Science Grade 2 Unit 1 Guide 2010

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O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e 1

WCPS 2010-2011 Grade 2 Standard 2: Earth/Space Science

Grade 2

Science Instruction

Unit Guide

Standard 2: Earth/Space Science





Table of Contents


Topic PageMaryland State Curriculum for Science Skills and Processes 3-6

Maryland State Curriculum for Science Alignment 7-11Vertical Content Map 12-18

Planning Guide 19-37Instructional Support for Science Objectives 38-72

Word Cards and Vocabulary Sort 73-109

Careers in Earth/Space Science 110Concept Attainment for Air and Weather 111-118

Literature To Support Earth/Space Science 119-137Songs and Poetry 138-149

Websites To Support Earth/Space Science 150-152

Formative Assessments 153-169Unit 1 Assessment and Key 170-187





Maryland

State Curriculum for

Science





Standard 1.0 Skills and Processes

Students will demonstrate the thinking and acting inherent in the practice of science.

A. CONSTR

UCT

ING KNOWLEDGE

1. Raise questions about the world around them and be willing to seek answers to some of them by making careful observations and tryingthings out.

a. Describe what can be learned about things by just observing those things carefully and adding information by sometimes doing somethingto the things and noting what happens.

b. Seek information through reading, observation, exploration, and investigations.

c. Use tools such as thermometers, magnifiers, rulers, or balances to extend their senses and gather data.

d. Explain that when a science investigation is done the way it was done before, we expect to get a very similar result.

e. Participate in multiple experiences to verify that science investigations generally work the same way in different places.

f. Suggest things that you could do to find answers to questions raised by observing objects and/or phenomena (events such as, water disappearing from the classroom aquarium or a pet's water bowl).

g. Use whole numbers and simple, everyday fractions in ordering, counting, identifying, measuring, and describing things and experiences.






Students will demonstrate the thinking and acting inherent in the practice of science.

B.APPLYING EVIDENCE AND REASONING

1. People are more likely to believe your ideas if you can give good reasons for them.

a. Provide reasons for accepting or rejecting ideas examined.

b. Develop reasonable explanations for observations made, investigations completed, and information gained by sharing ideas and listeningto others' ideas.

c. Explain why it is important to make some fresh observations when people give different descriptions of the same thing.C.COMMUNICATING SCIENTIFIC INFORMATION

1. Ask, "How do you know?" in appropriate situations and attempt reasonable answers when others ask them the same question.

a. Describe things as accurately as possible and compare observations with those of others.

b. Describe and compare things in terms of number, shape, texture, size, weight, color, and motion.

c. Draw pictures that correctly portray at least some features of the thing being described and sequence events (seasons, seed growth).

d. Have opportunities to work with a team, share findings with others, and recognize that all team members should reach their ownconclusionsabout what the findings mean.

e. Recognize that everybody can do science and invent things and ideas.






Students will demonstrate the thinking and acting inherent in the practice of science. D.TECHNOLOGY

1. Design and make things with simple tools and a variety of materials.

a. Make something out of paper, cardboard, wood, plastic, metal, or existing objects that can actually be used to perform a task.

b. Recognize that tools are used to do things better or more easily and to do some things that could not otherwise be done at all.

c. Assemble, describe, take apart and reassemble constructions using interlocking blocks, erector sets and the like.

d. Recognize that some kinds of materials are better than others for making any particular thing, for example, materials that are better in someways (such as stronger and cheaper) may be worse in other ways (such as heavier and harder to cut).

e. Explain that sometimes it is not possible to make or do everything that is designed.

2. Practice identifying the parts of things and how one part connects to and affects another.

a. Investigate a variety of objects to identify that most things are made of parts

b. Explain that something may not work if some of its parts are missing.

c. Explain that when parts are put together, they can do things that they couldn't do by themselves.3. Examine a variety of physical models and describe what they teach about the real things they are meant to resemble.

a. Explain that a model of something is different from the real thing but can be used to learn something about the real thing.

b. Realize that one way to describe something is to say how it is like something else.





Maryland State Curriculum for Science

Standard 2.0 Earth/Space Science

Students will use scientific skills and processes to explain thechemical and physical interactions (i.e., natural forces and cycles,transfer of energy) of the environment, Earth, and the universethat occur over time.

Science Correlations/Resources Other Correlations

A.MATERIALS AND PROCESSES THAT SHAPE A PLANET

1.Describe and compare properties of a variety of Earth materials.

a. Classify a collection of rocks based on the properties that

distinguish one type from another.

b. Collect soil from different locations and compare the propertiesof the samples.

y Color y Texturey Reaction to water y Remains of living things

c. Use examples of observations from places around the schooland neighborhood to describe ways Earth materials can change.

y Changes caused by humans and other

animalsy Changes caused by water, wind, etc.

Grade 1 Pebbles, Sand, and Silt

Grade 3 Earth Materials







Science Correlations/Resources Other Correlations

D. Astronomy

1. Observe and describe changes over time in the properties,

location, and motion of celestial objects.

a. Identify and record observable properties of the sun, moon, and

stars.

b. Identify and record the apparent visible changes in the shape of

the moon over two months of observations.

c. Observe and record changes in the location of the sun and

moon in the sky over time.

d. Describe and compare the patterns of change that occur in thesun and the moon.

Investigation 4 Part 3




Consider adding a sky/weather watching station to Calendar Math.

E.INTERACTIONS OF HYDROSPHERE AND ATMOSPHERE

1.Recognize and describe that the surface of Earth is more than

half covered with water.

a. Identify the many locations where water is found.

b. Describe the changes that occur to water found anywhere.





Grade 1



E. Interactions of Hydrosphere and Atmosphere

2. Describe observable changes in water on the surface of the

Earth.

.Observe and compare day-to-day weather changes.

b. Observe, record, and compare weather changes from month tonth.

c. Compare temperatures and type and amount of precipitationoss the months.

dentify the impact of weather changes on daily activities.

e. Identify and describe patterns of weatherconditions based ondata collected.

Air and Weather Investigations 2-4





Standard 6.0 Environmental Science

Students will use scientific skills and processes to explainthe interactions of environmental factors (living and non-living) and analyze their impact from a local to a globalperspective.

Science Correlations Other Correlations

A.NATURAL RESOURCES AND HUMAN NEEDS

1.Recognize and explain how Earth's natural resources fromthe natural environment are used to meet human needs.

a. Describe natural resources as something from the naturalenvironment that is used to meet one's needs.

b. Identify water, air, soil, minerals, animals, and plants asbasic natural resources.

c. Explain that food, fuels, and fibers are produced frombasic natural resources.

d. Identify ways that humans use Earth's natural resources tomeet their needs.

e. Explain that some natural resources are limited and needto be used wisely.

HM Themes 1-6

Consider fostering a classroom environmentthat continuously cares for the environment. Besure to include discussion about how humanactions can harm or help the environment.





Standard 6.0 Environmental Science

Students will use scientific skills and processes to explainthe interactions of environmental factors (living and non-living) and analyze their impact from a local to a globalperspective.

Science Correlations Other Correlations

B.ENVIRONMENTAL ISSUES

1.Recognize and describe that the activities of individuals or groups of individuals can affect the environment.

a. Identify and describe that individual and group actions,such as turning off lights, conserving water, recycling,picking up litter, or joining an organization can extend thenatural resources of the environment.

b. Identify and describe that individual and group actions,such as leaving lights on, wasting water, or throwing away

recyclables, can limit the natural resources of theenvironment.

HM Themes 1-6

Consider fostering a classroom environmentthat continuously cares for the environment. Be

sure to include discussion about how human

actions can harm or help the environment.





Vertical Content Map for Earth/Space Science

Kindergarten and Grade 1 Grade 2 Grades 3&4

Standard 2.0 Earth/Space Physics

Students will use scientific skills and processes to explain the chemical and physical interactions (i.e., natural forces and cycles, transfer of energy) of the

environment, Earth, and the universe that occur over time.

Kindergarten

A.MATERIALS AND PROCESSES THAT SHAPE APLANET

1.Investigate objects and materials in the environment.

a. Observe and describe a variety of natural and human-

made objects found in familiar environments (school,

neighborhood, etc.).

b. Examine and describe Earth materials.

y rocksy soily water

c. Using examples, describe that objects and materials,such as trees, rocks, and hills on Earth's surface canchange.


1.Describe and compare properties of a variety of Earth

materials.

a. Classify a collection of rocks based on the properties

that distinguish one type from another.

b. Collect soil from different locations and compare theproperties of the samples.

y Color y Texturey Reaction to water y Remains of living things

c. Use examples of observations from places aroundthe school and neighborhood to describe ways Earthmaterials can change.

y Changes caused by humans andother animals

y Changes caused by water, wind,etc.

None Provided by MSDE







Students will use scientific skills and processes to explain the chemical and physical interactions (i.e., natural forces and cycles, transfer of energy) of theenvironment, Earth, and the universe that occur over time.

None Provided by MSDE None Provided by MSDE

Grade 4


2.Recognize and explain how physical weathering

and erosion cause changes to the earth's surface.

a. Investigate and describe how weathering wears

down Earth's surface.

y Water y Icey Wind

b. Cite evidence to show that erosion shapes andreshapes the earth's surface as it moves from onelocation to another.

y Water y Ice

y Wind







Students will use scientific skills and processes to explain the chemical and physical interactions (i.e., natural forces and cycles, transfer of energy) of theenvironment, Earth, and the universe that occur over time.


