Standards Alignment ................................ 5
Safe Science............................................. 9
Scientific Inquiry ..................................... 11
Assembling Rubber Band Books ............. 15
Conservation of Resources
Reduce, Reuse, Recycle! .................... 17
Waste Not, Want Not.......................... 19
Recycle Relay .................................... 29
A New Look for an Old Bag ............... 39
Earth and Space
Rock Groups ..................................... 43
Rocks and More Rocks ...................... 55
Accounting for Colors ........................ 67
A Stone’s Throw ................................ 73
Just a Spoonful of Salt....................... 83
Fresh or Salty? .................................. 89
Made by Nature and Made by Me! ...... 99
All Sorts of Resources ..................... 105
Documenting Daily Data ................. 111
A Tool for Temperature .................... 127
The Temperature Today ................... 135
The Wind Blows............................... 143
Station Precipitation ........................ 151
Cloudy Weather ............................... 155
Dress for the Weather ...................... 165
Wacky Weather Stories .................... 175
What’s the Weather? ........................ 187
Round and Round It Goes ................ 191
Water Cycle Watchers ...................... 207
Water Cycle Song ............................ 215
Reader’s Theater: The Water
Cycle ......................................... 217
Puddle Pictures ................................ 235
Core Curriculum/Texas
A Disappearing Act ......................... 241
Lunar Looking ................................. 247
Sun’s Up .......................................... 257
Make a Sundial ................................ 263
Sun Shadows ................................... 269
Assessment .......................................... 279
Meter Tape ........................................... 283
Family Letter ........................................ 284
Materials List ........................................ 285
The AIMS Program ............................... 287
Chinese Proverb ................................... 288
3
© 2011 AIMS Education Foundation
TM
Texas Essential Knowledge
and Skills
Earth Science
Second Grade
(B) plan and conduct descriptive investigations such as how organisms grow
A Disappearing Act
Make a Sundial
Sun Shadows
§112.15. Science, Grade 2.
(b) Knowledge and skills.
(1) Scientific investigation and reasoning.
The student conducts classroom and outdoor investigations following school and
home safety procedures. The student is
expected to:
(A) identify and demonstrate safe
practices as described in the Texas
Safety Standards during classroom
and outdoor investigations,
including wearing safety goggles,
washing hands, and using materials
appropriately
Safe Science
(C) collect data from observations
using simple equipment such as
hand lenses, primary balances,
thermometers, and non-standard
measurement tools
Rock Groups
Rocks and More Rocks
A Stone’s Throw
Documenting Daily Data
A Tool for Temperature
The Wind Blows
A Disappearing Act
(B) describe the importance of safe
practices
Sun’s Up
Sun Shadows
(D) record and organize data using
pictures, numbers, and words
Rock Groups
Rocks and More Rocks
Accounting for Colors
A Stone’s Throw
Documenting Daily Data
A Tool for Temperature
The Temperature Today
The Wind Blows
Cloudy Weather
A Disappearing Act
Make a Sundial
Sun Shadows
(C) identify and demonstrate how to use,
conserve, and dispose of natural
resources and materials such as
conserving water and reuse or
recycling of paper, plastic, and metal
Reduce, Reuse, Recycle!
Waste Not, Want Not
Recycle Relay
A New Look for an Old Bag
(2) Scientific investigation and reasoning. The
student develops abilities necessary to do
scientific inquiry in classroom and outdoor
investigations. The student is expected to:
(A) ask questions about organisms,
objects, and events during
observations and investigations
Documenting Daily Data
A Disappearing Act
Lunar Looking
Make a Sundial
Sun Shadows
Core Curriculum/Texas
(E) communicate observations and justify
explanations using student-generated
data from simple descriptive
investigations
A Disappearing Act
(F) compare results of investigations with
what students and scientists know
about the world
Water Cycle Watchers
5
© 2011 AIMS Education Foundation
(3)
Scientific investigation and reasoning.
The student knows that information and
critical thinking, scientific problem solving,
and the contributions of scientists are
used in making decisions. The student is
expected to:
(B) make predictions based on
observable patterns
Cloudy Weather
Sun’s Up
Make a Sundial
(B) identify and compare the properties
of natural sources of freshwater and
saltwater
Just a Spoonful of Salt
Fresh or Salty?
(C) distinguish between natural and
manmade resources
Made by Nature and Made by Me
All Sorts of Resources
(8) Earth and space. The student knows that
there are recognizable patterns in the
natural world and among objects in the
sky. The student is expected to:
(A) measure, record, and graph weather
information, including temperature,
wind conditions, precipitation, and
cloud coverage, in order to identify
patterns in the data
Documenting Daily Data
A Tool for Temperature
The Temperature Today
The Wind Blows
Station Precipitation
Cloudy Weather
(4) Scientific investigation and reasoning. The
student uses age-appropriate tools and
models to investigate the natural world.
