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Tucson Unified School District Science Air and Weather Unit Grade 2 2nd Grade Air and Weather Curriculum Map Enduring Understandings: Properties of air affect the Earth’s atmosphere and weather. Meteorology is a highly technical scientific field of study. Essential Questions & Crosscutting Concepts Reading & Writing Opportunities in Science Assessment Opportunities Essential Question(s) How does air interact with objects? How can air do work? How does a thermometer work and what does temperature tell us about weather conditions? What do clouds tell us about the weather? How can we determine wind speed and direction? How can we collect weather information and use it in our lives? How can we organize weather data to look for change? What is in the night sky and how can we observe changes? Crosscutting Concepts Patterns Cause and effect: Mechanism and explanation Scale, proportion, and quantity Systems and system models Energy and matter: flows, cycles, and conservation Structure and function Stability and change When reading scientific texts, students need to be able to gain content knowledge from challenging texts that often make extensive use of elaborate diagrams and data to convey information and illustrate concepts. Students read purposefully and listen attentively to gain scientific expertise. The interdisciplinary approach to literacy is backed by extensive research establishing the need students to be proficient in reading complex informational text in a variety of content areas. Examples: Read What Is All Around Us in the FOSS Science Stories book and explain how air is all around us and how you know that. After reading What’s the Weather Today? in the FOSS Science Stories book, use other texts and resources to identify and describe weather conditions and how they affect our daily lives Distinguish between information provided by pictures or other illustrations and information provided by visuals in a text – use the glossary as well as the stories. Use the illustrations and details in the science text to describe its key ideas. (e.g. Read Understanding the Weather in the FOSS Science Stories. Reflect on the text by making a data chart. Using information from the text and other resources record what a meteorologist does and the tools needed for the work.) With prompting and support, read functional texts including history/social studies, science, and technical texts, appropriately complex for grade 2 (e.g., explain with evidence and reasoning how people react to different seasons) Pre/Post Unit Assessment: http://intranet/science/Kit_Asmts.html TUSD Science Air & Weather 2014 Writing is a key means for students to express what they know about a subject. Science notebooks are critical and essential components of science learning whereby students record observations, data, visual representations, and thinking about their learning. They are excellent tools for formative assessment purposes. Examples: Write an informative/explanatory booklet titled “How Meteorologists Use Tools.” Explain through writing and scientific illustrations how plants and animals react to different seasons Participate in shared research and writing projects (e.g. gather and record weather information and predict how weather conditions change ) Using pictures and captions show how you used air to do work (balloon rockets, popoff, kite flying) Write a letter to a cousin or friend who is planning to visit you. Try to convince Concept Map - pre and post with linking phrases to indicate relationships of concepts and processes Formative/Performance Assessment Examples Quick writes and drawings in notebooks (e.g. how a thermometer works) Use scientific vocabulary and explain what happens when air provides energy for objects. Compare and contrast clouds and the weather they indicate. Design and conduct an experiment and report the results (e.g., how does an air and water fountain work). With pictures and words, describe how to investigate the strength of wind. Construct an explanation using evidence and reasoning of how anemometers and wind vanes help them fly their kits. 1 Tucson Unified School District Science Air and Weather Unit Grade 2 Texts and Resources Primary: FOSS “Air and Weather” materials kit Teacher’s Guide for “Air and Weather” 8 copies of Air and Weather (FOSS Science Stories) Supplemental resources: Use the Resources section in the Air and Weather Teacher Guide him/her which season of the year you think is the best time to visit. Use evidence to support your argument, as well as vocabulary words from the Word Bank, information in your science notebook, and information from other text resources English Language Arts Standards Reading Standards Constant Standards RI 2, 5, and 10 Target Standards (2.RI.1) Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. (2.RI.3) Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. (2.RI.4) Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. (2.RI.6) Identify the main purpose of a text, including what the author wants to answer, explain, or describe. (2.RI.7) Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. (2.RI.8) Describe how reasons support specific points the author makes in a text. (2.RI.9) Compare and contrast the most important points presented by two texts on the same topic. Writing Standards Constant Standards W 5, 6, and 8 Target Standards (2.W.1) Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. (2.W.2) Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. (2.W.3) Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. (AZ.2.W.4) With guidance and support from adults, produce functional writing (e.g., friendly letters, recipes experiments, notes/messages, labels, graphs/tables, directions, posters) in which the development and organization are appropriate to task and purpose. (2.W.7) Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). Listening and Speaking standards are also well applied in science instruction. Science and Engineering Practices Asking questions and defining problems Developing and using models Planning and carrying out investigations Analyzing and interpreting data TUSD Science Air & Weather 2014 Using mathematics and computational thinking Constructing explanations Engaging in argument from evidence Obtaining, evaluating, and communicating information 2