Topic 1

Earth’s Surface
and Weather
Lesson 1 Rocks and Minerals
Lesson 2 Soil
Lesson 3 Changes in Weather
Lesson 4 The Sun
Lesson 5 Air
Lesson 6 Stay Safe in Severe Weather

SC.2.E.6.1 Recognize that Earth is made up of rocks. Rocks come in many sizes
and shapes. SC.2.E.6.2 Describe how small pieces of rock and dead plant and
animal parts can be the basis of soil and explain the process by which soil is
formed. SC.2.E.6.3 Classify soil types based on color, texture (size of particles), the
ability to retain water, and the ability to support the growth of plants. SC.2.E.7.1
Compare and describe changing patterns in nature that repeat themselves, such
as weather conditions including temperature and precipitation, day to day and
season to season. SC.2.E.7.2 Investigate by observing and measuring, that the
Sun’s energy directly and indirectly warms the water, land, and air. SC.2.E.7.3
Investigate, observe and describe how water left in an open container disappears
(evaporates), but water in a closed container does not disappear (evaporate).
SC.2.E.7.4 Investigate that air is all around us and that moving air is wind.
SC.2.E.7.5 State the importance of preparing for severe weather, lightning, and
other weather related events. SC.2.P.8.5 Measure and compare temperatures
taken every day at the same time. (Also SC.2.N.1.1, SC.2.N.1.2, SC.2.N.1.5,
SC.2.N.1.6, LAFS.K12.R.1.1 and [Link].2.5, [Link].1.1, [Link].5.1,
and [Link].6.1)

Topic 1 Earth’s Surface and Weather

 Go online to access
your digital course.

 VIDEO

 eTEXT

 INTERACTIVITY

 SCIENCE SONG

 GAME

 ASSESSMENT

How can weather changes affect

different types of soil?

Show What You Know

How do you think weather might change
the sand in the picture?

Topic 1 Earth’s Surface and Weather B

1
 Kickoff

Be a Soil Detective
Where did this soil come from?

Hi! I am Ms. Miller! I am a soil scientist.

I study soils. I need your help.
Students have been talking about some
“mystery soil.” They found the soil near
school. It is different from other soil in
the area. How did it form? Where did it
come from? How did it end up here? You will
develop a story that identifies the mystery
soil. You will tell where it came from. The path
shows the Quest activities you will complete
as you work through the topic. Check off your
progress each time you complete an activity
with a QUEST CHECK OFF .

Check-In 1

Lesson 1
Observe how rocks
break down.

SC.2.E.6.2 Describe how small pieces of rock and dead plant and animal parts
can be the basis of soil and explain the process by which soil is formed. SC.2.E.6.3
Classify soil types based on color, texture (size of particles), the ability to retain
water, and the ability to support the growth of plants.
  VIDEO

Watch a video about

a soil scientist.

Check-In Lab 4
Check-In 5
Lesson 4 Lesson 5
Investigate what sunlight
Read more about what
does to soil and sand.
wind and soil do to rocks.
Draw a conclusion about
how rocks form and
change.
Check-In 3

Lesson 3
Tell what soil looks Check-In Lab 6
like and how it affects
plants during Lesson 6
different seasons. Observe how severe
weather affects sand.

Check-In 2

Lesson 2 Findings
Classify soils. Identify Complete the Quest! Find a
which soils are good fun way to tell and show the
for growing some plants. journey of the mystery soil.

Quest Kickoff 3
 u Connect Lab HANDS-ON LAB
SC.2.N.1.2

Which water is hotter? Materials

Earth scientists share their observations and • 2 cups of
look for things that repeat in measurements water at
they make. They use the same tools. What different
repeating measurements do you see when you temperatures
share observations?
• 2 thermometers

Procedure
1. Place a thermometer in each cup
of water. Wait one minute. Science Practice
2. Read the temperature of cup A You use a
and cup B. Record your data. tool to make
measurements.
Temperature

cup A

cup B

Analyze and Interpret Data

3. Circle data that show which water
is hotter.
4. Compare your data with data from
another group. Tell if you see data
that repeats.

