measure, record, and graph weather information, including temperature and precipitation; and
A student expectation is directly related to the knowledge and skills statement, is more specific about how students demonstrate their learning, and always begins with a verb. Student expectations are further broken down into their component parts, often referred to as “breakouts.”
Vertical alignment shows student expectations in the same subject area at different grade levels that are related to or build upon one another.
describe and record observable characteristics of weather, including hot or cold, clear or cloudy, calm or windy, and rainy or icy, and explain the impact of weather on daily choices.
measure, record, and graph weather information, including temperature and precipitation; and
compare and describe day-to-day weather in different locations at the same time, including air temperature, wind direction, and precipitation;
differentiate between weather and climate.
Breakouts are the component parts that make up a student expectation. A breakout shows a distinct concept a student should know or a distinct skill that a student should be able to demonstrate.
Patterns are regular sequences that can be found throughout nature.
Weather observations might include patterns in the temperature throughout the day or the year and patterns in the presence, type, and amount of precipitation.
It is important to consider how changes in scale, proportion, or quantity affect a system’s structure or performance. Scale refers to the size of an object in relation to another object or its environment. Proportion is the ratio of one quantity to another. Quantity is a count of a set of objects or a measurement of a substance. It is important to note that in kindergarten – grade 2, students will only describe objects in terms of size (scale) and quantity.
Observations of the weather include temperature and precipitation measurements (quantity).
Math.2.1.D communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate
Math.2.1.E create and use representations to organize, record, and communicate mathematical ideas
Math.2.10.A explain that the length of a bar in a bar graph or the number of pictures in a pictograph represents the number of data points for a given category
Math.2.10.B organize a collection of data with up to four categories using pictographs and bar graphs with intervals of one or more
Math.2.10.C write and solve one-step word problems involving addition or subtraction using data represented within pictographs and bar graphs with intervals of one
Math.2.10.D draw conclusions and make predictions from information in a graph
ELAR.2.13.B develop and follow a research plan with adult assistance
ELAR.2.13.C identify and gather relevant sources and information to answer the questions
ELAR.2.13.E demonstrate understanding of information gathered
ELAR.2.13.G use an appropriate mode of delivery, whether written, oral, or multimodal, to present result
TA.2.5.A identify and collect non-numerical data, such as weather patterns, preferred reading genres, and holiday