K-ESS2-1

SCUSD NGSS Curriculum Guide **K-ESS2-1: Use and share observations of local weather conditions to describe patterns over time.** [Clarification Statement: Examples of qualitative observations could include descriptions of the weather (such as sunny, cloudy, rainy, and warm); examples of quantitative observations could include numbers of sunny, windy, and rainy days in a month. Examples of patterns could include that it is usually cooler in the morning than in the afternoon and the number of sunny days versus cloudy days in different months.] [//Assessment Boundary: Assessment of quantitative observations limited to whole numbers and relative measures such as warmer/cooler.//]

Science Background for the Teacher:
[overview of relevant science background for teacher]

Key Vocabulary:

 * sunny || temperature || rainy || cumulus || anemometer || warm ||
 * sun light || rain || cloudy || stratus || wind vane || cold ||
 * wind || snow || weather || cloud || breeze || cirrus ||
 * pattern || similarities || differences || compare || hotter || colder ||

Possible Assessments (formative and/or summative):
FOSS End of Module assessment- weather instruments

draw a picture and describe today's weather

Have students look at a double line graph. What is the difference between morning and afternoon?

Key Student Activity:
Check the weather everyday in the morning and the afternoon. Chart/graph weather over time. Measure temperature with thermometer. Make a model of a thermometer using cup, cup lid, straw, color liquid then mark level of liquid on the straw and then put in a warm place to observe the level of liquid rise. Observe clouds in the sky. Use and measure rain using a rain gauge. Make an anemometer to explore different speeds of wind.

Key Teacher Demo/Activity:
Model student activities

You can use a bar graph to compare how many days of each type of weather there have been in a selected time period. You can use a line graph to compare the changes and patterns over time (graph temperature in the morning and afternoon for a time period to see the pattern of cooler mornings and warmer afternoons).

Common Student Misconceptions:
Weather is the state of the atmosphere Climate is weather ove ra long period of time

Things to Avoid/Correct:
Do not include water cycle.

====Other Resources (text, video, simulations, activities, models, etc..): ====

[Descriptions or links to other resources that would support student understanding of this topic or mastery of this performance expectation.]