Grade 4

B.EARTH HISTOR Y

2.Recognize and explain that fossils provide

evidence about the plants and animals that lived

long ago and about the nature of the environment

at that time.

a. Recognize and explain that the remains or imprints of plants or animals can become fossils.

b. Describe the physical structures of an animalor plant based on its fossil remains.

c. Identify what an animal or plantfossil is able to tell about the

environment in which it lived.y Water y Land






Standard 2.0 Earth/Space ScienceStudents will use scientific skills and processes to explain the chemical and physical interactions (i.e., natural forces and cycles, transfer of energy) of the



Grade 3

C.PLATE TECTONICS

1.Gather information and provide evidence about

the physical environment, becoming familiar withthe details of geological features, observing and

mapping locations of hills, valleys, rivers, and

canyons.

a. Identify and describe some natural features of

continents.y Mountains

y Valleysy Riversy Canyons

b. Describe the natural features in their immediateoutdoor environment, and compare the featureswith those of another region in Maryland.

c. Identify and describe some features of theocean floor.

y Mountainsy Valleysy Canyons

d. Recognize and explain that an ocean floor island covered by water.









Kindergarten

D.ASTRONOMY

1.Observecelestial objects that are visible in the day and

night sky.

a. Identify and describe the sun, moon and stars.

b. Describe ways in which the daytime and nighttime

skies are different.

Grade 1

D.ASTRONOMY

2.Recognize that there is a relationship between the sunand the earth.

a. Identify ways that the sun affects the earth includingthat the sun warms the earth and provides light.

D.ASTRONOMY

1.Observe and describe changes over time in the

properties, location, and motion of celestial objects.

a. Identify and record observable properties of the sun,

moon, and stars.

b. Identify and record the apparent visible changes inthe shape of the moon over two months of observations.

c. Observe and record changes in the location of thesun and moon in the sky over time.

d. Describe and compare the patterns of change thatoccur in the sun and the moon.

Grade 4

D.ASTRONOMY

1.Identify and describe the variety of objects in

the universethrough first-hand observations

using the unaided eye, binoculars or telescopes

or videos and/or pictures from reliable sources.

a. Observe and describe the starsand the planets

as seen through a telescope, graphically inpictures or in video clips from reliable sources.

b. Identify the sun as the Earth's closest star.

c. Recognize that stars are like the sun, some aresmaller and some larger.

d.R

ecognize and describe that the stars are notall the same in apparent brightness.

e. Recognize that the pattern of stars in the skystays the same although their locations in the skyappear to change with the seasons.










E.INTERACTIONS OF HYDROSPHERE ANDATMOSPHERE

1.Recognize and describe that the surface of Earth is

more than half covered with water.

a. Identify the many locations where water is found.

b. Describe the changes that occur to water foundanywhere.











2. Investigate and gather information about changes in

weather.

a. Observe and describe different weather conditions

using senses.

b. Record observations using pictures, pictographs, or

written/oral language.

c. Describe qualitative changes in weather, such astemperatures, precipitation, wind, etc.


2. Describe observable changes in water on the surface

of the Earth.

a. Observe and compare day-to-day weather changes.

b. Observe, record, and compare weather changes from

month to month.

c. Compare temperature and type and amount of

precipitation across the months.

d. Identify the impact of weather changes on daily

activities.

e. Identify and describe patterns of weather conditionsbased on data collected.


2. Recognize and describe that each season has

different weather conditions.

a. Describe different seasonal weather conditions

using data collect from weather instruments,

models or drawing.

b. Compare average daily temperature during

different seasons.

c. Compare average daily wind speed and

direction during different seasons.

d. Compare average daily precipitation during

different seasons ~ amount and type.






Science Planning Guide

Time State

Curriculum

Objectives

Lesson Overview Vocabulary Formative Assessment Extensions and Modifications

Session 1 1.A.1.f FOSS Air and Weather ~


1. Guiding the Investigation ~

steps 1-4

2. Closure: Tell students that

they will finish exploring during

the next session. Have them

share what observations they

have made so far with a

partner.

air

matter

gas

invisible

Focus Question

How does air interact with objects?

Air can move things around.

You can feel air.

Air takes up space.

Air is matter.

Be sure to develop classroom

routines for science. How do we

work as scientists? What are our

roles/jobs?

Session 2 FOSS Air and Weather ~



steps 4-7

2. Wrapping Up Part 1 ~ steps 8-9





Time State

Curriculum

Objectives



Investigation 1 Part 2 Center

Rotation 1


steps 1-9

2. Have the students discuss

what they observed in their

group with their group

members.

vial

bubble

water

paper towel

submerge

Focus Question

How can I keep a paper towel dry

underwater?

Air can be trapped in a vial underwater.

Air bubbles come out of the vial if it·s

tipped sideways.

Air takes up space, so water can·t get in

and get the towel wet.

Continue to develop and reinforce

classroom routines for science.

How do we work as scientists?

What are our roles/jobs?



Rotation 2


steps 1-9

2. Have the students discuss

what they observed in their

group with their group

members.





Time State

Curriculum

Objectives




Rotation 3


steps 1-9

2. Wrapping Up Parts 2 ~ steps

10-11




steps 1-3

2. Have the students make

predictions about what they

think they will observe from

their parachutes

parachute

air resistance

Focus Question

How does air affect how a parachute floats

to the ground?

A parachute falls slowly because the air

pushes against it.

Air resistance slows the parachute down.

y Continue to develop and

reinforce classroom routines

for science. How do we work

as scientists? What are our

roles/jobs?

y Premade parachutes have

been provided at each school

for students to use. They may

be used to save time, help

students with needs, and/or to

make comparisons

.




steps 4-7






Time State

Curriculum

Objectives





steps 1-5

2. Have the students share the

observations they have made

so far.

syringe

plunger

barrel

tubing

compress

pressure

system

Focus Question

What happens when I push air into a

smaller space?

You can·t push the plunger in all the way

when air is trapped inside.

Plunging one syringe compresses the air,

creating pressure and pushing the other

one out.








steps 6-13

2. Wrapping Up Part 4 ~ steps 14-

15

Session

10

1.A.1.f FOSS Air and Weather ~



steps 1-9

2. Have the students share the

observations they have made

so far.

fountain Focus Question

How can I use air to push water around a

system?

Air takes up space in a bottle and won·t let

water in if the air can·t get out.

Air pressure can push on water and make it

move.









Time State

Curriculum

Objectives


Session

11




steps 10-14


16

Session

12




steps 1-5

2. Have the students share theobservations they have made

so far.

inflate

rocket

propel

distance

move

travel

Focus Question

How can I use compressed air to propel a

balloon rocket?

Air inside a balloon is compressed by the

rubber skin of the balloon.

Pressure from the compressed air moves

the balloon rocket.





Session

13

FOSS Air and Weather ~



steps 6-8


10





Time State

Curriculum

Objectives


Session

14



1. Read Science Story: What Is All

Around Us?

Refer to Science Story Folio for

lesson





Session

15

Investigation 1 Reflections and

Formative Assessment

Reflection Questions


How do scientists use their senses to make

observations?

How does air interact with objects?

How does air affect a parachute?





Time State

Curriculum

Objectives


Session

16

Grade 1

2.E.2.a-e

1.A.1.c, f

1.C.1.c




steps 1-7

2. Have the students discuss howelse they could keep record of

the weather other than using

the classroom calendar.

weather

meteorologist

monitor

symbol

sunny

partly cloudy

overcast

rainy

snowy

Focus Question

How can we keep a record of daily weather

conditions?

Meteorologists are scientists who study the

weather.

Scientific journals are used to record

observations accurately.


reinforce classroom

routines for science. How

do we work as scientists?


y Weather Stations havebeen delivered to Gr. 4

Teachers for the school to

use. The weather station

should be placed in a

central area to be accessed

grade levels.Session

17




steps 8-11


13





Time State

Curriculum

Objectives


Session

18

Grade 1

2.E.2.a-e

1.A.1.c, f

1.C.1.c

1.D.1.d




steps 1-6

2. Have the students discuss howa meteorologist would use a

thermometer.

temperature,

thermometer,

Celsius,

Fahrenheit,

weather

instrument,

tool

freezing

cold

cool

warm

hot

Focus Question

How does a thermometer work to measure

the temperature?

Use a thermometer to measure

temperature.

We use the temperature to decide what to

wear and what to do outside.





Session

19




steps 7-9


12





Time State

Curriculum

Objectives


Session

20

Grade 1

2.E.2.a-e

1.A.1.c, f

1.C.1.c




steps 1-4


clouds

cumulus

cirrus

stratus

Focus Questions

Are all clouds the same?

What kinds of weather do different clouds

bring?

Cirrus clouds look like feathers or

cobwebs.

Cumulus clouds are big and fluffy.

Stratus clouds stay low and cover the sky.

Wind makes clouds move.

Clouds are all made of drops of water in the

air.





Session

21



1. Read Science Story: What·s

Th e Weath er Today

Refer to Science Stories Folio for

lesson

O f f i f E l t E d t i P 28





Time State

Curriculum

Objectives


Session

22

Grade 1

2.E.2.a-e

1.A.1.c, f

1.C.1.c

FOSS Air and Weath er ~


1. Guiding th e Investigation ~

steps 1-4

2. Have th e students sh are th eobservations th ey h ave made

so far.

rain gauge Focus Question

How can we measure th e amount of rain

th at falls?

You can tell it is going to rain wh en th e

clouds are dark and th ick.

You use a rain gauge to measure h ow much

rain h as fallen.




Wh at are our roles/jobs?

Session

23




steps 5-7


10






Time State

Curriculum

Objectives


Session

24






observations?

How do scientists make comparisons?

How do we keep daily record of weather

conditions?

Describe the tools we use to measure

weather.

Describe clouds and the kind of weather

they bring.






Time State

Curriculum

Objective


Session

25

Grade 1

2.E.2.a-e

1.A.1.c, f

1.C.1.c




steps 1-6


bubble

wind

Focus Question

How can bubbles be used to find out about

wind speed and direction?

