of NSSL, in partnership with the National Weather Service, are dedicated to improving severe weather warnings and forecasts in order to save lives and reduce property damage.
WCPS 2010-2011
Office of Elementary Education National Weather Service Homepage (student and teacher resource) URL: http://www.nws.noaa.gov/ Description: The home page for the National Weather Service. National Weather Service: Lightning Safety (student and teacher resource) URL: http://www.lightningsafety.noaa.gov/ Description: Check this site for handouts, indoor and outdoor safety tips, medical facts, history, survivor stories, photos, teacher tools and more.
P a g e 152
Parachute History (teacher resource) URL: http://www.parachutehistory.com/eng/drs.html Description: Although the Historical Review page is written for adult readers, it includes a variety of parachute designs that fascinate young students, from the earliest attempts to cutting-edge parachute designs. Types of Clouds (student and teacher resource) URL: http://schoolscience.rice.edu/duker/weatypeclouds.html Description: Describes the basic types of clouds with pictures. USA Today Weather (student and teacher resource) URL: http://www.usatoday.com/weather/wresources.htm Description: This USA Today site provides weather forecasts and a variety of information about weather and how it works. Wind Mapping with Bubbles (student and teacher resource) URL: http://www.tryscience.org/experiments/experiments_windbubbles_athome.html Description: This activity from the Fort Worth Museum of Science and History describes how to use bubbles to map your local winds. This activity is part of the Tryscience.org collection from the Association of Science and Technology Centers (ASTC).
WCPS 2010-2011
P a g e 153
Formative Assessments
Formative assessments are used to gain information that improves instruction and advances student learning. Formative assessment entails both gathering information about children s ongoing development of ideas and skills and using this in modifying activities and the teacher s interventions to meet the children s needs (Harlen 2001, p. 64) This process of gathering and using information about student understanding is thus ongoing and cyclical.
Resource: Science and Learning, March 2007, Assessing for Science Learning , Michele H. Lee and Sandra K. Abell
Administering the formative assessments is optional and the scores are NOT reported. Formative assessments provide an opportunity to informally assess students after each investigation for instructional purposes. Formative assessments do not serve as a practice for the end of the unit assessment. A formative assessment is provided for each unit investigation. A key is provided for each formative assessment.
P a g e 154
ame __________________________________ Investigation 1: Exploring Air Formative Assessment 1. Air is a form of
A. B. C. D.
space liquid matter solid
2. Air takes up
A. B. C. D.
gas liquid matter Space
WCPS 2010-2011
P a g e 155
3. Which statement best describes what air can do?
A. B. C. D.
make rain make a balloon rocket flies across the room make water fill a vial make clouds form in the sky
4. Draw a picture to show that air takes up space.
WCPS 2010-2011
P a g e 156
5. Write a few sentences that describe your picture.
_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________
WCPS 2010-2011
P a g e 157
Investigation 1: Exploring Air Formative Assessment
Item
1 2 3 4
Indicator
4.4.A.1.d 4.4.A.1.d 3.2.E.1.a 4.4.A.1.d
Scoring Tool
1 - Correct answer 0 Incorrect answer 1 - Correct answer 0 Incorrect answer 1 - Correct answer 0 Incorrect answer 1 Correct answer 0 - Other 2 Complete Response 1 - Partial Response 0 - Other C D B
Performance Criteria/Answer
4.4.A.1.d
The student draws a picture the correctly shows an example of how air takes up space. 2 The student completely describes their picture as an example of air taking up space. 1 The student shows partial understanding through their description of air taking up space. 0- Other
WCPS 2010-2011
P a g e 158
ame _______________________________
Investigation 2: Observing Weather Formative Assessment
1. ____________________ are scientists who study the weather.
A. Symbolists B. Geologists C. Meteorologists D. Biologists
WCPS 2010-2011
P a g e 159
2. A thermometer is used to measure
A. B. C. D.
humidity time weight temperature
3. _________________ are made of drops of water in the air.
A. B. C. D.