4 Topic 1 Earth’s Surface and Weather

 Literacy Connection
[Link].1.1, LAFS.K12.R.1.1

Draw Conclusions  GAME

Practice what you

Scientists study how different rocks form. learn with the Mini
Games.
Read about agatized coral.

When you draw conclusions, you use

information in a text to figure out
meanings the author does not say.

Agatized Coral
Agatized coral is beautiful. It is the state
stone of Florida. It can be white, yellow,
or red. It is made from ocean animals.
After the animals die their skeletons
harden. Over millions of years,
the skeletons become stone.

 Reading Check Draw Conclusions

What conclusion can you draw about
where you might find this stone?

Literacy Connection 5
 SC.2.E.6.1 Recognize that Earth
is made up of rocks. Rocks come
in many sizes and shapes. (Also

Lesson 1 SC.2.N.1.1, LAFS.K12.R.1.1, and

[Link].1.1)

Rocks and Minerals

I can recognize that Earth is

Vocabulary
made of many different kinds
rock of rocks that have different
sizes and shapes.
mineral

Jumpstart Discovery!

Where do you see rocks? Share

your ideas. Draw one of the
places you have seen rocks.

6 Topic 1 Earth’s Surface and Weather

 u Investigate Lab HANDS-ON LAB
SC.2.E.6.1, SC.2.N.1.1

How can you

classify rocks? Materials
HAND•S- ON LAB
rocks
Geologists classify rocks to learn more about
how rocks form. How can you look for ways that
rocks are the same and different?
Science Practice
Procedure You classify
when you sort
1. Observe each rock. Record your S-ON LA
HANDthings B
that
observations in a chart. are alike and
different.
Rock Color Shape Size
 o not
D
Rock 1 throw rocks.

Rock 2  ash your

W
hands when
Rock 3 you are done.

Rock 4 La b

2. Classify by sorting the rocks into groups. La b

Analyze and Interpret Data

3. Compare your observations with
observations from another group.
Tell how you can sort the rocks again.

Lesson 1 Rocks and Minerals 7

  INTERACTIVITY

Complete an activity
Rocks Everywhere that explores how
rocks are made and
The surface of Earth is made of rocks where they are found.

and other things such as soil and sand.

A rock is a hard, solid part of Earth.
Some rocks form when volcanoes send
lava flowing from an opening. Lava
cools and becomes rock. Other rocks
form from layers of sand and mud.
The layers pile on top of each other
and become hard. Some rocks are lava rock
deep in the ground. Pressure and heat
turn them into other kinds of rocks.

 Reading Check Draw Conclusions

What conclusion can you make about
how rocks are made?

marble

8 Topic 1 Earth’s Surface and Weather

Different Rocks Literacy T lb x
There are many different kinds of Draw Conclusions
rocks. Some rocks are very hard. You can use information
Others are soft enough that you to figure out meanings
can scratch them. Some rocks have the author does not say.
What is one conclusion
layers of different colors. Others
you can make?
are just one color. Some rocks feel
LAFS.K12.R.1.1, [Link].1.1
smooth. Others feel rough.
Rocks are different shapes and sizes.
Some rocks are round. Some rocks
are bumpy. Boulders are very big.
Pebbles are very small.
Observe Look at the rocks. Tell
three ways you could sort them.

sandstone slate obsidian

Connection

Tell how rocks and soil help

make up Earth.

Lesson 1 Rocks and Minerals 9

copper

Minerals
Rocks are made up of minerals.
Minerals are nonliving materials that
come from Earth. People use minerals
to make things. For example, people
use the minerals gold and silver to gold
make jewelry. The mineral copper is
used to make wires for electricity to
pass through. People use the mineral
quartz to make glass.
Most rocks are made up of more than
one mineral. Sandstone is made up
mainly of quartz and the mineral
feldspar. Mica and other minerals can
also be found in sandstone.

Identify Underline three different

uses for minerals.
sandstone

10 Topic 1 Earth’s Surface and Weather

 Check-In

Rocks Break Down

Rocks are everywhere on Earth. They are
found under the water. They are found on
the surface of land. They are found in dirt.
Large rocks can break down and become
part of dirt!

Contrast Tell how the rocks look

different from each other.

Describe Look at the pictures. Tell

what you think happened to the rocks.

