1. 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

2. 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.
Pacing Guide Topic XV:
Effects of the Sun’s Energy on Air, Land and Water
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3. 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
Engage/Explore
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4. Explore: How the Sun Warms Water What to Do
Label 1 cup Sunlight.
Label the other cup No Sunlight.
Use a measuring cup to measure ½ cup
of water.
3. Pour the ½ cup of water into the cup
labeled Sunlight.
Repeat steps 2 and 3 for the cup labeled
No Sunlight.
Engage/Explore
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5. What to Do, continued Hold a cup in each hand. Compare the
temperatures of the two cups. Write your
observations in your science notebook.
Place the Sunlight cup in the sun.
Place the No Sunlight cup in the shade.
Wait 30 minutes. (continued on next slide)
Explore

6. 8. Then hold a cup in each hand. Compare
their temperatures. Write in your notebook.
Explain the Data:
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.
Explore/Explain/Evaluate: Time to Talk

7. 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
Explore: Ahead of time find materials needed. You have to decide how many days you will let the containers of water sit. (minimum of three days)
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8. Department of Mathematics
What to Do
Label 1 container: Closed.
Label the other container: Open.
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.
Mark the water line on both cups with a
permanent marker.
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.
Explore continued: Inquiry: Closed vs Open
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and Science

9. 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:
What did you do?
What happened to the amount of water in the water in the cups? What is your evidence?
What are you wondering now? Video: Water Vapor, Clouds, Dew and Frost
Day 1
Observations
Day 2
Day 3
Water left
in cup on
last day
Open Container
Closed Container
Explain and Evaluate: Time to Talk
Students share their observations and answer the two questions to Explain the Data for Inquiry: Closed vs Open.
Elaborate: SF Gr. 2 Lesson 2 pp. What is the Water Cycle?

10. 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?
Explain: Review or teach if necessary how to read a thermometer. See and/or click on hyperlink: Reading a Thermometer in the slide. You can also use the AIMS Gr. 2 lesson Air Temperature.
Reading a Thermometer
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11. 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 2b. Wait about 30 minutes. Find and record the temperature of both on the Sun Sensors, Too lab sheet.
Continue Explore: Sun Sensors, Too
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12. Explore: Sun Sensors, Too Explain the Data
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
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?
Explain/Evaluate for Explore: Sun Sensors, Too
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13. Explore: A Close Look at Air
Question: What can you observe about air?
Catch some air in a plastic lunch bag.
Observe using your 4 senses. Write and draw in your notebook.
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
Explore/Explain/Evaluate: Time to Talk
Extension: Read the book Gilberto and the Wind.
Ask students what they are wondering now.

14. Department of Mathematics and Science
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.
It is raining, It is snowing, It is windy With breezes blowing. Days are foggy, Days are clear, Weather is changing Throughout the year!
Engage: Read the poem with students. Ask students to identify different kinds of weather mentioned in the poem.
Click on Weather is changing ( Log into Pearson Successnet Gr. 2 Earth Science Games: Weather Changes)
Click o
Explore: Click on the WEATHER link to explore the different things that make up weather.
Explain: Then Read Gr. 2 SF Lesson 1: What are some kind of weather? P
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15. 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
Explore: You can go back to the WEATHER (BBC site for more exploring.
Evaluate: Ask students What is Weather? And have them draw and write their ideas in their notebooks. Then compare their ideas to the bullets.
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16. What are the Building Blocks of Weather?
Clouds
Precipitation
Wind
Explore: Activities: Make Fog in a Jar; Create a Portable Cloud
Activity: Winds: Soaking Up the Rays ( Power of Science Weather Book p. 20
Video: Clouds Make Our World a Better Place
√ Video: Water Vapor, Clouds, Dew and Frost
Video: Water Vapor, Clouds, Dew and Frost
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17. What is Precipitation? Weather Condition Forms of Precipitation Rain
Snow
Hail
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
Explore: Click on hyperlinks to explore different types of precipitation.
Explain: Have students make a three part match book foldable. Title: Forms of Precipitation
Content: rain, snow and hail, with drawings and an explanation for each form.

18. 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?
Engage: Ask question: What is Wind? If students don’t know, have them read the poem for clues.