Clouds Winds Thermometers Moons
WCPS 2010-2011
P a g e 160
4. How does observing weather help you to make good decisions about what to wear outside or where to play?
_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________
WCPS 2010-2011
P a g e 161
Investigation 2: Observing Weather Formative Assessment Key
Item 1 2 3 4
Indicator 2.1.A.1.c 1.2.E.2.a, d, e 1.2.E.2.a, d, e 1.2.E.2.a, d, e
Scoring Tool 1- Correct answer 0 Incorrect answer 1- Correct answer 0 Incorrect answer 1- Correct answer 0 Incorrect answer 2 Ideas presented 1 Idea presented 0 - Other
Performance Criteria/Answer C D A Student writes two things that they have learned about observing weather that pertains to this investigation. Ideas may include: y Temperature: decide on coat or jacket y Clouds/rain umbrella and/or jacket y Sunny make plans to play outside y Rain make decisions to play outside or make plans to play inside
WCPS 2010-2011
P a g e 162
ame ________________________________
Investigation 3: Wind Explorations Formative Assessment
1. Wind is moving:
A. B. C. D.
bubbles water air clouds
WCPS 2010-2011
P a g e 163
2. An anemometer is a tool used to measure:
A. B. C. D.
temperature precipitation air speed weight
3. Wind vanes are used to measure the ___________ the wind is blowing.
A. B. C. D.
speed direction bubbles clouds
WCPS 2010-2011
P a g e 164
4. Tell 2 ways an anemometer and a pinwheel are similar.
_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________
WCPS 2010-2011
P a g e 165
Investigation 3: Wind Explorations Formative Assessment Key
Item
Indicator
Scoring Tool
1 2 3 4
K.2.E.2.c 2.1.A.1.c 2.1.A.1.c 2.1.A.1.c
1 - Correct answer 0 Incorrect answer 1 - Correct answer 0 Incorrect answer 1 - Correct answer 0 Incorrect answer 2 Ideas presented 1 Idea presented 0 - Other
C C B Student writes two similarities such as: y Both are tools used by scientist or meteorologist. Both are tools used to measure wind. Both can tell you how fast the air is moving.
y y
WCPS 2010-2011
P a g e 166
ame _____________________________
Investigation 4: Looking for Change Formative Assessment
1. Weather graphs help us find _______________ in weather.
A. B. C. D.
patterns clouds rain wind
WCPS 2010-2011
P a g e 167
2. It takes the moon about _______ to complete its growing pattern.
A. B. C. D.
a day a week a month a year
3. Which of the following is NOT a phase that the moon goes through?
A. B. C. D.
new full crescent old
WCPS 2010-2011
P a g e 168
4. Circle your favorite season.
Summer
Fall
Winter
Spring
Draw a picture of this season.
List 2 characteristics of this season. _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________
WCPS 2010-2011
P a g e 169
Investigation 4: Looking for Change Formative Assessment Key
Item
1 2 3 4
Indicator
1.2.E.2.a-c, e 5.2.D.1.b, d 5.2.D.1.b, d 4.2.E.2.a, b, d
Scoring Tool
1- Correct answer 0 Incorrect answer 1- Correct answer 0 Incorrect answer 1- Correct answer 0 Incorrect answer 2 Draws AND list 2 characteristics 1 Draw OR list 1 characteristic 0 Other A C D
Student draws and describes seasonal weather conditions and includes activity that is relevant to that season.
WCPS 2010-2011
P a g e 170
Grade 2 Unit 1
Standard 2: Earth/Space Science
SCIENCE BENCHMARK
WCPS 2010-2011
P a g e 171
Science Assessment Collection Windows
Teachers should determine the most appropriate date to administer the end of the module assessment, keeping in mind the dates they are due to Central Office. End of the module assessment must be completed, scantrons bubbled, and received at Central Office by the dates listed below.
Unit Assessment Due Dates Unit 1 November 19, 2010 Unit 2 February 25, 2011 Unit 3 Last Day of School
WCPS 2010-2011
P a g e 172
Unit Assessment Teacher Directions
To assist students in doing the best possible, you may read any text information to students as necessary. Remind students to read the directions for each task carefully. After completing each activity, students should self-evaluate their work by checking for completeness and making changes if necessary. Students should understand that if they use these strategies, they will achieve higher success.
Please remember that students should receive appropriate accommodations as mandated by their IEP and/or 504 Plan.
Time Consideration: This assessment can be administered in approximately one 60-minute session or two-30 minute sessions.
Materials and Handouts: General supplies such as pencils and erasers

