grade 2 big idea 7: earth systems and patterns part 1: the sun’s energy effects on air, land and...
TRANSCRIPT
Grade 2
Big Idea 7: Earth Systems and Patterns
Part 1: The Sun’s Energy Effects on Air, Land and WaterPart 2: Changing Patterns in Nature
Part 3: Severe Weather
Mary Tweedy, Curriculum Support Specialist Keisha Kidd, Curriculum Support Specialist
Dr. Millard Lightburn, District Science Supervisor
Department of Mathematics and Science
Big Idea 7: Earth Systems and Patterns
Grade 2
Part 1:The Sun’s Energy Effects on Air, Land and Water
SC.2.E.7.2 Investigate by observing and measuring, that the Sun's energy directly and indirectly warms the water, land, and air.
SC.2.E.7.3 Investigate, observe and describe how water left in an open container disappears (evaporates), but water in a closed container does not disappear (evaporate).
SC.2.E.7.4 Investigate that air is all around us and that moving air is wind.
Department of Mathematics and Science
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
Department of Mathematics and Science
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.Department of Mathematics and Science
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 cupDepartment of Mathematics and Science
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. Department of Mathematics
and Science
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
Department of Mathematics and Science
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.
Department of Mathematics and Science
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?
Department of Mathematics and Science
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!
Department of Mathematics and Science
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
Department of Mathematics and Science
What are the Building Blocks of Weather?
Clouds
Precipitation
Wind
Video: Water Vapor, Clouds, Dew and FrostDepartment of Mathematics and Science
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?
Department of Mathematics and Science
Big Idea 7: Earth Systems and Patterns
Grade 2
Part 2: Changing Patterns in NatureSC.2.E.7.1Compare and describe changing patterns in nature that repeat themselves, such as weather conditions including temperature and precipitation, day to day and season to season.
Department of Mathematics and Science
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
Department of Mathematics and Science
Weather observations & Tools
Observations• Temperature
• amount of rain
• windy
Recipe for Weather
Tools• Thermometer
• rain gauge
• wind sock
Department of Mathematics and Science
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
Department of Mathematics and Science
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.
Department of Mathematics and Science
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 Department of Mathematics and Science
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
Part 3: Severe WeatherSC.2.E.7.5 State the importance of preparing for severe weather, lightning, and other weather related events.
Department of Mathematics and Science
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!
Department of Mathematics and Science
What are four types of Severe Weather?
• Thunderstorms
• Tornadoes
• Hurricanes
• Blizzards
Owlie Skywarn's Weather Book
Department of Mathematics and Science
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?
Department of Mathematics and Science
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/
Department of Mathematics and Science
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
Department of Mathematics and Science
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
Department of Mathematics and Science