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Deer Valley Unified School District Science Curriculum Second Grade Science Curriculum Team Members Alessandra Hayes, Sunset Ridge Amanda Grunden, Boulder Creek High School Amanda Walker, Sandra Day O'Connor High School Brian Bingham, Deer Valley High School Calle Krasniqi, Sunset Ridge Christina Nichols, Stetson Hills Corbin Kent, Village Meadows Dana Russell, Stetson Hills Danielle Ware, Sunset Ridge Denis Parcells, Village Meadows Diane Hubbard, Barry Goldwater High School Diane Scott, Barry Goldwater High School Donna Blakeney, Deer Valley High School Elizabeth Mauzy, Terramar Eric Bennet, Mountain Ridge High School Heather Miller, Stetson Hills James Walliser, Sandra Day O'Connor High School Janet Henderson, Deer Valley Middle School Jean Naasz, Sunset Ridge Jeanine Swan, Village Meadows Jessica Rushforth, Deer Valley High School Joanne Waltz, Village Meadows Jody Evans, Sandra Day O'Conner High School Jon Devenney, Mountain Ridge High School Julie Jones, Barry Goldwater High School Kathy Hughes, Diamond Canyon Kathy Loxley, Boulder Creek High School Keith Blackman, Sandra Day O'Connor High School Kurt Behrens, Boulder Creek High School Lindsey Stubrud, Village Meadows Lynn Kuvokos, Village Meadows Marc Mur, Sandra Day O'Connor High School Mary Jenkins, District Office Melissa Childs, Village Meadows Melissa Mara, Sandra Day O'Connor High School Nancy Spurlock, Village Meadows Patti Wann, Mirage Patty Williamson, Stetson Hills Rex McElhaney, Desert Sky Middle School Rob Will, Mountain Shadows Robin Mastro, Village Meadows Sean Denney, Barry Goldwater High School Sean Romero, Mountain Ridge High School Scott Lannen, Sandra Day O'Connor High School Susan Johnson, Deer Valley High School Susan Penrod, Village Meadows Susie Ming, Stetson Hills Shannon Harshman, Gavilan Peak Sonya Pruet, Desert Winds Virginia Wenzel, Sandra Day O'Connor High School Curriculum Definition Page Topic: The organization of performance objectives into a common theme that promotes student engagement and focuses student inquiry. TOPIC: Quarter Taught Length of Unit Enduring Understanding: Standard & Related Concept Performance Objectives EIN Essential Questions Assessments Resources Collaboration & Integration Enduring Understanding: A central and organizing notion that gives meaning and connection to facts. It has lasting value and can transfer to other inquiries and requires “uncoverage”. Resources: Materials that would benefit students as they develop a deep understanding of the topic. May include supplemental or adopted materials. Standard and Related Concept: Identifies the standard and concept from the state standards organized into the topic. Performance Objective: Observable and measurable objectives at each grade level from the state standards. Collaboration and Integration: Other content areas or topics within the content that lend themselves to integration with this topic or concepts. E: The most essential and critical learning. I: Important learning. N: Content that is nice to know but less critical to conceptual understanding and developmental learning. Essential Questions: The mental questions that help students form a conceptual understanding of the concept or concepts. They point toward key ideas and issues and suggest meaningful and provocative inquiry into content. Assessments: Suggested assessments that will allow a teacher to collect data on student success. Concept Map Definition Page Key Concepts: Key Vocabulary TOPIC: Key Concepts: The ideas that connect the PO’s to the overarching topic. Enduring Understanding: Quarter Taught: Student Learning Goals: Student Activities/Labs: Enduring Understanding: A central and organizing notion that gives meaning and connection to facts. It has lasting value and can transfer to other inquiries and requires “uncoverage”. Topic: The organization of performance objectives into a common theme that promotes student engagement and focuses student inquiry. Student Activities/Labs: Examples demonstrate ontarget learning for each grade level and/or help describe how a concept can be taught. Key Vocabulary: The vocabulary that is important for students to know in order to demonstrate an understanding of a topic. Quarter Taught: Suggested quarter to teach a unit. Student Learning Goals: The goals that help students form a conceptual understanding of the concept or concepts. They point toward key ideas and issues and suggest meaningful and provocative inquiry into content. Page 1 of 16 Topic: Inquiry Process (Part 1) Enduring Understanding: The scientific method can be applied to problem solving. Standard and Related Concept Performance Objectives EIN Strand 1: Inquiry Process PO 1. Formulate relevant questions about the properties of objects, organisms, and events in the environment. (See M02-S2C1-01) I Concept 1: Observe, ask questions, and make predictions Concept 2: Participate in planning and conducting