Bubbles are filled with air.

Bubble move with th e air. Th ey can sh ow

h ow fast or slow air is moving. Th ey can

sh ow th e direction air is moving.





Session

26

Grade 1

2.E.2.a-e

1.A.1.c, f

1.C.1.c




steps 1-8


11

anemometer,

calm,

gentle breeze,

moderate

breeze,strong breeze

Focus Question

How do people describe th e strength of th e

wind?

Meteorologists use an anemometer to

measure h ow fast th e wind is blowing.










Time State

Curriculum

Objectives


Session

27

Grade 1

2.E.2.a-e

1.A.1.c, f

1.C.1.c

1.D.1.d




steps 1-3

2. Have th e students predict wh at

th ey will observe from th eir pinwh eels.

pinwh eel Focus Question

How can we use pinwh eels to observe

wind speed?

A pinwh eel is like an anemometer because

it can sh ow you h ow fast th e air is moving.

Th e faster th e pinwh eel moves, th e faster

you know th e wind is blowing.


reinforce classroom

routines for science. How

do we work as scientists?


y Premade parachutes have

been provided at eachschool for students to use.

They may be used to save

time, help students with

needs, and/or to make

comparisons.




O c e o e e t a y d u c a t o a g e 32


Time State

Curriculum

Objectives


Session

28

Grade 1

2.E.2.a-e

1.A.1.c, f

1.C.1.c




steps 4-8


10.

Session

29

Grade 1

2.E.2.a-e

1.A.1.c, f

1.C.1.c




steps 1-3

2. Have th e students make

predictions about h ow th eir

wind vane with work.

wind vane

direction

north

south

east

west

Focus Question

How can we use a wind vane to observe th e

direction of th e wind?

Wind vanes tell us th e direction th e wind is

coming from.

You can use th ings like bubbles, clouds,

and flags to tell th e direction of th e wind.





Session

30

Grade 1

2.E.2.a-e

1.A.1.c, f

1.C.1.c




steps 4-7


10




y g


Time State

Curriculum

Objectives


Session

31

Grade 1

2.E.2.a-e

1.A.1.c, f

1.C.1.c



1. Read Science Story:

Understanding th e Weath er

Refer to th e Science Stories Folio

for lesson

Session

32

Grade 1

2.E.2.a-e

1.A.1.c, f

1.C.1.c




steps 1-4

2. Have th e students predict th e

h ow th ey believe th eir kites will

work outside.

kite

tail

flying line

Focus Question

How can we use weath er instruments to

improve kite flying?

Air push es against a kite to make it fly.

A wind vane can h elp you know wh ich

direction to fly th e kite.

An anemometer can h elp you decide if

th ere is enough wind for a kite to fly.





Session

33

Grade 1

2.E.2.a-e

1.A.1.c, f

1.C.1.c




steps 1-4


12





Time State

Curriculum

Objectives


Session

34






observations?


Describe the tools that measure wind speed

and direction.





Time State

Curriculum

Objectives


Session

35

Grade 1

2.E.2.a-e

1.A.1.c, f

1.C.1.c




steps 1-5


graph

column

row

Focus Question

How can we organize weath er data

collected for a month to look for ch ange?

Graph s can h elp organize information and

make it easy to compare different kinds of

weath

er.

Next month migh t h ave more snowy days.





Session

36

Grade 1

2.E.2.a-e

1.A.1.c, f

1.C.1.c



Ongoing Investigation

See Folio for details

total

precipitation

season

Sun

Focus Question

How can we organize weath er data taken

over different seasons to look for ch ange?

Th e most rain fell in th e spring. Winter wasth e coldest season. In th e fall, we h ad th e

most sunny days.





Session

37

Grade 1

2.E.2.a-e

1.A.1.c, f

1.C.1.c



1. Read Science Story: Seasons

See Science Stories Folio for

lesson





Time State

Curriculum

Objectives


Session

38

2.D.1.a-d FOSS Air and Weath er ~



steps 1-5

2. Have th e students make

predictions about wh at th ey

th ink th ey will observe at nigh t.

Moon

star

ch ange

Focus Question

Wh at is in th e nigh t sky and h ow can we

monitor and record our observations to

look for ch ange?

Th e Moon ch anges in a pattern. It starts as

a crescent, grows into a quarter, grows to a

full Moon, and th en gets smaller until it

becomes a New Moon and we can·t see it.

It takes about a month to complete th e

pattern.





Session

39



1. Guiding th e Investigation ~steps 6-10

2. Have th e students predict wh at

th ey th ink th ey will see next.

Session

40




steps 11-12


14





Time State

Curriculum

Objectives


Session

41






observations?


Describe the night sky.

Session

42

Overall Unit Reflections

Session

43

Unit 2 Assessment





Instructional Support for Science Objectives





2.E.2.a (Grade 1)

Observe and compare day-to-day weather changes.

Resources to Support 2.E.2.a (Grade 1)

Name of Resource Where Can the Resource Be Found? Notes

ScienceSaurus® Pages 188-197, 218-227

FOSS: Air and Weather Investigations 2-4

Safari Montage y Telling the Weather

y All About Climate and Seasonsy Bill Nye: Earth·s Seasons

These videos may be used to enhance

science investigations. The videos are notintended to replace investigations or to be

used as a stand-alone activity. Please

select chapters or segments within the

videos to meet the needs of your students.





2.E.2.b (Grade 1)

Observe, record, and compare weather changes from month to month.

Resources to Support 2.E.2.b (Grade 1)















2.E.2.c (Grade 1)

Compare temperatures and type and amount of precipitation across months.

Resources to Support 2.E.2.c (Grade 1)















2.E.2.d (Grade 1)

Identify the impact of weather changes on daily activities.

Resources to Support 2.E.2.d (Grade 1)















2.E.2.e (Grade 1)

Identify and describe patterns of weather conditions based on data collected.

Resources to Support 2.E.2.e (Grade 1)















2.D.1.a

Identify and record observable properties of the sun, moon, and stars.

Resources to Support 2.D.1.a



FOSS: Air and Weather Investigation 4, Part 3

Safari Montage y All About the Moon

y Magic School Bus Gets Lost In Spacey Magic School Bus Sees Stars

y Moon Man

y Bill Nye: Gravity

y Bill Nye: Outer Space

y Bill Nye: Space Exploration

y Bill Nye: The Moon

y Bill Nye: The Sun










Assessment: Emmy·s Moon and Stars

Emmy looked out her windows and saw the Moon and stars. She wondered how far away they were. Circle the

answer that best describes where you think the Moon and stars are that Emmy sees.

A. There are no stars between the Earth and the Moon.

B. One star is between the Earth and the Moon.C. A few stars are between the Earth and the Moon.

D. There are many stars between the Earth and the Moon.

E. Several stars between the Moon and the edge of our solar system.

Explain your thinking.


E · M d St A t T h N t




Emmy· Moon and Stars Assessment Teacher Notes

This assessment probes students ideas about the relative position of common objects in the sky. The bestresponse is A. However, be sure to listen/read the responses of the other students who did not pick A. Their explanations may be correct depending on how they may have interpreted the other statements.





Assessment: Stars

Five friends were wondering where stars were in the daytime. They each have different ideas about why we do notsee stars in the sky during the day. This is what they said:

Anita: ´The stars stop shining when the Sun comes out.µBlake: ´The stars are still in the sky above us, but we can·t see them.µ

Clark: ´The stars go underneath Earth during the daytime.µ

Diane: ´The stars cool down during the day and the Sun gets hotter.µElizabeth: ´The stars are on the other side of Earth where it·s nighttime.µ

Which friend do you most agree with?

Describe your thinking. Explain the reason for your answer.

Assessment for 2.D.2.b


Stars Assessment Teacher Notes




Stars Assessment Teacher Notes

This assessment probes students ideas about the location of stars in the daytime. The best response is fromBlake. However, be sure to listen/read the responses of the other students who did not pick Blake. Their explanations may be correct depending on how they may have interpreted the other statements.


Assessment: Darkness at Night




Assessment: Darkness at Night

Six friends were wondering why the sky is dark at night. This is what they said:

Jeb: ´The clouds come in at night and cover the Sun.µ

Talia: ´The Earth spins completely around once a day.µ

Nick: ´The Sun moves around the Earth once a day.µ

Becca: ´The Sun moves around the Earth once a day.µ

Latisha: ´The Sun moves underneath the Earth at night.µ

Yolanda: T́he Sun stops shining.µ

Which friend do you think has the best reason for why the sky is dark at night?

Describe your ideas about why the Earth is dark at night and light during the day.


Darkness at Night Assessment Teacher Notes




Darkness at Night Assessment Teacher Notes

This assessment probes students ideas about the day/night cycle. The best response is from Talia. However, besure to listen/read the responses of the other students who did not pick Talia. Their explanations may be correctdepending on how they may have interpreted the other statements.


Assessment: Objects in the Sky




j y

Different things can seen in the sky.

Put a D next to the things that are seen only in the daylight.

Put an N next to the things that can be seen only at night.

Put a B next to the things that can be seen in both day and night.

_____ The sun

_____ The moon

_____ The next-nearest star to our Sun

_____Constellations

Explain your thinking. How did you decide when you could see different things in the sky?


Objects in the Sky Assessment Teacher Notes




Objects in the Sky Assessment Teacher Notes

This assessment probes students ideas about when objects can be seen in the sky. The best response is D for the Sun, N for the next-nearest star to our Sun and constellations, and B for the Moon. If their explanation showsotherwise, be sure to have them explain their reasoning. Their explanations may be correct depending on howthey may have interpreted the other statements.


2.D.1.b




2.D.1.b

Identify and record the apparent visible changes in the shape of the moon over two months of observations.