QUEST CHECK OFF 11

 SC.2.E.6.2 Describe how small
pieces of rock and dead plant and
animal parts can be the basis of

Lesson 2 soil and explain the process by

which soil is formed. SC.2.E.6.3
Classify soil types based on color,
texture (size of particles), the ability

Soil to retain water, and the ability to

support the growth of plants. (Also
SC.2.N.1.1, LAFS.K12.R.1.1, and
[Link].1.1)

I can classify different kinds

Vocabulary
of soil by their traits.
clay I can explain how soil forms.
loam
humus

Jumpstart Discovery!

Observe some soil. How does

it look? How does it feel? Talk
about the soil with a partner.

12 Topic 1 Earth’s Surface and Weather

 u Investigate Lab HANDS-ON LAB
SC.2.E.6.3, SC.2.N.1.1

Which soil do beans

Materials
grow best in? • 3 plastic cups
Soil scientists study how well different plants • sandy soil
grow in different soils. Which type of soil helps • clay soil
plants grow?
• loam soil
• 6 pinto bean
seeds
• water
Procedure
• graduated
1. Plan an investigation to cylinder
determine which soil will best • tape
grow seeds. Use all of the • marker
materials. Show your plan to • ruler
your teacher.
2. Plant the seeds. Observe the Science Practice
seeds for ten days. You can plan an
investigation
to answer a
Analyze and Interpret Data question you
3. Use Evidence Which soil is better for have about the
beans? Use your data to explain why. natural world.

 ash your
W
hands when
you are done.

4. Tell how you could improve your

investigation.
Lesson 2 Soil 13
  INTERACTIVITY

Complete an activity
Soil on how soil forms.

Soil is the top layer of Earth. It takes a long

time for soil to form. Wind and water wear
on rocks. They break rocks into very small
pieces. Plants and animals die. They break
down into very small pieces. The pieces mix
in with the small pieces of rocks.
Soil holds air and water. Rain and snow
add water to the soil. Living things also
help keep soil healthy. Worms and other
animals dig within the soil. This lets in air.

Identify Write in the table three Dead leaves

things that are in soil. become part of soil.

Some Things in Soil

 Reading Check Draw Conclusions

Tell why it takes a long time for soil to form.

14 Topic 1 Earth’s Surface and Weather

  VIDEO

Watch a video about

Kinds of Soil different kinds of soil.

Clay is soil made of small pieces of rock

packed together. Clay feels soft, smooth,
and sticky. Iron gives some clay its red
color. Clay’s thick texture holds water well.
Sand is soil made of small, loose pieces
of rock. Some sand has a tan color. Sand
feels dry and rough. Water runs through it
easily.
Loam soil is made of sand, clay, silt, and
humus. It has a black color. It can feel
moist. Silt is material made of tiny grains
of rock. Humus is a mix of nutrients from
small pieces of dead plants and animals.

Identify Circle words that describe

the colors and textures of soils.

clay soil loam soil sandy soil

Lesson 2 Soil 15
Plants and Soil Science T lb x
It is important for farmers to use Ask Questions Scientists
the best soil. Without it, they could ask questions about the
not grow as much food for others. natural world. Practice
this skill. Look at the
Some plants grow well in clay. image. Ask questions
Clay holds lots of water. Cranberry about soil.
bushes grow well in clay. SC.2.E.6.3, SC.2.N.1.1

Some plants grow well in sandy

soil. Some oak trees grow well in
sandy soil. Many plants do not
grow well in sandy soil. There is not
enough water or nutrients for them.
Most plants grow well in loam.
Loam has enough water and
nutrients for them.

Classify Circle each type of soil.

Underline text that describes the
soil by how well it holds water.

Connection

Tell why different plants grow

best in different soils.
plant in clay soil

16 Topic 1 Earth’s Surface and Weather

 Check-In

Plants Grow in Soil

Plants need certain things to grow. Corn
needs nutrients from living things that have
died. Rice needs lots of water. Potatoes need
less water. Most plants grow best in the kind
of soil that has what they need.
Identify Think of which soil each plant
would grow best in. Draw a line from
the plant to the soil.

corn rice potatoes

Classify Write a label for each type of soil.

QUEST CHECK OFF 17

 SC.2.E.6.2, SC.2.N.1.6

Improve  INTERACTIVITY

Go online to learn

Improve Plantable Pots

about improving soil.