investigations, and recording data. PO 2. Predict the results of an investigation (e.g., in animal life cycles, phases of matter, the water cycle). PO 1. Demonstrate safe behavior and appropriate procedures (e.g., use of instruments, materials, organisms) in all science inquiry. PO 2. Participate in guided investigations in life, physical, and earth and space sciences. PO 3. Use simple tools such as rulers, thermometers, magnifiers, and balances to collect data (U.S. customary units). (See M02-S4C4-05 and M02-S4C4-06) PO 4. Record data from guided investigations in an organized and appropriate format (e.g., lab book, log, notebook, chart paper). (See W01-S3C2-01 and W01-S3C3-01) Essential Questions What do you notice? Assessments Observation Journal What do you already know? E What do you want to learn? E What do you think may happen? E How can you be safe when doing a science investigation? I E What are some items you use in an investigation? How can you record what is happening? Scientific Method preand post-test Supplemental Resources Collaboration and Integration Math: Strand 2: Concept 1 PO 1. Formulate questions to collect data in contextual situations. Strand 4: Concept 4 PO 5. Select the appropriate tool to measure the given characteristic of an object. PO 6. Measure a given object using the appropriate unit of measure: • length – inches, miles, • capacity/volume – pints, quarts, and • mass/weight – ounces. Writing: Strand 3: Concept 2 PO 1. Write expository texts (e.g., labels, lists, observations, journals). Concept 3 PO 1. Write a variety of functional text (e.g., classroom rules, letters, experiments, recipes, notes/messages, labels, directions, posters, graphs/tables). Strands 1, 2, and 3 are designed to be explicity taught and embedded within the content Strands and are not intended to be taught in isolation. Page 2 of 16 TOPIC: Inquiry Process (Part 1) Key Concepts: Ask relevant questions about the properties of objects, organisms, and events in the environment. Use simple tools to collect data. Record data. balances experiment Enduring Understanding: The scientific method can be applied to problem solving. Predict results of investigations. Demonstrate safe behavior and use appropriate procedures. Key Vocabulary: hypothesis inquiry investigation Student Learning Goals: magnifiers observe • The students will ask questions and predict what will happen in an investigation. predict • The students will be safe and follow certain procedures. procedure • The students will participate in an investigation. • The students will collect and record data from an investigation. purpose research rulers senses Participate in investigations. Student Activities/Labs: thermometers All FOSS Kits All Evan-Moor Scienceworks for Kids Strands 1, 2, and 3 are designed to be explicity taught and embedded within the content Strands and are not intended to be taught in isolation. Page 3 of 16 Topic: Inquiry Process (Part 2) Enduring Understanding: Objects can be classified (grouped) by common characteristics. Standard and Related Concept Strand 1: Inquiry Process Concept 3: Organize and analyze data; compare to predictions. Performance Objectives Essential Questions What can you conclude from the investigation? PO 1. Organize data using graphs (i.e., pictograph, tally chart), tables, and journals. (See M02-S2C1-02) E PO 2. Construct reasonable explanations of observations on the basis of data obtained (e.g., Based on the data, does this make sense? Could this really happen?). (See M02-S2C1-04) PO 3. Compare the results of the investigation to predictions made prior to the investigation. E How are your results similar or different from your prediction? E How will you share the information? PO 4. Generate questions for possible future investigations based on the conclusions of the investigation. Concept 4: Communicate results of investigations. EIN E PO 1. Communicate the results and conclusions of an investigation (e.g., verbal, drawn, or written). (See M02-S2C1-02 and W02-S3C2-01) E PO 2. Communicate with other groups to describe the results of an investigation. E Assessments Observation Journal Scientific Method pre and post test Resources Collaboration and Integration Math Strand 2: Concept 1 PO 2. Make a simple pictograph or tally chart with appropriate labels from organized data. PO 4. Answer questions about a pictograph using terms such as most, least, equal, more than, less than, and greatest. Writing Strand 3: Concept 2 PO 1. Write expository texts (e.g., labels, lists, observations, journals). Strands 1, 2, and 3 are designed to be explicity taught and embedded within the content Strands and are not intended to be taught in isolation. Page 4 of 16 TOPIC: Inquiry Process (Part 2) Key Concepts: Use graphs to organize data. Key Vocabulary: analysis characteristics Construct reasonable explanations based on data. Compare results of investigations to predictions. Generate questions for future investigations