Curriculum Framework

2.6
The student will investigate and understand basic types, changes, and
patterns of weather. Key concepts include
a)
identification of common storms and other weather phenomena;
b)
the uses and importance of measuring, recording, and interpreting weather data;
and
c)
the uses and importance of tracking weather data over time.
Overview
In K.9 students conduct weather observations. In 1.6 and 1.7 students are introduced
to the concept that the sun is the source of energy for Earth, and that the suns energy
and precipitation affect people and other living things. In 2.6 students investigate and
understand types of weather and weather patterns and measure and record current
weather data. Students also explore the uses of tracking weather data over time. It is
intended that students will actively develop and utilize scientific investigation,
reasoning, and logic skills (2.1) in the context of the key concepts presented in this
standard.
2.6
The student will investigate and understand basic types, changes, and
patterns of weather. Key concepts include
a)
identification of common storms and other weather phenomena;
b)
the uses and importance of measuring, recording, and interpreting weather data;
and
c)
the uses and importance of tracking weather data over time.
Understanding the Standard
(Background Information for Instructor Use
Only)

Essential Knowledge, Skills, and

Processes

In order to meet this standard, it is

expected that students will

observe and describe seasonal

weather patterns and local variations.

observe and record daily weather

conditions, such as sunny, cloudy,
windy, rainy, or snowy.

record and interpret daily

temperature, using a graph with
numbered axes.

measure and record weather data,

using weather instruments, including a
thermometer, rain gauge, and weather
vane (standard English and metric

Earths weather changes

continuously from day to day.
Changes in the weather are
characterized by daily differences in
wind, temperature, and precipitation.
Precipitation occurs when water,
previously evaporated, condenses out
of the air and changes its phase from a
gas to a liquid (rain) or to a solid (snow
or sleet).
Extremes in the weather, such as too
little or too much precipitation, can result
in droughts or floods.
Storms have powerful winds, which

may be accompanied by rain, snow, or

other kinds of precipitation.
Weather data are collected and
recorded using instruments. This
information is very useful for predicting
weather and determining weather
patterns.
Weather influences human activity.
Scientists collect weather data over
time to study trends and patterns. These
trends and patterns help them to make
future weather predictions.

measures).
describe weather in terms of
temperature, wind, and precipitation.
observe and describe precipitation
in terms of evaporation and
condensation of water.
observe and describe types of
precipitation, including rain, snow, and
ice (sleet and hail).
describe how tracking weather data
over time helps scientists make future
weather predictions.
evaluate the influence of daily
weather conditions on personal
activities and dress.
identify common types of storms.
Examples include hurricanes,
tornadoes, blizzards, and
thunderstorms.
compare and contrast droughts and
floods.

Pacing Guide
Science 2.6
Day 1: Pretest
Day 2: Describe seasonal weather patterns for Spring, Summer, Fall and Winter.
Day 3: Observe how weather patterns are different during the seasons and in different
locations.
Day 4: Introduce weather instrument: thermometer and vocabulary word temperature.
Practice measuring temperature using a thermometer.
Day 5: Introduce weather instrument: rain gauge and vocabulary word precipitation.
Practice measuring rain with a rain gauge. Observe/describe precipitation in terms of
evaporation and condensation of water. (Water Cycle)
Day 6: Introduce weather instrument: weather vane and vocabulary word wind. Practice
measuring wind direction with weather vane.

Day 7: Observe and record daily weather conditions (such as sunny, cloudy, windy,
rainy or snowy) and record daily temperatures using a thermometer. (Starting on Day 7
they will do this everyday for one week. Ending on Day 11).
Read Cloudy with a Chance of Meatballs
Day 8: Identify the different types of storms: tornadoes and thunderstorms.
Day 9: Identify the different types of storms: hurricanes and blizzards
Day 10: Compare and contrast floods and droughts.
Day 11: Discuss the influence daily weather has on the activities we do and how we
dress. Look at the different types of precipitation and describe them. (Rain, snow and
ice (sleet and hail).
Day 12: Take the daily recorded temperatures and make a graph with numbered axes to
interpret the data. Describe how tracking weather patterns over time help scientists
make weather predictions in the future.
Day 13: Posttest

Unit Goals
Teacher related goal
1. As the teacher of this unit I would like have lessons that flow easily
from one topic to another but still have meaning that the students can
remember what an earlier topic that was discussed. This second
grade science SOL 2.6 has a lot of content that the students need to
learn. Ive had some challenges making sure I fit in all the material
without having too much content in one day or not connecting one
days lesson to the next days lesson. I hope that as I continue to
write the lessons that they will begin to flow easily one after another.
Student related goals
1. Students will understand that water is more significant than just in
terms of drinking, and the Water Cycle. They will discover that the
Water Cycle continues but if the water it is continuing in is polluted

then that water would not be able to be used for drinking, bathing or
cooking. This will help them see that some people in other parts of
the world dont have running water in their homes. Some people have
to walk miles to get clean water to use in their everyday life. Students
will gain a new appreciation for water in their own homes and learn
ways to not waste water because other people dont have that
opportunity in their home.
2. Students will discover what it means to be a scientist. I want my
students to understand that they dont have to be an adult to be a
scientists. By observing and recording the daily temperatures they
are scientists because they are collecting data that later will be
interpreted. I want them to see that by doing experiments like a
tornado in a bottle that they are making connections to the real thing
just like scientists do in their everyday investigations.