Resources to Support 2.D.1.b


ScienceSaurus® Pages 218-227



y Magic School Bus Gets Lost In Space

y Magic School Bus Sees Stars

y Moon Man

y Bill Nye: Gravity

y Bill Nye: Outer Spacey Bill Nye: Space Exploration


y Bill Nye: The Sun

These videos may be used to enhance science

investigations. The videos are not intended to

replace investigations or to be used as a

stand-alone activity. Please select chapters or

segments within the videos to meet the needs

of your students.


Lesson Seeds




Lesson Seeds

Oreo Moon Phases

What You Need:

y 4 Oreo cookies

y Paper towel

y Plastic knife, spoon or popsicle stickWhat to Do:

1. Twist open the Oreo cookies and remove the cream with the knife, spoon or popsicle stick so that it looks like the different phases of our Moon.2. Place the cookies in order in a line to represent the order of our Moon·sphases.

Resource:http://www.lpi.usra.edu/education/space_days


2.D.1.c




Observe and record changes in the location of the sun and moon in the sky over time.

Resources to Support 2.D.1.c







y Moon Man

y Bill Nye: Gravity

y Bill Nye: Outer Space



y Bill Nye: The Sun




stand-alone activity. Please select chapters or segments within the videos to meet the needs

of your students.


2.D.1.d




Describe and compare the patterns of change that occur in the sun and the moon.

Resources to Support 2.D.1.d







y Moon Man

y Bill Nye: Gravityy Bill Nye: Outer Space



y Bill Nye: The Sun





segments within the videos to meet the needsof your students.


6.A.1.a




Describe natural resources as something from the natural environment that is used to meet human needs.

Resources to Support 6.A.1.a



Safari Montage y All About Forest Ecosystems

y Environmental Health

y Magic School Bus Holiday Special:Recycling

y Plants of the Rainforest

y The United Statesy U.S. Industries & Resources

y What is Economics?






of your students.


6.A.1.b




Identify water, air, soil, minerals, animals, and plants as basic natural resources.

Resources to Support 6.A.1.b




y Environmental Healthy Magic School Bus Holiday Special:

Recycling


y The United States

y U.S. Industries & Resources



investigations. The videos are not intended toreplace investigations or to be used as a



of your students.


6.A.1.c




Explain that food, fuels, and fibers are produced from basic natural resources.

Resources to Support 6.A.1.c






y Plants of the Rainforesty The United States







segments within the videos to meet the needsof your students.


6.A.1.d




Identify ways that humans use Earth·s natural resources to meet their needs.

Resources to Support 6.A.1.d







y The United States








of your students.


6.A.1.e




Explain that some natural resources are limited and need to be used wisely.

Resources to Support 6.A.1.e





y Magic School Bus Holiday Special:R

ecyclingy Plants of the Rainforest

y The United States







of your students.


6.B.1.a




Identify and describe that individual and group actions, such as turning off lights, conserving water, recycling, picking up litter, or

joining an organization can extend the natural resources of the environment.

Resources to Support 6.B.1.a





y Magic School Bus Holiday Special:

Recyclingy Plants of the Rainforest

y The United States







of your students.


6.B.1.b




Identify and describe that individual and group actions, such as leaving lights on, wasting water, or throwing away recyclables, can

limit the natural resources of the environment.

Resources to Support 6.B.1.b







y The United States





replace investigations or to be used as astand-alone activity. Please select chapters or


of your students.





Weather Writing Prompts





Imagine you are the sun that warms the land, air, and water.

Write a poem that introduces yourself, and say what you do

every day to warm the land, air, and water.





Your family has just returned from a winter camping trip in the mountains. Use your five senses to describe your trip.





You are a bear. It·s almost winter. What do you need to do

to get ready for winter?





Sometimes the weather is very hot and sometimes it is very

cold. Describe the clothes you wear on a hot day, and then

describe the clothes you wear on a cold day.





Record the temperature every day on a bar graph for one

week of school, and describe how that temperature feelseach day. Look up at the clouds and the sun each day, and

describe what they look like too.





We know that weather changes from day to day, but we can predict that it will

be cold in some months and hot in others. On a calendar showing the months of

the year, draw a sun in a month that is usually very hot and draw a snowman in a

month that is usually very cold.

Now imagine the snowman wanted to see what it would be like to play in the

summer weather. In December, he asked some children to keep him in thefreezer until July and then bring him out into the summer sun! Write the story of

what happened to this funny, old snowman when the children brought him out in

July.





We can measure weather conditions using things like

thermometers and wind vanes. Your friend has never seen a

thermometer or a wind vane. Describe both of these things,

and tell her how they work and what they measure.





The President wants to visit your city in either July or

January. Which month do you think would be a better timefor a visit? Write a letter to the President explaining what

the weather will be like in both of those months, and

persuade him to come in the month of your choice. Don·tforget to tell him what clothes to pack for his trip.





Unit Vocabulary

Please note the following:

y T hese words are suggested vocabulary words. Please continue to make instructional decisions about

vocabulary words you feel your students may or may not need.

y At the bottom of each vocabulary card is coded. U1I1 stands for Unit 1 Investigation 1. U1SC stands

for Unit 1 State Curriculum.y Vocabulary should be reviewed at the end of each investigation and identified in the content/inquiry

chart.

y Science vocabulary may be added to the Word Wall and kept there during testing as long as the words

are used as is or copied onto white cardstock. (See your SAS if you have questions about your Word

Wall display) Have your students help you determine at the end of the module what words should be

displayed on the Word Wall.y If you choose not to add the vocabulary words to your Word Wall, be sure these words are displayed

where they are visible to all students during the time the unit is being taught.





airU1I1

matter U1I1

gas U1I1





invisibleU1I1

vial U1I1

bubble U1I1





waterU1I1

paper towel U1I1

submerge U1I1





parachuteU1I1

air resistance U1I1

syringe U1I1





plungerU1I1

barrel U1I1

tubing U1I1





compressU1I1

pressure U1I1

system U1I1





fountainU1I1

inflate U1I1

rocket U1I1





propelU1I1

distance U1I1

move U1I1





travelU1I1

weather U1I2

meteorologist U1I2





monitorU1I2

symbol U1I2

sunny U1I2





partly cloudyU1I2

overcast U1I2

rainy U1I2





snowyU1I2

temperature U1I2

thermometer U1I2

weather





instrumentU1I2

tool U1I2

freezing U1I2


l




coldU1I2

cool U1I2

warm U1I2


h




hotU1I2

clouds U1I2

cirrus U1I2


lU1I2




cumulusU1I2

stratus U1I2

rain gauge U1I2


b bblU1I3




bubbleU1I3

wind U1I3

anemometer U1I3


lU1I3




calmU1I3

gentle breeze U1I3

moderate

breeze U1I3


bU1I3




strong breezeU1I3

pinwheel U1I3

wind vane U1I3


di tiU1I3




directionU1I3

north U1I3

south U1I3


tU1I3




eastU1I3

west U1I3

kite U1I3


t ilU1I3




tailU I3

flying line U1I3

graph U1I3


lU1I4




column

row U1I4

total U1I4


i it tiU1I4




precipitation

season U1I4

sun U1I4


U1I4




moon

star U1I4

change U1I4


Ongoing Vocabulary From the VSC

b ti




observations U1SC

investigations U1SC

observeU1SC


sU1SC




sun

precipitation U1SC

pattern U1SC


d tU1SC




data

weather U1SC

hydrosphere U1SC


tm sph rU1SC




atmosphere

work U1SC


Student Vocabulary for Content Sort

water U1I1 water U1I1

submerge U1I1 submerge U1I1




submerge U1I1 submerge U1I1

parachute U1I1 parachute U1I1

air resistance U1I1 air resistance U1I1

syringe U1I1 syringe U1I1

plunger U1I1 plunger U1I1

barrel U1I1 barrel U1I1

tubing U1I1 tubing U1I1

compress U1I1 compress U1I1

pressure U1I1 pressure U1I1


system U1I1 system U1I1

fountainU1I1

fountainU1I1

i fl i fl




inflate U1I1 inflate U1I1

rocket U1I1 rocket U1I1

propel U1I1 propel U1I1

distance U1I1 distance U1I1

travel U1I1 travel U1I1

weather U1I2 weather U1I2

meteorologist U1I2 meteorologist U1I2

monitor U1I2 monitor U1I2

symbol U1I2 symbol U1I2


sunny U1I2 sunny U1I2

partly cloudy U1I2 partly cloudy U1I2

t t




overcast U1I2 overcast U1I2

rainy U1I2 rainy U1I2

snowy U1I2 snowy U1I2

temperature U1I2 temperature U1I2

thermometer U1I2 thermometer U1I2

weather instrumentU1I2

weather instrumentU1I2

tool U1I2 tool U1I2

freezing U1I2 freezing U1I2

cold U1I2 cold U1I2


cool U1I2 cool U1I2

warm U1I2 warm U1I2

h t h t




hot U1I2 hot U1I2

clouds U1I2 clouds U1I2

cirrus U1I2 cirrus U1I2

cumulus U1I2 cumulus U1I2

stratus U1I2 stratus U1I2

rain gauge U1I2 rain gauge U1I2

bubble U1I3 bubble U1I3

wind U1I3 wind U1I3

anemometer U1I3 anemometer U1I3


calm U1I3 calm U1I3

gentle breeze U1I3 gentle breeze U1I3

moderate breeze moderate breeze




moderate breeze U1I3 moderate breeze U1I3

strong breeze U1I3 strong breeze U1I3

pinwheel U1I3 pinwheel U1I3

wind vane U1I3 wind vane U1I3

direction U1I3 direction U1I3

north U1I3 north U1I3

south U1I3 south U1I3

east U1I3 east U1I3

west U1I3 west U1I3


kite U1I3 kite U1I3

tail U1I3 tail U1I3

flying line flying line




flying line U1I3 flying line U1I3

precipitation U1I4 precipitation U1I4

season U1I4 season U1I4

sun U1I4 sun U1I4

moon U1I4 moon U1I4

star U1I4 star U1I4

change U1I4 change U1I4

observeU1SC observeU1SC

patternU1SC patternU1SC


hydrosphereU1SC hydrosphereU1SC

atmosphereU1SC atmosphereU1SC





Careers in Earth/Space Science and Life Science




y Atmospheric Scientist

y Artist/Graphic Designer y Computer Programmer

y Chemist

y Engineer

y Forest Ranger

y Geologist

y Lawyer

y Meteorologist

y Oceanographer/ Marine Biologist


Sorts

(Also known as concept attainment)

Students can use sorting mats to categorize pictures and words Students identify characteristics that match the categories




Students can use sorting mats to categorize pictures and words. Students identify characteristics that match the categories

and their discussions about their sorts demonstrate a deeper understanding of the content.