P a g e 173
Weather balloons are used to carry weather tools high into the sky. The balloons are filled with helium. If a balloon pops, a small parachute helps return the tools safely to the ground.
1. The air in the balloon is A. a liquid B. a solid C. a system D. a mixture of gases
2. The air in the balloon shows that the A. air is cold B. air is hot C. air takes up space D. air can t move the balloon
WCPS 2010-2011
P a g e 174
3. The parachute safely returns the instruments to the ground because of A. the temperature of the air B. the shape of the instruments C. the type of clouds in the sky D. the air s resistance
4. Which tool would you use to help you find out the speed of the wind? A. anemometer B. wind vane C. thermometer D. rain gauge
WCPS 2010-2011
P a g e 175
A wind vane will help determine which direction the weather balloon will fly. 5. Which direction is the wind coming from if the wind vane is pointing to the east? A. north B. south C. east D. west
6. If you did not have a wind vane, what else could you use to determine wind direction? A. clouds B. stars C. moon D. sun
WCPS 2010-2011
P a g e 176
7. What is the name of the scientist who studies weather? A. geologist B. meteorologist C. chemist D. weatherologist
On July 16, 1988 Hagerstown reported a record high of 104 degrees Fahrenheit.
8. Which tool was used to find the temperature? A. magnifier B. ruler C. thermometer D. balance
WCPS 2010-2011
P a g e 177
9. Temperature describes A. the air pressure B. how hot or cold the air is C. how fast the air is moving D. how strong the air is
In 2008 Hagerstown received about 48 inches of rain and 6 inches of snow.
10. Which tool is used to measure the amount of rainfall? A. thermometer B. wind vane C. anemometer D. rain gauge
WCPS 2010-2011
P a g e 178
11. A natural source of water is a A. stream B. faucet C. pool D. sprinkler
12. The different types of clouds are A. B. C. D. spring, summer, and fall cirrus, cumulus, and stratus air speed, temperature, and precipitation rain, snow, and sleet
13. Clouds are made of A. water drops B. smoke C. puddles D. dirty wind
WCPS 2010-2011
P a g e 179
The moon is about 250,000 miles from earth. If you could drive to the moon in your car, it would take about 160 days. The sun is 94 million miles from the earth!
14. Which statement BEST describes the moon? A. The moon can only be seen at night. B. The moon cannot be seen during the day. C. The moon can never be seen at night. D. The moon can sometimes be seen during the day and sometimes at night.
15. Which statement BEST describes the sun? A. B. C. D. The sun has many phases. The sun provides us with light and heat. The sun is hotter in the winter. The sun is brighter at night.
WCPS 2010-2011
P a g e 180
16. Our four seasons are: A. B. C. D. sun, stars, moon, and clouds winter, spring, summer, and fall rain, snow, hail, and sleet January, May, August, and November
17. About how long does it take the moon to complete its pattern? A. B. C. D. a day a week a month a year
WCPS 2010-2011
P a g e 181
People who study weather use symbols to help them to describe the weather. Below is a journal of weather observations from January 2009.
January 2009
Sunday 3rd 11:30 AM Monday 4th 11:00 AM Tuesday 5th 11:20 AM Wednesday 6th 11:25 AM Thursday 7th 11:30 AM Friday 8th 11:15 AM Saturday 9th 11:10 AM
42rF
40rF 32rF
38rF
40rF 85rF
35rF
WCPS 2010-2011
P a g e 182
18. Use the journal to describe the weather observations.
What does each of the symbols mean? Complete the table. Symbol Meaning
On Friday, January 8th the journal states that the temperature is 85rF. Do you think this is correct? Why or why not?
WCPS 2010-2011
P a g e 183
Air and Weather Assessment Key 20 Points Total Item 1 Indicator 3.4.A.1.a Scoring Tool 1 - Correct answer 0 Incorrect answer 2 3.4.A.1.a 1 - Correct answer 0 Incorrect answer 3 1.2.E.2.d 1 - Correct answer 0 Incorrect answer 4 1.2.E.2.a 1 - Correct answer 0 Incorrect answer 5 1.2.E.2.a 1 - Correct answer 0 Incorrect answer 6 1.2.E.2.a 1 - Correct answer 0 Incorrect answer A C A D C D Performance Criteria/Answer
WCPS 2010-2011
P a g e 184
1.2.E.2.a
1 - Correct answer 0 Incorrect answer
1.1.A.1.c
1.2.E.2.c
10
1.2.E.2.c
11
1.2.E.1.a
12
1.2.E.2.a
13
1.2.E.2.a
14
2.2.D.1.a
WCPS 2010-2011
P a g e 185
15
2.2.D.1.a
16
2.2.D.1.d
17
2.2.D.1.d
WCPS 2010-2011
P a g e 186
Air and Weather Assessment Key 20 Possible Points

