Grade 2

2012-2013 Pacing Guide Quarter 3 Topics XI -XIII

Big Idea 7: Earth Systems and Patterns

Mary Tweedy, Curriculum Support Specialist

Division of Mathematics and Science

Big Idea 7: Earth Systems and Patterns

Grade 2

Pacing Guide Topic XI:

Effects of the Sun’s Energy on Air, Land and Water

Explore: How the Sun Warms Water

Question: What can you observe about the temperature of water placed in sunlight?

Materials: 2 cups masking tape water

marker measuring cup

Explore: How the Sun Warms WaterWhat to Do

1. Label 1 cup Sunlight.

Label the other cup No Sunlight.

2. Use a measuring cup to measure ½ cup

of water.

3. Pour the ½ cup of water into the cup

labeled Sunlight.

4. Repeat steps 2 and 3 for the cup labeled

No Sunlight.

What to Do, continued

5. Hold a cup in each hand. Compare the

temperatures of the two cups. Write your

observations in your science notebook.

6. Place the Sunlight cup in the sun.

Place the No Sunlight cup in the shade.

7. Wait 30 minutes. (continued on next slide)

8. Then hold a cup in each hand. Compare

their temperatures. Write in your notebook.

Explain the Data:

1.What did you do? I compared the _________ of _______________.

•What happened to the temperature of the

water in the sunlight? The water in the Sunlight cup became _________ than the water in the No Sunlight cup.

Inquiry: Closed vs Open

Question: What will happen to two containers with the same amount of water with one closed and the other left open for several days in a sunny place?

Materials: 2 identical clear containers (cups) marker plastic wrap rubber band masking tape water permanent marker

graduated cylinder or measuring cup

What to Do1. Label 1 container: Closed.

Label the other container: Open.

2. Use a measuring cup or graduated cylinder to measure 50 mL of water. Pour 50 mL of water in the first cup. Repeat for the second cup.

3. Mark the water line on both cups with a

permanent marker.

4. Place a piece of plastic wrap over the top of the cup to be closed. Attach a rubber band to hold it in place.

5. Place both containers in a sunny place.

6. Observe over several days.

8. Observe each cup. Record in your notebook. Repeat daily.

Compare the observations.

9. On the last day, measure out how much water is left in each

cup using a graduated cylinder or measuring cup. Compare.

Explain the Data:1.What did you do? 2.What happened to the amount of water in the water in the cups? What is your evidence? 3.What are you wondering now? Video: Water Vapor, Clouds, Dew and Frost

Day 1Observations

Day 2Observations

Day 3Observations

Water left in cup on last day

Open Container

Closed Container

Explore: Sun Sensors, Too

Materials: soil water lab sheet

4 light colored bowls or deli containers

4 thermometers

Question: How can a thermometer help us know

that the sun heats Earth’s land and water?

Reading a Thermometer

Explore: Sun Sensors, TooWhat to Do

1a. Put a bowl of water and a bowl of soil in the shade. Measure the beginning temperature of both. Record.2a. Wait about 30 minutes. Find and record the temperature of both on the Sun Sensors, Too lab

sheet.

1b. Put a bowl of water and a bowl of soil in the sun. . Measure the beginning temperature of both. Record. 2b. Wait about 30 minutes. Find and record the temperature of both on the Sun Sensors, Too lab sheet.

Explore: Sun Sensors, TooExplain the Data

1. What was the temperature difference of the soil

in the shade and the soil in the sun? (Show your work.)

2. What was the temperature difference of the soil in the shade and the soil in the sun? (Show your work.)

3. Make a graph of your data.

4. Is this statement true or false:

The sun heats the Earth? How do you know?

5. What are you wondering now?

Explore: A Close Look at Air

Question: What can you observe about air?

1.Catch some air in a plastic lunch bag.

2.Observe using your 4 senses. Write and draw in your notebook.

3.Hold a piece of construction paper in each

hand. Swing your arms slow and fast.

What do you feel? Record in your notebook.

see smell

feel hear

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.https://www.pearsonsuccessnet.com/snpapp/login/login.jsp?showLoginPage=true

It is raining,

It is snowing,

It is windy

With breezes blowing.

Days are foggy,

Days are clear,

Weather is changing

Throughout the year!

What is WEATHER ?

Weather…•Tells how the air moves (wind) and describes anything it might be carrying such as rain, snow or clouds. •Thunder, lightning, rainbows, fog and other special events are all part of weather•describes the condition of the air at a particular time and place - the temperature and rainfall

What are the Building Blocks of Weather?

Clouds

Precipitation

Wind

Video: Water Vapor, Clouds, Dew and Frost

What is Precipitation?Forms of Precipitation

• Rain

• Snow

• Hail

Weather Condition• Rain or drops of liquid water fall from

the clouds when water vapor condenses around dust particles in the clouds, forming tiny droplets that eventually get too big for the cloud to hold so they fall down.

• Snow form in clouds where the temperature is below freezing as ice crystals or groups of many ice crystals called snowflakes.

• Hail forms within thunderstorm clouds when upward moving air keeps pellets of frozen water from falling. The pellets grow larger as drops of very cold water hit them and freeze

What is Wind ?

Wind

Whoosh! Whoosh!