How do you do sorts?

Cut out each picture or word. Pose the question from the top of the page. Sort the pictures and/or words into the yes or no

column on the sorting mat.


For Example: What are foods we can eat?

Yes No




Yes No


Yes No




Yes No



1. Air can move things around.




2. You can·t feel air.

3. Air takes up space.

4. Air is matter.


Investigation 1 Part 2-5

1. Air can be trapped in a vial underwater.




2. Air resistance made the parachute fall fast to the

ground.

3. Air pressure can push on water and make it move.

4. Air takes up space.



1. Meteorologists are scientists who study the weather.




2. Scientific journals are used to record observations

accurately.

3. T hermometers measure temperature.



1. Cirrus clouds are big and fluffy.




2. Cumulus clouds look like feathers or cobwebs.

3. Stratus clouds stay low and cover the sky.

4. Wind makes clouds move.

5. Clouds are made of drops of water in the air.

6. A rain gauge tells you when it is going to rain.



1. Bubbles are filled with air.




2. Bubbles move with the air.

3. Bubbles show the direction air is moving.

4. Anemometer shows how cold the air is.

5. T he faster the pinwheel spins the slower the wind is blowing.

6. Wind vanes tell us the direction the wind is coming from.


Literature in the Science Classroom

´The use of literature in the science classroom enhances student understanding of scientific concepts. Literature can exposestudents to lives of real and fictitious people were instrumental in scientific discovery or who have applied scientific ideas to real-life situations.µ

Reso rce Foss eb com




Resource: Fossweb.com

´Children should be encouraged to use many different books to learn about science. A book can be the expert to refer to for an

answer or clarification, or a book can spark an interest or an investigation. More often, however, books, simply serve to deepen achild·s understanding of some familiar topic, helping them to make increasing sense of the world and function more confidently init.µ

Resource: Science and Language Links, Johanna Scott


Air Is Everywhere

Author: Melissa Stewart

Description: Introduces the characteristics and importance of air through text, illustrations, and activities. Includes bibliography and index.

Can You See The Wind?

Author: Allan FowlerLevel: 1-2

Description: This simple reader describes how wind is created and how we can see itin sand dunes, flags, trees, kites, and clouds.




Climates

Author: Theresa Jarosz Alberti

Level: 1-3

Description: Introduces the main climates on Earth, including tropical, temperate, polar, and dry climates.

The Cloud Book

Author: Tomie dePaola

Level: K-2

Description: The ten most common types of clouds are identifiedby both their familiar and scientific names. They are introduced along with the myths that have

been inspired by their shapes and what they indicate about the weather.

Cloud Dance

Author: Thomas Locker

Level: K-2

Description: Many kinds of clouds are depicted in Lockers dramatic oil paintings and briefly described in poetic descriptions. Information at the back tells more

about cloud formations.

Clouds Author: Gail Saunders-Smith

Level: K-3

Description: Describes different kinds of clouds--cirrus, cumulus, stratus and nimbus--and the types of weather they indicate.


Clouds

Author: Maryellen Gregoire

Level: 1-3

Description: Describes clouds, how they form, and how they affect the weather.

Eye of the Storm: A book about Hurricanes

Author: Rick Thomas

Level: Unknown




Description: A brief introduction to hurricane and storm signs.

Feel the Wind

Author: Arthur Dorros

Level: K-2

Description: Explains what causes wind and how it affects our environment. Includes instructions for making a weather vane.

Flash, Crash, Rumble, and Roll

Author: Franklyn M. Branley

Level: K-5

Description: Explains how and why a thunderstorm occurs and gives safety steps to follow when lightning is flashing.

Fog

Author: Helen Frost

Level: Pre-K-2

Description: Simple text and photographs present fog, how it is formed, and how it affects the Earth and people.

Gusts and Gales: A Book About Wind

Author: Josepha Sherman

Level: K-3

Description: Illustrations and simple text describe the different types of wind and how they are formed. Facts, resources, a glossary, and an activity are found at

the end of the book.


Hot or Cold?

Author: Elena Martin

Level: K-3

Description: Introduces objects that are either hot or cold, and invites the reader to identify hot or cold things around themselves. Spanish version.

Hurricanes

Author: Seymour Simon

Level: 2-8




Description: Describes the formation of hurricanes, the effects of heavy winds and rain, and the damage causedby flooding after a hurricane has passed.

Satellite images and full-color photographs are included, as well as stories about hurricanes, including Andrew, Camille, and Floyd.

I Call It Sky

Author: Will C. Howell

Level: 1-2

Description: Rhythmic text and playful i llustrations invite children to explore basic weather elements by experiencing different kinds of weather-rain, fog, wind,

or sunshine.

I Face the Wind

Author: Vicki Cobb

Level: K-3

Description: With simple supplies like a coat hanger, balloons, and tape, you can investigate how to make air molecules move, how to catch air, and why you feel

wind.

Ice

Author: Helen Frost

Level: Pre-K-2

Description: Simple text and photographs present ice, how it is formed, and how it affects the Earth and people.




The Moon Seems To Change

Author: Frankyn M. Branley Level: 2-3

Description: Describes the Moon in terms and comparisons that are accessible for primary students. The illustrations enhance the quietly wondrous quality of

the book.

On the Same Day in March: A Tour of the Worlds Weather

Author: Marilyn Singer

Level: K-2




Description: On the same day in March, the weather is drastically different from one country to another around the world. When it is spring in the Northern

Hemisphere, it is autumn in the Southern Hemisphere.

Paint a Sun in the Sky: A First Look at the Seasons

Author: Claire Llewellyn

Level: K-2

Description: Colored pictures illustrate the changing seasons with a brief introduction to why seasons happen.

Precipitation

Author: Terri Sievert

Level: 1-3

Description: Discusses the different forms of precipitation and how rain and snow are measured.

Rain

Author: Gail Saunders-Smith

Level: K-3

Description: Simply describes what rain is, along with the water cycle.

Reasons for Seasons

Author: Gail Gibbons

Level: K-3

Description: An explanation of how the position of Earth in relation to the sun causes seasons, and the wonders that come with each one of them.


Rumble, Boom! A book about Thunderstorms

Author: Rick Thomas

Level: K-3

Description: Offers a brief introduction of the formation of thunderstorms.

Sizzle! A book about Heat Waves

Author: Rick Thomas

Level: K-3

D i ti Gi b i f d i ti b t h t d th i ff t h d ht d fi h d




Description: Gives a brief description about heat waves and their effects, such as drought and fire hazard.

Sky Tree: Seeing Science Through Art


Level: K-5

Description: Oil paintings chronicle the life of a tree throughout the seasons. Questions and answers bring together art appreciation and scientific exploration

through inquiry. This selection is also useful for lessons in literary response and analysis.

Snow

Author: Helen Frost

Level: K-2

Description: Simple text and photographs present snow, how it is formed, and how it affects people and the earth.

Snow is Falling


Level: K-2

Description: Includes basic observations about snow and its effects on people, animals, and Earth. This new edition is enhanced by bright artwork and simple

text to convey the weather concepts. Includes activities and a resource section for teachers.

Splish! Splash! A Book About Rain

Author: Josepha Sherman

Level: K-3

Description: Illustrations and simple text describe rain, the water cycle, and its effect on our planet. Facts, resources, a glossary, and an activity are found at the

end of the book.


Storm on the Desert

Author: Carolyn Lesser

Level: K-2

Description: The weather is changing in the desert habitat of the American southwest as a storm rolls in, affecting the adaptation of plants and animals.

Storms


Level: 1-3

Description: Describes storms including thunderstorms tropical storms hurricanes tornadoes blizzards and monsoons




Description: Describes storms, including thunderstorms, tropical storms, hurricanes, tornadoes, blizzards, and monsoons.

Sun (Spanish)

Author: Susan Ring

Level: Pre-K-3

Description: A simple introduction to how the sun and its warmth affect the Earth.

Sunshine

Author: Gail Saunders-Smith

Level: K-3

Description: Describes the effects on Earth of light from the sun and how it causes temperature changes, the seasons, winds, and clouds.

Sunshine Makes the Seasons


Level: K-5

Description: Describes why days are longer in the summer than in the winter, and how sunshine and the tilt of Earths axis are responsible for the changing

seasons.

Temperature

Author: Rebecca Olien

Level: K-3

Description: Introduces temperature and provides instructions for an activity to demonstrate some of its characteristics.


Thermometers

Author: Adele Richardson

Level: K-3

Description: Introduces the function, parts, and uses of thermometers, and provides instructions for two activities that demonstrate how a thermometer works.

A Tree For All Seasons

Author: Robin Bernard

Level: K-2

Description: Students get a bird's eye view of the big changes that the seasons bring by watching a tree grow over time A big book version with a teacher's




Description: Students get a bird s-eye view of the big changes that the seasons bring by watching a tree grow over time. A big-book version with a teacher s

guide is available.