Item 18 Indicator Scoring Tool Score 3 ~ Full and Complete Understanding Performance Criteria/Answer Student Response The student has labeled all four symbols correctly AND The response includes that 85rF on Friday the 8th is incorrect because winter in January, the rest of the week was cold, etc. 2 ~ General Understanding 1 ~ Minimal Understanding 0 ~ No Understanding The response only includes two of the ideas mentioned above. The response only includes one of the ideas mentioned above. Other
1.2.E.2.e
WCPS 2010-2011
P a g e 187
MSA Science Rubric LEVEL 3

There is evidence in this response that the student has a full and complete understanding of the question or problem.
y y y y
The supporting scientific evidence is complete and demonstrates a full integration of scientific concepts, principles, and/or skills. The response reflects a complete synthesis of information, such as data, cause-effect relationships, or other collected evidence. The accurate use of scientific terminology strengthens the response. An effective application of the concept to a practical problem or real-world situation reveals a complete understanding of the scientific principles.*
LEVEL 2
There is evidence in this response that the student has a general understanding of the question or problem.
y y y y
The supporting scientific evidence is generally complete with some integration of scientific concepts, principals, and/or skills. The response reflects some synthesis of information, such as data, cause-effect relationships, or other collected evidence. The accurate use of scientific terminology is present in the response. An application of the concept to a practical problem or real-world situation reveals a general understanding of the scientific principles.*
LEVEL 1
Thereis evidence in this response that the student has minimal understanding of the question or problem.
y y y y
The supporting scientific evidence is minimal. The response provides little or no synthesis of information, such as data, cause-effect relationships, or other collected evidence. The accurate use of scientific terminology may not be present in the response. An application , if attempted, minimal*
LEVEL 0
There is evidence that the student has no understanding of the question or the problem.
y
The response is completely incorrect or irrelevant or there is no response.
WCPS 2010-2011

Science Grade 2 Unit 1 Guide 2010

Enviado por

Dados do documento

Descrição original:

Direitos autorais

Formatos disponíveis

Compartilhar este documento

Compartilhar ou incorporar documento

Opções de compartilhamento

Você considera este documento útil?

Este conteúdo é inapropriado?

Direitos autorais:

Formatos disponíveis

Science Grade 2 Unit 1 Guide 2010

Enviado por

Direitos autorais:

Formatos disponíveis

Office of Elementary Education

Grade 2 Science Instruction Unit Guide Standard 2: Earth/Space Science

Grade 2 Standard 2: Earth/Space Science

Office of Elementary Education

Table of Contents Standard 2: Earth/Space Science Topic

Grade 2 Standard 2: Earth/Space Science

Office of Elementary Education

Maryland State Curriculum for Science

Office of Elementary Education

Grade 2 Standard 2: Earth/Space Science

Office of Elementary Education

Grade 2 Standard 2: Earth/Space Science

Office of Elementary Education

Grade 2 Standard 2: Earth/Space Science

Office of Elementary Education

Maryland State Curriculum for Science

Grade 1 Pebbles, Sand, and Silt Grade 3 Earth Materials

Color Texture Reaction to water Remains of living things

Grade 2 Standard 2: Earth/Space Science

Consider adding a sky/weather watching station to Calendar Math.

Grade 2 Standard 2: Earth/Space Science

Grade 2 Standard 2: Earth/Space Science

Office of Elementary Education

Grade 2 Standard 2: Earth/Space Science

Office of Elementary Education

Grade 2 Standard 2: Earth/Space Science

Office of Elementary Education

Vertical Content Map for Earth/Space Science

rocks soil water

Color Texture Reaction to water Remains of living things

Office of Elementary Education

Kindergarten and Grade 1

None Provided by MSDE

None Provided by MSDE

Water Ice Wind

Grade 2 Standard 2: Earth/Space Science

Office of Elementary Education

Kindergarten and Grade 1

None Provided by MSDE

None Provided by MSDE

Grade 2 Standard 2: Earth/Space Science

Office of Elementary Education Kindergarten and Grade 1 Grade 2 Grades 3&4

None Provided by MSDE

None Provided by MSDE

Mountains Valleys Canyons

Office of Elementary Education

Kindergarten and Grade 1

Grade 2 Standard 2: Earth/Space Science

Office of Elementary Education

Kindergarten and Grade 1

Grade 2 Standard 2: Earth/Space Science

Office of Elementary Education

Kindergarten and Grade 1

Grade 2 Standard 2: Earth/Space Science

Office of Elementary Education

Standard 2: Earth/Space Science Science Planning Guide

Grade 2 Standard 2: Earth/Space Science

P a g e 20 Extensions and Modifications

Grade 2 Standard 2: Earth/Space Science

P a g e 21 Extensions and Modifications

Grade 2 Standard 2: Earth/Space Science

P a g e 22 Extensions and Modifications

Grade 2 Standard 2: Earth/Space Science