The student is expected to:
(A) collect, record, and compare
information using tools, including
computers, hand lenses, rulers,
primary balances, plastic beakers,
magnets, collecting nets, notebooks,
and safety goggles; timing devices,
including clocks and stopwatches;
weather instruments such as
thermometers, wind vanes, and rain
gauges; and materials to support
observations of habitats of organisms
such as terrariums and aquariums
Rock Groups
Rocks and More Rocks
A Stone’s Throw
Documenting Daily Data
A Tool for Temperature
The Temperature Today
The Wind Blows
Station Precipitation
A Disappearing Act
(B) identify the importance of weather
and seasonal information to make
choices in clothing, activities, and
transportation
Dress for the Weather
Wacky Weather Stories
What’s the Weather?
(C) explore the processes in the water
cycle, including evaporation,
condensation, and precipitation, as
connected to weather conditions
Round and Round It Goes
Water Cycle Watchers
Water Cycle Song
Reader’s Theater: The Water
Cycle
Puddle Pictures
A Disappearing Act
(B) measure and compare organisms and
objects using non-standard units that
approximate metric units
Rock Groups
Rocks and More Rocks
(7) Earth and space. The student knows that
the natural world includes earth materials.
The student is expected to:
(A) observe and describe rocks by size,
texture, and color
Rock Groups
Rocks and More Rocks
Accounting for Colors
A Stone’s Throw
Core Curriculum/Texas
(D) observe, describe, and record
patterns of objects in the sky,
including the appearance of the Moon
Documenting Daily Data
Lunar Looking
Sun’s Up
Make a Sundial
Sun Shadows
6
© 2011 AIMS Education Foundation
At a Glance: TEKS Alignment
Texas Essential Knowledge and Skills for Science, Grade 2
1
AIMS Activity
A
Safe Science
•
B
2
C
C
D
Rock Groups
•
Rocks and More Rocks
•
Reduce, Reuse, Recycle!
•
Waste Not, Want Not
•
Recycle Relay
•
A New Look for an Old Bag
•
A
B
3
Accounting for Colors
E
F
B
4
A
B
A
•
•
•
•
•
•
•
•
•
A Stone’s Throw
•
7
B
8
C
•
•
Fresh or Salty?
•
Made by Nature and Made by Me!
•
All Sorts of Resources
•
A Tool for Temperature
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
The Temperature Today
•
The Wind Blows
Station Precipitation
•
Cloudy Weather
•
•
•
Wacky Weather Stories
•
What’s the Weather?
•
7
D
•
Dress for the Weather
Core Curriculum/Texas
C
•
•
•
B
•
Just a Spoonful of Salt
Documenting Daily Data
A
© 2011 AIMS Education Foundation
At a Glance: TEKS Alignment
Texas Essential Knowledge and Skills for Science, Grade 2
1
AIMS Activity
A
B
2
C
A
B
C
3
D
E
F
B
4
A
Round and Round It Goes
7
B
A
B
8
C
A
B
C
•
Water Cycle Watchers
•
•
Water Cycle Song
•
Reader’s Theater: The Water Cycle
•
Puddle Pictures
•
A Disappearing Act
•
Lunar Looking
•
Sun’s Up
Core Curriculum/Texas
•
•
•
•
•
•
•
•
•
Make a Sundial
Sun Shadows
D
•
•
•
•
•
•
8
•
•
•
•
•
© 2011 AIMS Education Foundation
Water Cycle Watchers
it hits the cup of ice, the molecules slow down and
condense into a visible liquid. Water droplets will form
and slowly precipitate to the bottom of the bottle where
they accumulate.
Vocabulary labels are included that can be taped
to the outside of the soda bottle to help students relate
the vocabulary to the processes involved in the bottle.
Pictures are also included that will help students relate
the processes to the real world. A picture of a lake
represents water accumulation. The cloud picture
represents condensation. The picture of rain represents
precipitation. The process of evaporation cannot be
represented because it is invisible. Water vapor cannot
be seen.
The cyclic nature of water should be emphasized,
noting that the amount of water on Earth does not
change. It’s location may change, but the amount
always remains the same. Some may be falling as
precipitation. Some may be stored in oceans or lakes.
Some may be in clouds, and some may be in the air.
Topic
Water cycle
Key Question
What are the processes of the water cycle?
Learning Goals
Students will:
• observe a water cycle model,
• identify the processes of the water cycle, and
• relate the model to real-world events.
Texas Essential Knowledge and Skills for Science
2.8C Explore the processes in the water cycle,
including evaporation, condensation, and precipitation, as connected to weather conditions
2.2F Compare results of investigations with what
students and scientists know about the world
Science
Earth science
weather
water cycle
Management
1. One model can be made for the whole class or
each group can make their own model. If groups
are making their own models, cut the necks off
the bottles before distributing them.
2. Warm tap water can be used. The warmer it is, the
faster the students will see the various components
of the water cycle. If student groups are making
their own models, make sure the water is not too
warm for them to handle.
