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Science.2.10.B

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The student is expected to

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.”

  • Overview
  • Alignments
Side-by-Side 

SCIENCE.2.10.B — Vertical Alignment

Vertical alignment shows student expectations in the same subject area at different grade levels that are related to or build upon one another.

S.1.10.D

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.

S.2.10.B

measure, record, and graph weather information, including temperature and precipitation; and

S.3.10.A

compare and describe day-to-day weather in different locations at the same time, including air temperature, wind direction, and precipitation;

S.4.10.C

differentiate between weather and climate.

S.8.10.A
describe how energy from the Sun, hydrosphere, and atmosphere interact and influence weather and climate;
S.8.10.B
identify global patterns of atmospheric movement and how they influence local weather; and
ENVIR.9.D
describe how temperature inversions have short-term and long-term effects, including El Nio and La Nia oscillations, ice cap and glacial melting, and changes in ocean surface temperatures; and
EARTH.11.F
explain how the transfer of thermal energy among the hydrosphere, lithosphere, and atmosphere influences weather; and
EARTH.11.G
describe how changing surface-ocean conditions, including El Nio-Southern Oscillation, affect global weather and climate patterns.
Next grade

Recurring themes and concepts — Connections to the content

Recurring themes and concepts provide a connective structure for scientific ideas across disciplines. The connection(s) below show some ways that teachers can help students understand how the content they are learning fits into the broader understanding of science. These connections do not represent all possible connections that might be made but highlight some that are appropriate for this grade level.
Patterns

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.

Scale, proportion, and quantity in systems

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).

Cross-curricular Connections

The cross-curricular connections are designed to help educators make content connections between the science TEKS and math, English language arts and reading, social studies, and technology applications. The standards below illustrate alignment between grade level content areas which may help educators develop cross-curricular lessons. These connections do not represent all possible connections that might be made.
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Math

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

English Language Arts and Reading

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

Technology Applications

TA.2.5.A identify and collect non-numerical data, such as weather patterns, preferred reading genres, and holiday

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