based on conclusions of investigations. Enduring Understanding: Objects can be classified (grouped) by common characteristics. communicate compare Student Learning Goals: • The students will compare, classify, and sequence objects according to their characteristics. • The students will compare the results of an investigation to their predictions. • Communicate results through pictures, graphs, models, and words. classify conclusion discuss organisms results sequence The students will communicate results through pictures and words. Student Activities/Labs: Communicate the results of investigations with others. All FOSS Kits All Evan-Moor Scienceworks for Kids Strands 1, 2, and 3 are designed to be explicity taught and embedded within the content Strands and are not intended to be taught in isolation. Page 5 of 16 Topic: People and Science Enduring Understandings: People use science in daily life. Standard and Related Concept Strand 2: History and Nature of Science Concept 1: Identify individual and cultural contributions to scientific knowledge Performance Objectives EIN Essential Questions PO 1. Identify how diverse people and/or cultures, past and present, have made important contributions to scientific innovations (e.g., Daniel Hale Williams [physician], supports Strand 4; Charles Drew [physician], supports Strand 4; Elizabeth Blackwell [physician], supports Strand 4). I How is science used daily? PO 2. Identify science-related career opportunities. I How have people contributed to science? Assessments Observation Journals Supplemental Resources Collaboration and Integration Daniel Hale Williams http://www.blackinve ntor.com/pages/daniel williams.html Charles Drew http://www.blackinve ntor.com/pages/charle sdrew.html Elizabeth Blackwell http://www.nlm.nih.g ov/hmd/blackwell/ Concept 2: Understand how science is a process for generating knowledge. PO 1. Identify components of familiar systems (e.g., organs of the digestive system, bicycle). PO 2. Identify the following characteristics of a system: • consists of multiple parts or subsystems • parts work interdependently PO 3. Identify parts of a system too small to be seen (e.g., plant and animal cells). E E I Strands 1, 2, and 3 are designed to be explicity taught and embedded within the content Strands and are not intended to be taught in isolation. Page 6 of 16 TOPIC: People and Science Key Concepts: People use science in daily life. Key Vocabulary: Charles Drew contributions Different people have made contributions to science. Systems have multiple parts or subsystems. The parts of systems work interdependently. Some parts of systems are too small to be seen (e.g., plant and animal cells). Enduring Understanding: People use science in daily life. culture daily Daniel Hale Williams Student Learning Goals: diverse • The students will give examples of how people use science in daily life. Elizabeth Blackwell • The students will identify how people have made contributions to science. interdependent • The students will identify components of familiar systems (e.g., organs of the digestive system). subsystems • The students will identify that a system has multiple parts or subsystems and the parts work interdependently. • The students will identify parts of a system too small to be seen. identify multiple parts systems Student Activities/Labs: Have people in science related careers talk to class. e.g., school nurse, dentist, etc. FOSS kits Evan-Moor Scienceworks for Kids Strands 1, 2, and 3 are designed to be explicity taught and embedded within the content Strands and are not intended to be taught in isolation. Page 7 of 16 Topic: Impact of Technology Enduring Understanding: People use many types of technology in their daily lives. Standard and Related Concept Strand 3: Science in Personal and Social Perspectives Concept 2: Understand the impact of technology. Performance Objectives PO 1. Analyze how various technologies impact aspects of people’s lives (e.g., entertainment, medicine, transportation, communication). PO 2. Describe important technological contributions made by people, past and present: • automobile – Henry Ford • airplane – Wilbur and Orville Wright • telephone – Alexander G. Bell PO 3. Identify a simple problem that could be solved by using a suitable tool. EIN Essential Questions I What tools are used in observations? I I How do tools and technology improve observations? How do people contribute to technology? Assessments Observation Journals Resources Collaboration and Integration Henry Ford http://www.ford.com/en/herit age/fordFamily/default.htm Wilbur and Orville Wright http://www.wam.umd.edu/~s twright/WrBr/Wrights.html Alexander G. Bell http://www.alexanderbell.co m/ How have people contributed to technology? Strands 1, 2, and 3 are designed to be explicity taught and embedded within the content Strands and are not intended to be taught in isolation. Page 8 of 16 TOPIC: Impact of Technology Key Concepts: People use