Have you ever seen a pot you can plant? The

pots are often made of peat. Peat is a soil-like
material. It is partly made of dead plant material.
You can plant the pot right in soil. They can cost
less money to make. They also break apart over
time. They will not become litter.
A gardener uses plantable pots to plant
vegetables in his garden. How could you
improve these pots? What materials
could make up the pot? How might
the materials affect the soil when
the pot breaks apart? Can your
improved pot hold water?

Improve It
List possible ways to improve the
design of a plantable pot.

Improvement How It Improves

18 Topic 1 Earth’s Surface and Weather

 Choose one solution from your list. You may
combine two solutions. Draw your improved design.

Describe how pieces of your improved

plantable pot can become part of soil.

uEngineer It! Improve STEM 19

 SC.2.E.7.1 Compare and describe
changing patterns in nature
that repeat themselves, such as

Lesson 3 weather conditions including

temperature and precipitation,
day to day and season to season.

Changes in Weather
SC.2.P.8.5 Measure and compare
temperatures taken every day at
the same time. (Also SC.2.N.1.2,
LAFS.K12.R.1.1, [Link].1.1,
[Link].5.1, and MAFS.K12.
MP.6.1)

I can describe how weather

Vocabulary
conditions follow patterns.
pattern
temperature
season
precipitation

Jumpstart Discovery!

Draw your favorite season.

Tell why it is your favorite.

20 Topic 1 Earth’s Surface and Weather

 u Investigate Lab HANDS-ON LAB
SC.2.E.7.1, SC.2.P.8.5, SC.2.N.1.2

How does
weather repeat? Materials
• thermometer
Scientists measure temperature to learn about
the weather in a place. They look for things
that repeat in their measurements. How can
data show you if weather repeats? Science Practice
You use a tool
Procedure to collect data
1. Make a plan to measure the by making
measurements.
daily high and low temperatures.
Show your plan to your teacher
before you begin.
2. Collect data and record it in
the chart.
Day 1 Day 2 Day 3 Day 4 Day 5

Morning

Afternoon

Analyze and Interpret Data

3. Use data Tell what you notice
about your data. Do you see
anything repeat?
4. Compare Compare your data
with other groups. Talk about
what is the same and different.
Lesson 3 Changes in Weather 21
 Math T lb x
Use Tools Look at a
thermometer carefully
when reading it. Make
sure you see which
marking lines up with
the red line. Look
at the thermometer
in the photo. What
temperature does it
show?
[Link].5.1, [Link].6.1

Weather Patterns
The sun appears to rise in the morning.
It appears to set in the evening. This
pattern happens every day. A pattern
is something that repeats. Weather has
patterns too. It follows patterns from
day to day.
Temperature is how hot or cold
something is. In many places, the
temperature is cooler in the morning.
The temperature is warmer in the
afternoon. At night, the temperature is
cooler again. This is a pattern of weather.
Predict Draw what you think the
thermometer will look like at night.

22 Topic 1 Earth’s Surface and Weather

  INTERACTIVITY

Complete an activity
Four Seasons about the seasons.

Seasons are a part of the year with

different weather patterns. The four
seasons of the year are spring, summer,
fall, and winter. Different seasons have
different weather patterns, including
precipitation. Precipitation is the water
that falls to Earth. You can measure the rain gauge  
amount of rainfall with a rain gauge.

Spring and Summer

The temperature can be lower or higher on
a spring day. In many places, spring nights
are cool. There is a lot of rain in the spring.
In many places, summer days are hot.
Summer nights are warm. There is often
less rain in the summer than in the spring.

soil in spring

Connection

What do these photos show about

soil in spring and summer?

soil in summer

Lesson 3 Changes in Weather 23

Fall and Winter
Some fall days have high
temperatures. Other fall days have
lower temperatures. Many nights are
cool. Leaves of some trees change
color and drop to the ground.
After fall comes winter. Many winter fall
days and nights are cold. In some
places, snow falls, and ponds and
lakes freeze. Plants do not grow. In
Florida, it gets cooler during winter,
but not as cold as many other parts
of the country. It usually does not
snow in Florida.

