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Science - 2nd Grade
Standard 2 Objective 3
These activities help students understand weather concepts, particularly those related to storms.
What Will the Weather Be?, by Lynda De Witt; ISBN-13: 978-0-06-445113-0
Storms, by Seymour Simon; ISBN 13: 9780688117085
Tornado Alert, by Franklyn M. Branley; ISBN 0064450945
Flash, Crash, Rumble, and Roll, by Franklyn M. Branley; ISBN 0-8085-3579-X
Henry and Mudge And the Wild Wind, by Cynthia Rylant; ISBN 0-689-80838-0
Snow, by Marion Dane Bauer; ISBN 0-689-85437-4
Wind, by Marion Dane Bauer; ISBN 0-689-85443-9
Feel the Wind, by Arthur Dorros; ISBN 0064450953
Puddle Jumpers: Fun Weather Projects for Kids, by Jennifer Storey Gillis; ISBN: 0882669389
Weather is the condition of the air that surrounds Earth. Meteorologists can predict the weather by using certain tools such as a thermometer, which measures the temperature; a wind vane, which tells from what direction the wind blows; an anemometer which measures the wind speed; and a barometer, which measures air pressure.
Storms come from clouds, and they display themselves in many forms including the following: Rain (water falling from the sky), hail (ice chunks), snow (ice crystals), sleet (a mixture of rain and snow), fog (droplets of water vapor suspended in the air near the ground), tornados (violently destructive windstorms), and hurricanes (severe tropical storms that include heavy rain and wind).
1. Demonstrate a positive learning attitude.
5. Understand and use basic concepts and skills.
6. Communicate clearly in oral, artist, written, and nonverbal form.
Invitation to Learn
Distribute the worksheet entitled Find Someone Who to each student. Tell them to read each storm statement and then find someone in the class who has experienced the described statement and have him/her sign his/her name on the corresponding statement. Tell the students that their goal is to see how fast they can fill up their paper with the different names from the class. This is a good way to get students up and moving and start a discussion about storms.
Curriculum Extensions/Adaptations/ Integration
Johnson, D., Johnson, R. (1999). Making Cooperative Learning Work. Theory into Practice, Vol. 38, No. 2, Building Community through Cooperative Learning. (Spring, 1999), pp.67-73.
Formal cooperative learning is when students work together for one class period or several weeks to achieve shared learning goals and complete specific tasks and assignments. Informal cooperative learning is when students work together temporarily to achieve a joint learning goal. These groups may last only a few minutes. The five essential elements of cooperative groups are as follows: Positive interdependence, individual accountability, face-to-face interaction, social skills, and group processing.
Winn, J.A. (1994). Promises and Challenges of Scaffolded Instruction. Learning Disability Quarterly, Vol. 17, No. 1. (Winter 1994), pp. 89-104.
Scaffolded instruction includes challenging students to engage in tasks that they are unable to complete independently, and providing the support needed to enable students to successfully carry them out.