Twisters: A Book about Tornadoes

Author: Rick Thomas

Level: Unknown

Description: A brief introduction of how tornadoes form.

Water as a Gas

Author: Helen Frost

Level: K-39

Description: Simple text presents facts about the properties and behavior of water as a gas.

Water as a Liquid

Author: Helen Frost

Level: K-3

Description: Simple text presents facts about water in its liquid state, where it is found, and some of its properties.

Water as a Solid

Author: Helen Frost

Level: K-3

Description: Simple text presents facts about water in its solid state, its properties, and its uses.


The Water Cycle

Author: Helen Frost

Level: K-3

Description: Simple text, in both English and Spanish, describes the stages of the water cycle.

Weather Forecasting


Level: 1-3

Description: Discusses the tools and methods used to forecast the weather




Description: Discusses the tools and methods used to forecast the weather.

Weather Watching

Author: Delta Education

Level: 2-3

Description: Teaches students how to observe and describe weather, using key science vocabulary and scientific understanding.

Weather Words and What They Mean

Author: Gail Gibbons

Level: K-2

Description: Introduces basic weather terms. Uses a colorful comic-strip format to provide easy explanations of these concepts.

What Will The Weather Be?

Author: Lynda DeWitt

Level: 1-2

Description: Explains the basic characteristics of weather-temperature, humidity, wind speed and direction, air pressure-and how meteorologists gather data for

their forecasts.

What's The Weather Today?

Author: Allan Fowler

Level: 1-2

Description: This simple reader describes different kinds of weather a young child might experience throughout the year.




Bringing the Rain to Kapiti Plain

Author: Verna Aardema

Level: K-5

Description: Kapiti Plain is in serious need of water, and Ki-pat, the herdsman, finds a way to bring down the rain. Listeners can take parts in the book and be

involved in the retelling of the story.

A Childs Calendar

Author: John Updike

Level: K-2




Description: Poetry. A year in New England is viewed month-by-month and season-by-season in poems told through the voice of a child.

Cloudy with a Chance of Meatballs

Author: Judi Barrett

Level: K-2

Description: In the town of Chewandswallow, the weather provides all the food the townspeople need three times a day. It rains soup and juice, snows mashed

potatoes, and blows storms of hamburgers. When the weather takes a turn for the worse, something has to be done in a hurry.

Cold Little Duck, Duck, Duck

Author: Lisa Westberg Peters

Level: K-2

Description: A little duck sees the environment of the pond change from winter to spring.

Come on, Rain!

Author: Karen Hesse

Level: K-2

Description: A young girl eagerly awaits the rain to bring relief from the oppressive summer heat. The lyrical prose captures the joy and drama of the sudden

rainstorm that interrupts the hot day.


Fall Is Here! I Love It!

Author: Elaine W. Good

Level: K-2

Description: This book captures the essence of fall as it comes to the family farm. A young child en joys its sights, colors, tastes, and smells. Vibrant watercolors

show the observable characteristics of the season.

Gilberto and the Wind

Author: Maria Hall Ets

Level: K-2




Description: A young boy finds in the wind a playmate of many moods: one that can sail boats, fly kites, blow dirt, and turn umbrellas inside out. The brown-

tinted illustrations show the winds action illuminated in white.

Grandmother Winter

Author: Phyllis Root

Level: K-2

Description: Winter is portrayed as an old woman who gathers goose feathers and then makes a quilt with them. When she shakes the quilt in winter, snow falls.

We see what children and animals do when the winter weather sets in.

Hurricane

Author: David Wiesner

Level: K-2

Description: The morning after a hurricane, two brothers find an uprooted tree, which transports them into imaginary adventures. The magnitude and sequence

of the storm are captured in the full-color, detailed paintings. Based on a childhood experience, this is a read-aloud choice when studying weather.

It Looked Like Spilt Milk

Author: Charles G. Shaw

Level: K-2

Description: The simple text describes a white blob as spilt milk, as a rabbit, and as other creatures, until the shape is finally identified as a cloud.


Its Snowing! Its Snowing!

Author: Jack Prelutsky

Level: K-5

Description: Poetry. This collection of 17 poems highlights the seasonal changes that winter brings. The poems contain strong meter and rhyme and cover cold-

weather activities, changes in the environment, snowflakes, and snowmen.

Katy And The Big Snow

Author: Virginia Lee Burton

Level: K-2




Description: The story of Katy, the red tractor/bulldozer that helps dig out the city after a big snowstorm

Listen to the Rain

Author: Bill Martin, Jr.; John Archambault

Description: Poetry. The many moods that rainy days bring, especially outdoors, are evoked with soft, gentle pictures of insects and leaves.

The Little Island

Author: Margaret Wise Brown

Level: K-2

Description: A poetic text with pictures describes changes that occur on a small island as the seasons come and go, as day changes to night, and as a storm

approaches.

The Magic School Bus: Inside a Hurricane

Author: Joanna Cole

Level: K-5

Description: Ms. Frizzle takes her class on a Magic School Bus trip into the clouds to gather facts about hurricanes. The science is presented in an easy-to-

understand format that includes samples of journals and reports.

Over and Over

Author: Charlotte Zolotow

Level: K-2

Description: A little girl and her mother observe the passage of the seasons as they celebrate the years holidays, beginning with Christmas and ending after

Thanksgiving.


Pieces

Author: Anna Grossnickle Hines

Level: K-5

Description: Poetry. A patchwork of 20 short seasonal poems paired with original quilt patterns that deal with such things as winter cold, fall leaves, flowers in

spring, and the return of weeds.

The Puddle

Author: David McPhail

Level: K-2




Description: A boy finds the biggest puddle to sail his toy boat on a rainy day. A frog jumps in his boat and sails away. Then he is visited by a turtle, helped by an

alligator, and splashed by a pig. When the sun comes out, he realizes he will have to sail hisboat in the bathtub. The watercolor illustrations are soft and misty to

reflect the feeling of rain.

Rain

Author: Manya Stojic

Level: K-2

Description: The animals of the African savanna use their senses to predict the coming of the rain in this cumulative tale. The story develops a sense of what life

is like in this environment and the effect the rain has on the hot, dry landscape.

The Rain Came Down

Author: David Shannon

Level: K-2

Description: An unexpected rainstorm causes neighbors to squabble and animals to squawk, bark, and meow. When the sun comes out, the air is sweet, a

rainbow appears, and calm is restored. A great read-aloud choice when introducing weather.

Sky, Sea, the Jetty, and Me

Author: Leonard E. FisherLevel: K-2

Description: A young boy describes how a storm sweeps over the ocean jetty where he likes to spend time. As a sudden, violent summer storm arrives

accompanied by thunder and lightning, he takes refuge in his beachside home.


Snow

Author: Uri Shulevitz

Level: K-2

Description: The simple joy and magical transformation of a first snowfall is witnessed by one small boy in a European village. This read-aloud book can introduce

weather or winter units.

Snowballs

Author: Lois Ehlert -

Level: K-2




Description: Snow-loving readers are shown how to build a snow family with the help of household items and unusual objects. A recipe for popcorn balls that

can be turned into snowmen appears at the end.

The Snowman

Author: Raymond Briggs

Level: K-2

Description: In this wordless and tender story, a snowman comes alive but is all too mortal. The soft watercolors are reflective of this selections tender message

of friendship and loss.

The Snowy Day

Author: Ezra Jack Keats

Level: K-2

Description: Describes a small African-American boys delight, sense of wonder, and en joyment of snow in the city.

Storm In The Night

Author: Mary Stolz

Level: 1-2

Description: While sitting through a fearsome thunderstorm that has put the lights out, Thomas hears a story from Grandfather's boyhood, when Grandfatherwas afraid of thunderstorms.


Summer: An Alphabet Acrostic

Author: Steven Schnur

Level: K-5

Description: Poetry. This acrostic poetry collection alphabetically describes animals and activities of the summer season. Each poem is accompanied by a

linoleum-block illustration incorporating rich colors and bold lines. Clever wordplay provides an excellent model for student writing and art.

Thunder Cake

Author: Patricia Polacco

Level: K-2

D i ti T i h i di th h d th Mi hi f Wh th d t h d th littl i l b f i ht d th




Description: Trisha is spending the summer on her grandmothers Michigan farm. When a thunderstorm approaches and the little girl becomes frightened, they

gather the ingredients to make a thunder cake. In the process, Trisha overcomes her fear of the thunder and lightning.

Twister

Author: Darleen Bailey Beard

Level: K-2

Description: As a tornado forms, Mother hurries Lucille and Natt into the cellar before she goes to help a neighbor.

Water Dance


Level: 3-5

Description: Poetry. A poem describes the many forms water takes, including storm clouds, mist, rainbows, and rivers. Includes factual information about the

water cycle.

The Wind

Author: Monique Felix

Level: K-2

Description: A story without words about how a little mouse trapped in a book discovers the wind.


Winter Eyes: Poems and Paintings

Author: Douglas Florian

Level: K-8

Description: Poetry. These 48 poems invite the reader to experience and celebrate the ever-changing winter season. The artwork is realistic and features playful,

soft-toned watercolor-and-pencil pictures. Provides an excellent model for writing original poems.

Air Apparent: How Meteorologists Learned to Map, Predict, and Dramatize Weather

Author: Mark Monmonier

Level: Unknown

Description: Traces the scientific debates that try to unravel the enigma of storms and global change Explains strategies for forecasting severe weather and




Description: Traces the scientific debates that try to unravel the enigma of storms and global change. Explains strategies for forecasting severe weather, and

efforts to detect and control air pollution.