Whoosh!

Feel the wind push!

Blow! Blow! Blow!

Where’s my hat go?

Answer: Moving Air

What are some objects that wind can move?

Explore: What can we observe about the wind and how it moves things as we walk in our schoolyard?

1. Label a page in your science notebook:

Evidence of Wind

2.Draw pictures of things and label them that can be moved by the wind.

3.Share with your group.

4.What evidence of wind did we see in the schoolyard?

5.Describe the way these objects moved in the wind?

6.What were some objects that did not move in the wind? Why didn’t they move?

Big Idea 7: Earth Systems and Patterns

Grade 2

Pacing Guide Topic XII:

Changing Patterns in Nature

Making Weather Instruments

Rain Gauge:•Scott Foresman Gr. 2 p. 172 Directed Inquiry: How Much Rain Falls?•http://www.scholastic.com/resources/article/make-a-rain-gauge/•http://www.ehow.com/how_12058846_make-rain-gauge-kids-cups.html

Windsock:•http://www.wikihow.com/Make-a-Windsock-for-Children•http://www.ehow.com/how_2067618_make-wind-sock.html

Weather observations & Tools

Observations• Temperature

• amount of rain

• windy

Recipe for Weather

Tools• Thermometer

• rain gauge

• wind sock

Our Weather Journal

Day of the Week______________ Date ________________ Time ________________

•Today’s Temperature _____________

•Today’s Amount of Rain __________ •Today looks ________________________________

Sunny Cloudy Partly Cloudy Rainy Windy

Watching the Weather:My Favorite Weather

1. Draw a picture of your favorite type of weather.

Put yourself in the picture.

2. Write words to describe your favorite weather.

Weather Map Match-Up Quiz

Weather Symbol

1.

2.

3.

4.

5.

Type of Weather

A. Windy

B. Sunny

C. Rainy

D. Partly Sunny

E. Windy

Changing Patterns in Nature: Seasons

Fold a paper into four parts and draw a picture of each season in the four squares.

Answer these questions:

1. How are the seasons different?

2.What patterns in weather, precipitation, and temperatures

can be observed during each season?

3. How do people and animals behave during each season?

Big Idea 7: Earth Systems and Patterns

Grade 2

Pacing Guide Topic XIII:

Severe Weather

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 is truly wonderful.

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!

What are four types of Severe Weather?

• Thunderstorms

• Tornadoes

• Hurricanes

• Blizzards

Owlie Skywarn's Weather Book

Severe Weather Safety

1. What are some kinds of severe weather?

2. What kinds of severe weather do we have in Miami?

2. What do I need to do to prepare for severe

weather?

3. Why is it important to know what to do

during a storm?

Now let’s play a game and match pictures of safety precautions to type of precaution.

Packed and Prepared

Question:

1.What are some severe weather events that you could experience in Miami?

2.How do these types of severe weather affect people in Miami?

3.What can you do to prepare for severe weather events and natural disasters? Why is it important?

4.What would you put in a disaster supply kit?

Packed and PreparedConnected Learning

1. What things did you choose to put in your

kit? What were your reasons?

2. How did your kit compare to those of others

in the class?

3. Were there some items that everyone

packed? … no one packed?

4. What else can you do to be ready for an

emergency?

5. What are you wondering now?

Explain What You’ve Learned

•The Weather Game Level 1: http://www.cotf.edu/ete/modules/k4/online/Wonline1.html

•Weather Wiz Kids Memory Game: http://www.weatherwizkids.com/weather-games- memory.htm

•Nash’s Adventures: http://www.bbc.co.uk/schools/digger/5_7entry/7.shtml

Weather Sites for Kids

• http://www.bbc.co.uk/schools/digger/5_7entry/7.shtml• http://www.scilinks.org/Harcourt_Hsp/HspStudentRetrieve.aspx?Code=H

SP103• http://www.internet4classrooms.com/science_elem_weather.htm• http://www.fi.edu/weatherED/• http://www.gamequarium.org/cgi-bin/search/linfo.cgi?id=4929• http://www.brainpopjr.com/science/weather/temperature/preview.weml• http://weatherwizkids.com/• http://scijinks.jpl.nasa.gov/weather-menu• http://www.eo.ucar.edu/webweather/• http://www.bbc.co.uk/schools/whatisweather/

Discovery Education Resources

• Animation: Weather• Video: Weather• Video: How the Sun affects Weather • Video:

Weather Is Different from Day to Day and Place to Place

• Video: A First Look: Weather

Discovery Education Resources

• Video Segment: Peep and the Big Wide World: Stormy Weather/Peep in Rabbitland

• Video: Clouds, Weather, and Life• Reading Passage:

Extreme Weather and Climate • Song: The Weather’s Always Changing

For the Teacher:Common Weather Misconceptions

• Wind originates in the trees.– Reality: Wind is a result of the sun warming the Earth’s

atmosphere unevenly.• The seasons are the same everywhere.

– Reality: Differing climates lead to different weather during the same season in other parts of the world.

• Weather, seasons, and climate are the same thing.– Reality: Weather is the state of the atmosphere, while a

season is one of the four periods of the year that begin at an equinox. Climate is the prevailing weather conditions of an area.