19. Department of Mathematics and Science
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
Draw pictures of things and label them that can be moved by the wind.
Share with your group.
What evidence of wind did we see in the schoolyard?
Describe the way these objects moved in the wind?
What were some objects that did not move in the wind? Why didn’t they move?
Explore/Explain/Evaluate: Time to Talk
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20. 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.
Pacing Guide Topic XVI:
Changing Patterns in Nature
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21. Making Weather Instruments
Rain Gauge:
Scott Foresman Gr. 2 p. 172 Directed Inquiry: How Much Rain Falls?
Windsock:
Explore activities
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and Science

22. Weather observations & Tools
Thermometer
rain gauge
wind sock
Observations
Temperature
amount of rain
windy
Recipe for Weather
Explore: Click on the hyperlinks and discuss. Discuss tools used for making weather observations.
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23. 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
Engage: Click on the link Our Weather Journal to log into Pearson Successnet Gr. 2 Earth Science song : What’s the Weather?
Explore and Explain:
Have students observe and record the daily weather including temperature and amount of rain in a class and
individual weather journal. SF Gr. 2 pp Guided Inquiry – Investigate: How can you measure weather changes?
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24. Watching the Weather: My Favorite Weather
Draw a picture of your favorite type of weather.
Put yourself in the picture.
2. Write words to describe your favorite weather.
Explain
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25. Weather Map Match-Up Quiz
Type of Weather
Weather Symbol
Windy
Sunny
Rainy
Partly Sunny
Evaluate: Weather Map Match-Up Quiz
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26. 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?
What patterns in weather, precipitation, and temperatures
can be observed during each season?
3. How do people and animals behave during each season?
Engage: log into Pearson Successnet Gr. 2 Earth Science Games: Seasons.
Explain/ Evaluate: Time to Talk
Read and discuss SF Gr. 2 Lessons 3 – 6. pp. 180 – 187.
CORE: Math in Science SF Gr. 2 pp Charting Favorite Seasons

27. 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.
Pacing Guide Topic XVI:
Severe Weather
For the Teacher:
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.
Common Weather Misconceptions
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28. 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-
Engage: SF Lesson 7 TE p Time to Talk
Ask students which comes first thunder or lightning. Then say let’s Sing the Thunder and Lightning song (sung to “Pop Goes the Weasel”) and see if we can find clues to learn which comes first. (lightning is first) Ask what they now know about thunder and lightning.
Explore
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29. What are four types of Severe Weather?
Thunderstorms
Tornadoes
Hurricanes
Blizzards
Explore and Explain: Ahead of click on the links and decide which ones you want to use with your students and how many days you want to use to cover the types of severe weather and how you will correlate the online links with the content from textbook pages.
Explain: SF Lesson 7 pp

30. Owlie Skywarn's Weather Book
Explore: Click on the hyperlink to find several different Owlie Skywarn's Weather Book resources for severe weather.
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31. Severe Weather Safety What are some kinds of severe weather?
What kinds of severe weather do we have in Miami?
2. What do I need to do to prepare for severe
weather?
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.
Explain: Discuss question responses with students. Then distribute Severe Weather Safety memory cards to each group so they can play the game.

32. Department of Mathematics and Science
Packed and Prepared
Question:
What are some severe weather events that you could experience in Miami?
How do these types of severe weather affect people in Miami?
What can you do to prepare for severe weather events and natural disasters? Why is it important?
What would you put in a disaster supply kit?
Engage and Explain: Time to Talk
Discuss the questions above. If no one suggests a disaster supply kit for question number 3, mention it.
Explain that we will be making a disaster supply kit by filling a model of a suitcase with pictures representing things they think are most important.
Explore: See grade 2 AIMS Earth Science Packed and Prepared activity.
Materials: suitcase template 9 x 12 sheet of construction paper scissors glue stick
sheet of copy paper picture cards of supplies or crayons/colored pencils.
Directions: Students
Fold construction paper in half (hamburger fold).
Place bottom of suitcase template on the fold of the paper. Trace and cut out.
Open construction paper.
Fold a sheet of copy paper. Paste it in the inside of the suitcase (construction paper)
Cut out and glue supplies to pack on paper.
6. If necessary, draw supplies in as needed.
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33. Packed and Prepared Connected Learning
What things did you choose to put in your
kit? What were your reasons?
How did your kit compare to those of others
in the class?
Were there some items that everyone
packed? … no one packed?
What else can you do to be ready for an
emergency?
5. What are you wondering now?
Explain and Evaluate: Time to Talk

34. Explain What You’ve Learned
The Weather Game Level 1:
Weather Wiz Kids Memory Game:
memory.htm
Nash’s Adventures:
Evaluate: SF Gr. 2 pp Review and Test Prep

35. Department of Mathematics and Science
Weather Sites for Kids
Weather Sites for Kids
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36. 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
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37. 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
Discovery Education Resources
Department of Mathematics and Science