technology every day. Important technological contributions have been made by people past and present. Enduring Understanding: People use many types of technology in their daily lives. Key Vocabulary: Alexander G. Bell automobile Henry Ford Orville Wright plane Important technological contributions have been made by people past and present. Student Learning Goals: technology • The students will identify the types of technology people use every day. telephone • The students will describe important technological contributions made by people, past and present. Wilbur Wright • The students will identify a simple problem that could be solved by using a tool. tool Student Activities/Labs: Paper Airplane Science and Falling Paper http://www.proteacher.com/110069.shtml Strands 1, 2, and 3 are designed to be explicity taught and embedded within the content Strands and are not intended to be taught in isolation. Page 9 of 16 TOPIC: Life Cycles Enduring Understanding: All living organisms have a life cycle that includes a beginning, middle, and end. Standard and Performance Objectives EIN Essential Assessments Resources Related Concept Questions Strand 4: Life Science Concept 1: Understand that basic structures in plants and animals serve a function. Concept 2: Understand the life cycles of animals and various organisms PO 1. Identify animal structures that serve different functions (e.g., sensory, defense, locomotion). PO 1. Describe the life cycles of various insects PO 2. Describe the life cycles of various mammals PO 3. Compare the life cycles of various organisms Examples of Organisms: fungus bacteria fish birds reptiles amphibians What is a life cycle? E E E Why is a life cycle necessary? What are the stages of an insect’s life cycle? Science Journals/ Logbooks What are the characteristics of an insect? Observations What is metamorphosis? Verbal What do insects need to survive? What are the stages of a mammal’s life cycle? E Teacher Created Demonstratio ns Length of Unit: 8 weeks Collaboration and Integration Animals with Backbones Evan Moor Publishing EMC – 854 Animals Without Backbones Evan Moor Publishing EMC - 855 What are the characteristics of a mammal? What do mammals need to survive? What are the differences and similarities between insect, animal, and/or other organisms’ life cycles? Strands 1, 2, and 3 are designed to be explicity taught and embedded within the content Strands and are not intended to be taught in isolation. Page 10 of 16 TOPIC: Life Cycles Key Concepts: A life cycle is the stages an animal or organism goes through in its lifetime. A life cycle is necessary for the animal or organism to continue. Enduring Understanding: All living organisms have a life cycle that includes a beginning, middle, and end. The stages of an insect’s life cycle are: egg, larva, pupa, adult. An insect has 6 legs, 2 antennae, and a body that consists of a head, thorax, and abdomen. Metamorphosis is a major physical change that occurs during the life cycle. An insect needs food, water, and habitat to survive. The stages of a mammal’s life cycle are beginning, middle, and end of life. Mammals are warm-blooded and have fur. Their babies are born alive. They are fed with their mother’s milk. A mammal needs food, water, oxygen, sleep, and a habitat. Quarter Taught: First Student Learning Goals: • The students will describe the life cycles of plants and animals • The students will describe the life cycles of various insects. • The students will describe the life cycles of various mammals. • The students will compare the life cycles of various organisms. • The students will identify animal structures that serve different functions (e.g., sensory, defense, locomotion). Student Activities/Labs: Backbone/no backbone activity Creating books on animals and insects Key Vocabulary: Insects: abdomen adult air antenna egg feelers food head larva legs (6) life cycle life span metamorphosis pupa reproduce space thorax water young Mammals: adolescent adult child hair infant life cycle life span live birth reproduce warm-blooded Strands 1, 2, and 3 are designed to be explicity taught and embedded within the content Strands and are not intended to be taught in isolation. Page 11 of 16 TOPIC: Matter Enduring Understanding: There are three properties of matter: solid, liquid, and gas. Standard and Performance Objectives EIN Essential Assessments Related Concept Questions What are PO 1. Describe objects in Teacher Strand 5: appropriate tool terms of measurable properties I Created Physical Science to measure a (e.g., length, volume, weight, solid, liquid, and Science temperature) using scientific Concept 1: Properties of Objects tools. gas? Journals and Materials PO 2. Classify materials as E What are the Classify objects and solids, liquids, or gases. Observations three types of materials by their matter? observable Verbal PO 3. Demonstrate that water E What makes a properties. can exist as a gas (vapor), solid a