3. Fill the 9-oz cup two-thirds full of ice.
4. Cut approximately 5 centimeters (2 inches) off
the top of the bottle. The resulting hole should be
large enough that the 9-oz cup will sit in the top
of the bottle, but not large enough that it will fall
through. If the hole is too large, roll clay into a
rope and place around the cut edge of the bottle.
The clay will form a tight seal, preventing the
evaporated water from leaving the bottle.
Integrated Processes
Observing
Comparing and contrasting
Inferring
Relating
Materials
For each water cycle model:
2-L soda bottle, empty and clean
clear plastic cup, 9 oz
hot water in 5-oz Styrofoam cup
ice
tape
scissors
For each student:
student pages
glue stick
Procedure
1. Hold a class discussion about where the rain
comes from, how it gets in the clouds, etc.
Lead students to think about the natural water
cycle. Talk about the processes of evaporation,
condensation, precipitation, and accumulation.
2. Tell students they will observe a model of the water
cycle in a soda bottle so they can learn about how
it works.
Background Information
A soda bottle containing water models the water
cycle. Warmth causes the motion of water molecules
to quicken; some escape from the accumulation in
the bottom of the bottle and evaporate into the air as
invisible water vapor. As the water vapor cools when
Core Curriculum/Texas
207
© 2011 AIMS Education Foundation
3. Show them the bottle with the top cut off. Tell them
that this represents the Earth and the air around
the Earth. Pour the warm water in the bottom of
the bottle. Tell students that this represents water
that has accumulated in a lake or an ocean. Let
them know that the sun has warmed the water.
4. Next, put the cup of ice in the opening of the soda
bottle. Tell students that the reason you put ice in
the cup is because air high in the sky is cooler.
5. Invite the students to wait awhile and then
describe what they see. (They should see moisture
condense on the cup that contains ice.) Tell the
students that the moisture they see represents
clouds in the sky. Inform them that the water
condenses because it has cooled.
6. Wait until the water starts to drip off the cup. Tell
the students that this is precipitation that falls
from the clouds. Often it is rain, but sometimes
it is snow or hail or sleet. Make sure that they
understand that it accumulates again and will
continue the cycle.
7. Cut out the labels of the processes and tape them
to the bottle. Also cut out the related pictures and
tape them on the bottle.
8. Discuss how we cannot see evaporation, but it
happens when water turns to a gas in the air.
9. Distribute the student pages. Direct students to
cut out the labels and pictures and glue them onto
the picture of the water cycle bottle.
Core Curriculum/Texas
Connecting Learning
1. Where did the water accumulate in our water cycle
bottle? [in the bottom]
2. Where does water accumulate in the real world?
[in oceans, lakes, ponds, etc.]
3. Where does water condense in our water cycle
bottle? [around the cold cup]
4. Where does it condense in the real world? [in the
clouds]
5. How did our water cycle model show us
precipitation? [Drips fell off the cold cup.]
6. What kind of precipitation falls on Earth? [rain,
snow, sleet, hail]
7. Why didn’t we see the water evaporate? [It is
invisible.]
8. Where is evaporated water found? [in the air]
9. Why do you think it is important that the Earth
has a water cycle? [All living things need water to
live. Without the water cycle, we would run out of
water.]
10. What are you wondering now?
208
© 2011 AIMS Education Foundation
Water Cycle Watchers
Key Question
What are the processes
of the water cycle?
Learning Goals
Students will:
• observe a water cycle model,
• identify the processes of the water
cycle, and
• relate the model to real-world events.
Core Curriculum/Texas
209
© 2011 AIMS Education Foundation
Water Cycle Watchers
Labels and Pictures for the Model
Evaporation Precipitation
Condensation Accumulation
Core Curriculum/Texas
210
© 2011 AIMS Education Foundation
Water Cycle Watchers
Cut off this half of the page. Put
the pictures and the labels on the
picture of the water cycle bottle.
Evaporation
Condensation
Precipitation
Accumulation
Core Curriculum/Texas
211
© 2011 AIMS Education Foundation
Water Cycle Watchers
CO
N
NE
C T I NG
Connecting Learning
LEA
RN
I NG
1. Where did the water
accumulate in our water
cycle bottle?
2. Where does water accumulate in
the real world?
3. Where does water condense in our
water cycle bottle?
4. Where does it condense in the real
world?
5. How did our water cycle model
show us precipitation?
Core Curriculum/Texas
212
© 2011 AIMS Education Foundation
Water Cycle Watchers
CO
N
NE
C T I NG
Connecting Learning
LEA
RN
I NG
6. What kind of precipitation
falls on Earth?
7. Why didn’t we see the water
evaporate?
8. Where is evaporated water found?
9. Why do you think it is important
that the Earth has a water cycle?
10. What are you wondering now?
Core Curriculum/Texas
213
© 2011 AIMS Education Foundation