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Grade 2 Big Idea 7: Earth Systems and Patterns Part 1: The Sun’s Energy Effects on Air, Land and Water Part 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 marker masking tape water measuring cup Department of Mathematics and Science Explore: How the Sun Warms Water What 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 _______________. 2. 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 Department of Mathematics and Science What to Do 1. 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. Day 1 Observations Day 2 Observations Day 3 Observations Water left in cup on last day Open Container Closed Container 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 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, Too What 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 Department of Mathematics and Science lab sheet. Explore: Sun Sensors, Too Explain 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. see smell feel hear 3. Hold a piece of construction paper in each hand. Swing your arms slow and fast. What do you feel? Record in your notebook. WEATHER Weather is hot, Weather is cold, Weather is changing As the weeks unfold. It is raining, It is snowing, It is windy With breezes blowing. Skies are cloudy, Skies are fair, Skies are changing In the air. Days are foggy, Days are clear, Weather is changing Throughout the year! https://www.pearsonsuccessnet.com/snpapp/login/login.j sp?showLoginPage=true 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 Frost Department of Mathematics and Science What is Precipitation? Forms of Precipitation Weather Condition • Rain or drops of liquid water fall from • Rain 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 • Hail • 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 Nature SC.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-kidscups.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 Tools Observations • Temperature • Thermometer • amount of rain • rain gauge • windy • wind sock Recipe for Weather 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 Type of Weather 1. A. Windy 2. B. Sunny 3. C. Rainy 4. D. Partly Sunny 5. 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 Weather SC.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 sparkFlash! Goes the lightning! When a storm begins in the clouds, It is truly wonderful. You hear a rumble loud in the skyClap! Goes the thunder! Long and thin and streaky and fast, Its glow is oh so brightening, Watch for the electric sparkFlash goes the lightning! Lightning bolts are heating the air, Over clouds and under. When the air expands enoughClap! 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 Prepared Connected 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