 Reading Check Draw Conclusions

winter in Florida
Why do ponds and lakes in some parts
of the country freeze in the winter?

winter

24 Topic 1 Earth’s Surface and Weather

 Check-In

Different Seasons,
Different Weather
In many places, every season has different weather.
Soil can appear different during the seasons.

Describe Tell how weather affects soil in each season.

QUEST CHECK OFF 25

 SC.2.E.7.2 Investigate by observing and
measuring, that the Sun’s energy directly
and indirectly warms the water, land,

Lesson 4 and air. SC.2.E.7.3 Investigate, observe

and describe how water left in an open
container disappears (evaporates), but
water in a closed container does not

The Sun disappear (evaporate). (Also SC.2.N.1.1,

SC.2.N.1.4, SC.2.N.1.5, LAFS.K12.R.1.1,
[Link].1.1, [Link].2.5, MAFS.
[Link].5.1, and [Link].6.1)

I can investigate how the sun

Vocabulary
warms the water, land, and air.
water cycle I can describe how water
water vapor evaporates.
evaporation

Jumpstart Discovery!

Think of activities you do outside

in the sunshine. Act one out. Talk
about how the sun makes you feel
when you are outside.

26 Topic 1 Earth’s Surface and Weather

 u Investigate Lab HANDS-ON LAB
SC.2.E.7.3, SC.2.N.1.5

Where did the

water go? Materials
• 2 plastic cups
Scientists use models to show things that are • 1 plastic lid
hard to see. How can you use a model to show
• water
how water disappears from a pond?
• graduated
cylinder
Procedure • marker
1. Make a plan to model how the
sun affects water. Show your
plan to your teacher before you
begin. Predict what will happen
to the water. Science Practice
2. Set up your model. Make You can use a
model to study
observations.
something in the
natural world.
Analyze and Interpret Data
3. Explain How did your observations
compare to your prediction?

4. Use Models Tell what your model

shows about the sun.

Lesson 4 The Sun 27

 Engineering
Energy from the Sun T lb x
Light is one kind of energy. Light Observe Plan an
energy can make things warmer. Light investigation where
energy from the sun warms the land, you can observe the
effect of the sun on
air, and water on Earth.
air and water. Show
People visit a beach on a hot day. They your plan to your
notice that the sand is warmer than teacher. Follow your
plan. Record your
the water. That is because land heats
observations.
up faster than water. SC.2.N.1.1

The land        the air.

Connection

How does energy from the

sun affect soil?

28 Topic 1 Earth’s Surface and Weather

  INTERACTIVITY

Complete an activity
Warm Air about how the sun
affects temperature.
Land and water can also warm air.
Sometimes the water is warmer than the air.
When this happens, the water warms the air.
Sometimes the land is warmer than the air.
When this happens, the land warms the air.

Identify Study the photo. Compare it to the

words on this page. Then write captions for
the two blank lines.

Sunlight warms the air.

The water        the air.

Sunlight warms the water.

Sunlight warms the land.

Lesson 4 The Sun 29
The Water Cycle
Water moves from Earth’s
surface to the air and back
again in the water cycle.
The sun is the source of
energy for the water cycle.
The energy of the sun causes Water vapor turns
liquid water in lakes and back to liquid water.
oceans to change into water
vapor. Water vapor is the gas
form of water. This process of
a liquid changing into a gas
is called evaporation.

Visual Literacy
Look at the big circle in the
picture. Tell why the water cycle The water evaporates.
does not have a beginning or end.

Connecting Concepts
T lb x
Patterns The water cycle is a
pattern. In the pattern of the
water cycle, what comes after
precipitation falls to Earth?
SC.2.N.1.1, [Link].2.5

30 Topic 1 Earth’s Surface and Weather

 Precipitation falls.

Some water sinks into the

soil. Some water flows
into lakes and oceans.

The sun heats the water.

Lesson 4 The Sun 31

 Check-In
Lab

How does the sun Materials

affect loam and sand? • 2 plastic cups
• sand
When the sun shines, it warms up land. • loam
It is time to investigate how different • 2 thermometers
types of soil are affected by the sun. • stopwatch
How can you measure which type of soil
warms up to the higher temperature?
How might the temperature of the Science Practice
mystery soil give a clue about Scientists repeat
its journey? investigations to
look for patterns in
their conclusions.
Procedure
1. Predict which soil will warm  ash your
W
more in the sun. hands after
touching soil.