solid? Demonstrations liquid (water), solid (ice) What makes a PO 4. Demonstrate that solids E liquid a liquid? have a definite shape and that What makes a liquids and gases take the gas a gas? shape of their containers. How does water occur in the three forms of matter? Resources Length of Unit: 6 weeks Collaboration and Integration Water Evan Moor Publishing EMC-856 What is the difference in the ways solids, liquids, and gases are shaped? Strands 1, 2, and 3 are designed to be explicity taught and embedded within the content Strands and are not intended to be taught in isolation. Page 12 of 16 TOPIC: Matter Key Concepts: A scale can be used to measure solids; measuring cups/spoons measure liquids. Enduring Understanding: There are three properties of matter: solid, liquid, gas. The three types of matter are solid, liquid, and gas. Quarter Taught: Second A solid has a definite shape and volume. A liquid takes on the shape of its container, flows downhill, and has surface tension. A gas takes on the shape of its container, can be colorless or colorful and can be odorless or have an odor. Water is a liquid. When frozen, it becomes a solid. When boiled, it becomes a gas. Student Learning Goals: • The students will use scientific tools to measure objects. • The students will describe objects in terms of measurable properties. • The students will classify materials as solids, liquids, or gases. • The students will demonstrate that water can exist as a solid, liquid, and gas • The students will demonstrate that solids have a definite shape; liquids and gases take the shape of their containers. Student Activities/Labs: Water investigations Water shape book Key Vocabulary: boil bubbly cylinder disappear evaporate evaporation flexible flow foam freeze gas height ice invisible length liquid liquid matter melt observation opaque property rigid rough smooth solid steam temperature transparent vapor vapor visible volume water water cycle weight width Strands 1, 2, and 3 are designed to be explicity taught and embedded within the content Strands and are not intended to be taught in isolation. Page 13 of 16 Length of Unit: 8 weeks Resources Collaboration and Integration What is the body’s control Teacher Created How Your center? Body What does my brain do? Science Works Journals Evan How do messages get to Moor and from my brain? Observations Publishing How do I breathe? EMC-856 What happens when I Verbal TOPIC: Human Body Enduring Understanding: The human body has several systems that work together. Standard and Performance Objectives EIN Essential Assessments Related Concept Questions Strand 4: Life Science Concept 1: Understand that basic structures in animals and organisms serve a function Strand 2: History and Nature of Science Concept 2: Understand how science is a process for generating knowledge PO 2. Identify the following major parts of: *the digestive system – mouth, esophagus, stomach, small and large intestines; *respiratory system – nose, trachea, lungs, diaphragm; *circulatory system – heart, arteries, veins, blood PO 3. Describe the basic functions of the following systems: *digestive – breakdown and absorption of food, disposal of waste *respiratory – exchange of oxygen and carbon dioxide *circulatory – transportation of nutrients and oxygen throughout the body PO 1. Identify components of familiar systems (e.g. organs of the digestive system) PO 2. Identify the following characteristics of a system: consists of multiple parts or sub-systems, parts work interdependently PO 3. Identify parts of a system too small to be seen (e.g., human body cells and animal cells). E breathe? E Why do I need to breathe? Demonstrations Why do I need food? What happens to the food I eat? E Where does my energy come from? What does my blood do? What does my heart do? E E How and why does my heart beat? How do all of these systems work together and why is that important? Strands 1, 2, and 3 are designed to be explicity taught and embedded within the content Strands and are not intended to be taught in isolation. Page 14 of 16 TOPIC: Human Body Key Concepts: The brain is the body’s control center. It sends messages to all parts of the body. The messages tell the body what to do. The nervous system tells the other systems how and when to work. Enduring Understanding: The human body has several systems that work together. Nerves carry messages to and from the brain. Oxygen comes in the nose and goes down the wind pipe to the lungs. Then the air comes out as carbon dioxide. Humans need to breathe because their bodies need oxygen to survive. Humans need food to give them energy and nourish their bodies. The food people eat goes down their esophagi to their stomachs. The stomach juices make the food into a thick liquid. The food goes through the intestines. Some goes into the blood. The rest is packed together in the large intestine. Food the body doesn’t use is pushed out. Quarter Taught: Third Student Learning Goals: • The students will identify the major parts of the digestive system • The students will identify the major parts of the respiratory system. • The students will identify the major parts of the circulatory system. • The students will describe the basic functions of the digestive system. • The students will describe the basic functions of the respiratory system. • The students will describe the basic functions of the circulatory system. Energy comes from food. Blood takes food and oxygen to the body. The heart pumps blood throughout the body. The more active someone is, the faster their heart beats. The heart beats to carry oxygen through the blood. The digestive, respiratory, and circulatory systems all work together to bring cells food and oxygen in order to give the body energy. Student Activities/Labs: “Inside My Body” activities Digestion Book Respiration Experiment Heartbeat experiment Key Vocabulary: Nervous System brain cells (e.g. brain, blood, bone, nerve, etc) message nerves cerebrum cerebellum Respiratory System esophagus saliva wind pipe (trachea) chest throat oxygen carbon dioxide lungs inhale exhale digestive system mouth esophagus stomach small intestine large intestine abdomen diaphragm rectum feces kidneys Circulatory System blood blood cells (red and white) blood vessels capillaries heart plasma platelets Strands 1, 2, and 3 are designed to be explicity taught and embedded within the content Strands and are not intended to be taught in isolation. Page 15 of 16 TOPIC: Weather Enduring Understanding: There are many factors that affect weather and they can be measured and recorded. Standard and Performance Objectives EI Essential Assessments Resources Related N Questions Concept What are some suitable tools PO 1. Measure weather Teacher Created Water Strand 6: conditions (e.g., temperature, E for measuring various types of Evan Moor Earth and weather? wind, precipitation). Publishing Science Space Science What could you use to record Journals EMC-862 PO 2. Record weather weather conditions? Concept 3: conditions (e.g., temperature, E What types of weather Observations Changes in the precipitation). conditions could you record earth and sky: PO 3. Identify the following Verbal Understand types of clouds: cumulus, E What does temperature describe? characteristics of stratus, cirrus weather What kind of clouds are in the Demonstrations conditions and PO 4. Analyze the E sky? climate. What are the characteristics of relationship between clouds, temperature, and weather patterns. • water cycle • seasons Length of Unit: 6 weeks Collaboration and Integration cumulus, stratus, and cirrus clouds? What are the stages of the water cycle? What are the characteristics of each season? Is water in the air? How do weather conditions affect the water cycle? How do weather conditions affect you? Strands 1, 2, and 3 are designed to be explicity taught and embedded within the content Strands and are not intended to be taught in isolation. Page 16 of 16 TOPIC: Weather Key Concepts: An anemometer, thermometer, wind vane, etc. can be used to measure weather. Graphs, journals, charts, etc. can be used to record weather conditions. Enduring Understanding: There are many factors that affect weather and they can be measured and recorded. Rain, snow, wind, temperature, etc. can be recorded. Temperature describes how hot or cold the air is. There are cumulus, stratus, and cirrus clouds in the sky. Cirrus clouds are high in the sky and are white and feathery. Cumulus clouds have flat bottoms and look like puffy mountains. Stratus clouds are low in the sky and look like gray sheets. The stages of the water cycle are evaporation, condensation, precipitation, collection. The characteristics of spring are the budding of trees, warming of temperatures, and animals coming out of their hide-outs. The characteristics of summer are a rise in temperature and longer days. The characteristics of fall are a decrease in temperature, days are shorter, and leaves change colors. The characteristics of winter are rain and other forms of precipitation and a larger decrease in temperature. There is water in the air. Quarter Taught: Fourth Student Learning Goals: • The students will measure weather conditions • The students will record weather conditions • The students will identify cloud types • The students will analyze the relationship between clouds, temperature, and weather patterns. Student Activities/Labs: Cloud in a Jar Cloud books Rain cycle mural Rain cycle books Key Vocabulary: anemometer calm Celsius cirrus column cumulus cycle degrees direction east evaporate Fahrenheit gentle breeze graph hail inches moderate breeze north overcast partly cloudy precipitate precipitation rainy row snow snowy south stratus strong breeze sunny thermometer weather instrument west wind vane windy Strands 1, 2, and 3 are designed to be explicity taught and embedded within the content Strands and are not intended to be taught in isolation.