Braving the Elements: The Stormy History of American Weather

Author: David Laskin

Level: Unknown

Description: Americans are fascinated with weather, and North America is a land of extreme weather. This book contains stories from over the centuries about

hurricanes, droughts, blizzards, dust bowls, and other extreme weather that has affected our land. The author offers the history of how weather has changed

Americans and shaped the nation.

Cloud Dance


Level: 1-3

Description: Many kinds of clouds are gorgeously depicted in Locker's dramatic oil paintings and briefly described in accompanying poetic descriptions.

Information at the back tells more about cloud formations.

Exploring The Sky By Day: The Equinox Guide to Weather and the Atmosphere

Author: Terence DickinsonLevel: 3-7

Description: Offers fascinating insight into phenomena such as lightning, clouds, storms, solar halos, sun dogs, and sunsets.


The Weather Book: An Easy-to-understand Guide To The USA's Weather

Author: Jack Williams

Level: Unknown

Description: Scientifically accurate, easy-to-understand weather guide. Full-color graphics explain and illustrate weather concepts.

Weather Instruments and Weather Forecasting

Author: Delta Education

Level: Unknown

Description: These two books offer explanations of Earths weather, and describe the tools used to predict and measure what the weather willbe. Instruments

ISBN: 1-592-42260-8; Forecasting ISBN: 1-592-42262-4




ISBN: 1-592-42260-8; Forecasting ISBN: 1-592-42262-4

Weather Legends: Native American Lore and the Science of Weather

Author: Carole Garbuny Vogel

Level: Unknown

Description: Native Americans viewed weather as a blend of the physical and the spiritual. Storytellers of various tribes passed on legends that involved evil

serpents, a winged storm king, and thunder and lightning warriors. The ten legends are followed by scientific explanations of each weather event.


Poetry and Songs




y g


Rain

(sung to "It Ain't Gonna' Rain No More No More")




(sung to It Ain t Gonna Rain No More, No More )

It is gonna' rain some more, some more,It is gonna' rain some more!

When drops of water start to pour,

It is gonna' rain some more, some more!

Why do drops of water pour?

Drops of water pour?

The clouds can't hold them anymore,

That's why drops of water pour!

It is gonna' rain some more, some more,

It is gonna' rain some more!When drops of water start to pour,

It is gonna' rain some more, some more!

by Meish Goldish, 101 Science Poems & Songs for Young Learners, Instructor Books


Raindrops

rain

drops

drip




drip

down

all

day

long.

drip down,

slip down,

splashing out their song.

thunder-crashing

splishing

splashing,

slipping,

dripping,

raining down

their rainy

raindrop

song.

by Helen H. Moore


Water Cycle

(sung to "It's Raining, It's Pouring")




( g g, g )

It's raining, it's pouring,

The oceans are storing

Water from the falling rain

While thunderclouds are roaring.

The rain now is stopping,

The rain's no longer dropping.

Sun comes out and soaks up water

Like a mop that's mopping.

The water's still there now,

But hidden in the air now.

In the clouds it makes a home

Until there's rain to share now.

It's raining, it's pouring«



White Snow




The snow is white and clean.

It makes a lovely scene.

It covers cars, and trees, and streets,

and makes the world go "hush."

It looks so very pretty²

until it turns to slush!

by Helen H. Moore




Weather

W th i h t




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!



Wind




Whoosh! Whoosh!

Whoosh!

Feel the wind push!

Blow! Blow! Blow!

Where'd my hat go?



Cloud

What is fluffy?

What is white?




What can you see

When skies are bright?

What can float?

What brings rain?

What may be higher

Than a bird or plane?

Say it out loud:

Cloud!



Thunder and Lightning

(sung to "Pop Goes the Weasel")

When a storm begins in the clouds,

It sometimes may look frightening




It sometimes may look frightening.

You see a quick electrical spark²

Flash! goes the lightning!

Long and thin and streaky and fast,

Its glow is oh so brightening.

Watch for the electric spark²

Flash! goes the lightning!

When a storm begins in the clouds,

It truly is a wonder.

You hear a rumble loud in the sky²

Clap! goes the thunder!

Lightning bolts are heating the air,

Over clouds and under.

When the air expands enough²

Clap! goes the thunder!

by Meish Goldish, 101 Science Poems & Songs for Young Learners, Instructor Book


What Makes Weather?

What makes weather?

Do you know?

What makes rain,

and sleet,




,

and snow?

What makes summer warm and breezy?

What makes winter cold and sneezy?

What makes autumn crisp and keen?

What makes spring so warm and green?

I know, I know

what makes weather!Lots of things that work together:

Wind and water,

earth's rotation,

bring the seasons

to each nation.

So now we all know

what makes weather² lots of things that

work together!

by Helen H. Moore


Mr. Sun




Oh Mr. Sun, sun, Mr. golden Sun,

Please shine down on me.


Hiding behind a tree.

These little children are asking you

To please come out soWe can play with you.


Please shine down on,

Please shine down on,

Please shine down on me!


Websites





Web Sites

The Cloud Appreciation Society (student and teacher resource)

URL: http://www.cloudappreciationsociety.org/gallery/

Description: The folks who belong to the Cloud Appreciation Society love clouds and want to help you to love them, too. The society is based in the United

Kingdom, and their website includes an abundant amount of information about clouds, as well as an amazing gallery of cloud photographs. Make sure you checkthe link to "clouds that look like things."

Cool Science: Air Junk (student and teacher resource)

URL: http://www.hhmi.org/coolscience/airjunk/index.htm

Description: Find out what solid particles are in the air you breathe.




How Do Rainbows Form? (teacher resource)URL: http://www.wrh.noaa.gov/fgz/science/rainbow.php

Description: Find out how rainbows form on this colorful website from NOAA.

How to StarWatch (student and teacher resource)

URL: http://www.redshiftnow.ca/starwatch/howto.aspx

Description: This site from the OntarioScienceCenter in Toronto is collecting light pollution data from sites around Canada andbeyond. You view the Little Dipper

and compare your observations to a Little Dipper star chart. The site provides links to other resources about reducing light pollution.

I Know That: Science Lab (student and teacher resource)

URL: http://www.iknowthat.com/com/L3?Area=Science%20Lab

Description: This is a great site for activities, animations, simulations and other resources related to the human body, sounds, matter the solar system, weather

and other science topics to supplement sound.

National Severe Storms Laboratory Photo Album (student and teacher resource)

URL: http://www.photolib.noaa.gov/nssl/index.html

Description: The National Severe Storms Laboratory is one of NOAAs internationally known research laboratories, leading the way in investigations of all aspects

of severe weather. Headquartered in Norman OK, the people of NSSL, in partnership with the National Weather Service, are dedicated to improving severe

weather warnings and forecasts in order to save lives and reduce property damage.


National Weather Service Homepage (student and teacher resource)

URL: http://www.nws.noaa.gov/

Description: The home page for the National Weather Service.

National Weather Service: Lightning Safety (student and teacher resource)

URL: http://www.lightningsafety.noaa.gov/ Description: Check this site for handouts, indoor and outdoor safety tips, medical facts, history, survivor stories, photos, teacher tools and more.

Parachute History (teacher resource)

URL: http://www.parachutehistory.com/eng/drs.html

Description: Although the Historical Review page is written for adult readers, it includes a variety of parachute designs that fascinate young students, from the




earliest attempts to cutting-edge parachute designs.

Types of Clouds (student and teacher resource)

URL: http://schoolscience.rice.edu/duker/weatypeclouds.html

Description: Describes the basic types of clouds with pictures.

USA Today Weather (student and teacher resource)

URL: http://www.usatoday.com/weather/wresources.htm

Description: This USA Today site provides weather forecasts and a variety of information about weather and how it works.

Wind Mapping with Bubbles (student and teacher resource)

URL: http://www.tryscience.org/experiments/experiments_windbubbles_athome.html

Description: This activity from the Fort Worth Museum of Science and History describes how to use bubbles to map your local winds. This activity is part of the

Tryscience.org collection from the Association of Science and Technology Centers (ASTC).


Formative Assessments

Formative assessments are used to gain information that improves instruction and advances

student learning. Formative assessment entails both gathering information about childrens ongoingdevelopment of ideas and skills and using this in modifying activities and the teachers interventions

to meet the childrens needs (Harlen 2001, p. 64) This process of gathering and using information

about student understanding is thus ongoing and cyclical.




Resource: Science and Learning, March 2007, Assessing for Science Learning, Michele H. Lee and Sandra K. Abell

Administering the formative assessments is optional and the scores are NOT

reported. Formative assessments provide an opportunity to informally assess students

after each investigation for instructional purposes. Formative assessments do not serve as a practice for the end of the unit

assessment. A formative assessment is provided for each unit investigation. A key is provided for each formative assessment.


ame __________________________________

Investigation 1: Exploring Air


1. Air is a form of

A




A. space

B. liquid

C. matter

D. solid

2. Air takes up

A. gas

B. liquid

C. matterD. Space


3. Which statement best describes what air can do?

A. make rain

B. make a balloon rocket flies across the room

C. make water fill a vial

D. make clouds form in the sky




4. Draw a picture to show that air takes up space.


5. Write a few sentences that describe your picture.

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________




_____________________________________________________________________ _____________________________________________________________________

_____________________________________________________________________


Investigation 1: Exploring Air


Item Indicator Scoring Tool Performance

Criteria/Answer 1 4.4.A.1.d 1 - Correct answer C




0 ² Incorrect answer

2 4.4.A.1.d 1 - Correct answer


D

3 3.2.E.1.a 1 - Correct answer


B

4 4.4.A.1.d 1 ² Correct answer

0 - Other

The student draws a picture the

correctly shows an example of how air takes up space.

5 4.4.A.1.d 2 ² CompleteResponse

1 - Partial Response

0 - Other

2 ² The student completely

describes their picture as an

example of air taking up space.

1 ² The student shows partial

understanding through their description of air taking up

space.

0- Other




2. A thermometer is used to measure

A. humidityB. time

C. weight

D. temperature




3. _________________ are made of drops of water in the air.

A. CloudsB. Winds

C. T hermometers

D. Moons


4. How does observing weather help you to make good decisions about what to wear outside

or where to play?

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________




_____________________________________________________________________ _____________________________________________________________________


Investigation 2: Observing Weather

Formative Assessment Key

Item Indicator Scoring Tool Performance Criteria/Answer

1 2.1.A.1.c 1- Correct answer


C

2 1.2.E.2.a, d, e 1- Correct answer


D




0 Incorrect answer

3 1.2.E.2.a, d, e 1- Correct answer 0 ² Incorrect answer

A

4 1.2.E.2.a, d, e 2 ²Ideas presented

1 ² Idea presented

0 - Other

Student writes two things that they

have learned about observing weather

that pertains to this investigation.

Ideas may include:

y Temperature: decide on

coat or jackety Clouds/rain ² umbrella

and/or jacket

y Sunny ² make plans to playoutside

y Rain ² make decisions toplay outside or make plans

to play inside


ame ________________________________

Investigation 3: Wind Explorations





1. Wind is moving:

A. bubbles

B. water

C.

airD. clouds


2. An anemometer is a tool used to measure:

A. temperature

B. precipitationC. air speed

D. weight




3. Wind vanes are used to measure the ___________ the wind is blowing.

A. speed

B. direction

C. bubbles

D. clouds


4. T ell 2 ways an anemometer and a pinwheel are similar.

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________




_____________________________________________________________________


Investigation 3: Wind Explorations

Formative Assessment Key

Item Indicator Scoring T ool Performance

Criteria/Answer

1 K.2.E.2.c 1 - Correct answer C




1 K.2.E.2.c 1 Correct answer


C

2 2.1.A.1.c 1 - Correct answer


C



B

4 2.1.A.1.c 2 ² Ideas presented1 ² Idea presented

0 - Other

Student writes two similaritiessuch as:

y Both are tools used by

scientist or

meteorologist.

y Both are tools used to

measure wind.y Both can tell you how fast

the air is moving.


ame _____________________________

Investigation 4: Looking for Change





1. Weather graphs help us find _______________ in weather.

A. patterns

B. clouds

C. rainD. wind


2. It takes the moon about _______ to complete its growing pattern.

A. a dayB. a week

C. a month

D. a year




3. Which of the following is NOT a phase that the moon goes through?

A. new

B. full

C. crescent

D. old


4. Circle your favorite season.

Summer Fall Winter Spring




Draw a picture of this season.

List 2 characteristics of this season.

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________







SCIENCE

BENCHMARK

Grade 2

Unit 1Standard 2:

Earth/Space Science


Science Assessment Collection Windows

Teachers should determine the most appropriate date to administer the end of the module assessment,

keeping in mind the dates they are due to Central Office.

End of the module assessment must be completed, scantrons bubbled, and received at Central Office by

the dates listed below.




Unit Assessment Due Dates

Unit 1 Unit 2 Unit 3

November 19, 2010 February 25, 2011 Last Day of School


Unit Assessment

T eacher Directions

T o assist students in doing the best possible, you may read any text information to students as necessary. Remind

students to read the directions for each task carefully. After completing each activity, students should self-evaluate

their work by checking for completeness and making changes if necessary. Students should understand that if they use




these strategies, they will achieve higher success.

Please remember that students should receive appropriate accommodations as mandated by their IEP and/or 504 Plan.

T ime Consideration:

T his assessment can be administered in approximately one 60-minute session or two-30 minute sessions.

Materials and Handouts:

General supplies such as pencils and erasers


Weather balloons are used to carry weather tools high into the sky. The balloons are filled with helium. If a balloon pops,

a small parachute helps return the tools safely to the ground.

1. The air in the balloon is

A. a liquid

B. a solid

C. a system




D. a mixture of gases

2. The air in the balloon shows that the

A. air is cold

B. air is hot

C. air takes up space

D. air cant move the balloon


3. The parachute safely returns the instruments to the ground because of

A. the temperature of the air

B. the shape of the instruments

C. the type of clouds in the sky

D. the airs resistance

4. Which tool would you use to help you find out the speed of the wind?




A. anemometer

B. wind vane

C. thermometer

D. rain gauge


A wind vane will help determine which direction the weather balloon will fly.

5. Which direction is the wind coming from if the wind vane is pointing to the east?

A. north

B. south

C. east

D. west




6. If you did not have a wind vane, what else could you use to determine wind direction?

A. clouds

B. stars

C. moon

D. sun


7. What is the name of the scientist who studies weather?

A. geologist

B. meteorologist

C. chemist

D. weatherologist

On July 16, 1988 Hagerstown reported a record high of 104 degrees Fahrenheit.




8. Which tool was used to find the temperature?

A. magnifier

B. ruler

C. thermometer

D. balance


9. Temperature describes

A. the air pressure

B. how hot or cold the air is

C. how fast the air is moving

D. how strong the air is

In 2008 Hagerstown received about 48 inches of rain and 6 inches of snow.




10. Which tool is used to measure the amount of rainfall?

A. thermometer

B. wind vane

C. anemometer

D. rain gauge




The moon is about 250,000 miles from earth. If you could drive to the moon in your car, it would take about

160 days. The sun is 94 million miles from the earth!

14. Which statement BEST describes the moon?

A. The moon can only be seen at night.




y g

B. The moon cannot be seen during the day.

C. The moon can never be seen at night.

D. The moon can sometimes be seen during the day and sometimes at night.

15. Which statement BEST describes the sun?

A. The sun has many phases.

B. The sun provides us with light and heat.

C. The sun is hotter in the winter. D. The sun is brighter at night.


0

16. Our four seasons are:

A. sun, stars, moon, and clouds

B. winter, spring, summer, and fall

C. rain, snow, hail, and sleet

D. January, May, August, and November

17. About how long does it take the moon to complete its pattern?

A. a day

B. a week

C. a month




D. a year


People who study weather use symbols to help them to describe the weather. Below is a journal of weather observations

from January 2009.

January 2009

Sunday

3rd

11:30 AM

Monday 4th

11:00 AM

Tuesday

5th

11:20 AM

Wednesday

6th

11:25 AM

Thursday

7th

11:30 AM

Friday

8th

11:15 AM

Saturday

9th

11:10 AM




42rF 40rF

32rF

38rF 40rF

85rF

35rF


18. Use the journal to describe the weather observations.

What does each of the symbols mean? Complete the table.

Symbol Meaning




On Friday, January 8th

the journal states that the temperature is 85rF. Do you think this is correct? Why or why not?


Air and Weather Assessment Key

20 Points Total


1 3.4.A.1.a 1 - Correct answer

0 Incorrect answer

D

2 3.4.A.1.a 1 - Correct answer

0 Incorrect answer

C

3 1 2 E 2 d 1 Correct answer D




3 1.2.E.2.d 1 - Correct answer

0 Incorrect answer

D


0 Incorrect answer

A


0 Incorrect answer

C


0 Incorrect answer

A



0 Incorrect answer

B


0 Incorrect answer

C

9 1.2.E.2.c 1 - Correct answer

0 Incorrect answer

B

10 1.2.E.2.c 1 - Correct answer

0 Incorrect answer

D




0 Incorrect answer


0 Incorrect answer

A


0 Incorrect answer

B


0 Incorrect answer

A

14 2.2.D.1.a 1 - Correct answer

0 Incorrect answer

D


15 2.2.D.1.a 1 - Correct answer

0 Incorrect answer

B

16 2.2.D.1.d 1 - Correct answer

0 Incorrect answer

B

17 2.2.D.1.d 1 - Correct answer

0 Incorrect answer

C





Air and Weather Assessment Key

20 Possible Points


18 1.2.E.2.e Score Student Response

3 ~ Full and Complete Understanding The student has labeled all four symbols correctly

AND

The response includes that 85rF on

Friday the 8

th

is incorrect because winter in January, the rest of the week wascold, etc.




2 ~ General Understanding The response only includes two of the ideas mentioned above.

1 ~ Minimal Understanding The response only includes one of the ideas mentioned above.

0 ~ No Understanding Other


MSA Science Rubric

LEVEL 3

T here is evidence in this response that the student has a full and complete understanding of the question or problem.

y T he supporting scientific evidence is complete and demonstrates a full integration of scientific concepts, principles, and/or skills.

y T he response reflects a complete synthesis of information, such as data, cause-effect relationships, or other collected evidence. y T he accurate use of scientific terminology strengthens the response. y An effective application of the concept to a practical problem or real-world situation reveals a complete understanding of the scientific principles.*

LEVEL 2

T here is evidence in this response that the student has a general understanding of the question or problem.

y T he supporting scientific evidence is generally complete with some integration of scientific concepts, principals, and/or skills. y T he response reflects some synthesis of information, such as data, cause-effect relationships, or other collected evidence.

Th t f i tifi t i l i t i th




y T he accurate use of scientific terminology is present in the response. y An application of the concept to a practical problem or real-world situation reveals a general understanding of the scientific principles.*

LEVEL 1

T hereis evidence in this response that the student has minimal understanding of the question or problem.

y T he supporting scientific evidence is minimal.y T he response provides little or no synthesis of information, such as data, cause-effect relationships, or other collected evidence.y T he accurate use of scientific terminology may not be present in the response.

y An application , if attempted, minimal*

LEVEL 0

T

here is evidence that the student has no understanding of the question or the problem.

y T he response is completely incorrect or irrelevant or there is no response.

Science Grade 2 Unit 1 Guide 2010

Documents