2. Plan an investigation to test

your prediction. Use all of the
materials. Show your plan to
your teacher before you begin.
3. Record your observations.
Repeat the investigation for two
more days.

32 Topic 1 Earth’s Surface and Weather

 HANDS-ON LAB
SC.2.E.7.2, SC.2.N.1.4

Observations
Temperature Temperature Temperature
Soil
Day 1 Day 2 Day 3

Sand

Loam

Analyze and Interpret Data

4. Compare Data Circle the warmer
soil. How does your data
compare to your prediction?

5. Analyze Why is repeating an

investigation important?

QUEST CHECK OFF 33

 SC.2.E.7.4 Investigate that air is
all around us and that moving
air is wind. (Also SC.2.N.1.1 and

Lesson 5 SC.2.N.1.5)

Air

I can investigate that air

Vocabulary
is all around us.
pollution I can recognize that
wind moving air is called wind.

Jumpstart Discovery!

Blow on a pinwheel. See what air

makes the pinwheel do. Then look out
the window. Tell what the moving air
outside is making other objects do.

34 Topic 1 Earth’s Surface and Weather

STEM u Investigate Lab HANDS-ON LAB

How can a
SC.2.E.7.4, SC.2.N.1.5

Suggested Materials
building survive • spoon • paper
strong winds? • safety • cardboard
goggles • pipe
Engineers design buildings that can
• loam cleaners
stand up to strong winds. How can you
design a model to test if a building will • sand • glue
hold up in strong winds? • rocks • tape
• container • scissors
Design and Build • table fan
1. List what makes a strong
building. Choose materials Eng ineering Practice
to make a building. You design a
2. Design a model of your model to test
building. Build it. the solution to
a problem.
3. Use the table fan to test how
your building will stand up
 andle scissors
H
to strong winds. with care.

Evaluate Your Design  o not put your

D
fingers close to
4. Based on your observations, the fan.
how could you make your
 ash your
W
building stronger? hands when
you are done.

Lesson 5 Air 35
  INTERACTIVITY

Complete an activity
Air about air and wind.

Air fills the space between Earth’s

surface and outer space. Air is made up
of gases such as oxygen. Air is all around
us even though it cannot be seen.
Pollution is a material that
causes harm. It can
be found in air. Burning oil,
coal, and gasoline can cause
pollution.

Engineering
Practice T lb x
Compare Solutions
Think of a solution
to help limit
pollution. Your
solution should
help make the air
clean. Compare
your solution with
a classmate.
SC.2.N.1.1

Identify Underline the sentence

that describes where air is.

36 Topic 1 Earth’s Surface and Weather

Wind and Its Effects
Wind is moving air. Wind moves in
patterns around Earth. You can use
tools to measure wind. A wind vane
shows which direction the wind
blows. An anemometer measures
the speed of wind.
anemometer
Wind causes many effects. Wind
moves soil from one place to
another. It shapes rocks. It shapes
sand dunes. Dangerous storms like
hurricanes and tornadoes have
strong winds. Wind turbines change
the wind’s energy into electricity.
Explain Tell why the flag is waving.
Use the definition of wind.
wind vane

Connection

Tell how you think wind can

affect soil.

Lesson 5 Air 37
 Check-In

Wind and Soil Work Together

Goblin Valley State Park in Utah is a fun
place to visit. Wind blows soil against the
sandstone rocks. This has happened for
millions of years. The wind and soil wear
away the rocks. They have carved the
rocks into interesting shapes.
Illustrate Draw on the rocks. Show what
you think they will look like in the future.
Show what their size and shape will be.

38 QUEST CHECK OFF

 SC.2.E.7.4, SC.2.E.7.5, [Link].2.5

Hurricane Andrew
Hurricanes are dangerous
storms. They have very
strong winds. It is important
to prepare for a hurricane.
You want to stay safe and
protect property.
Hurricane Andrew formed Wind Speed (m/s)
Category
in August of 1992. It hit
the Bahamas, Florida, and 1 33–42
Louisiana. Hurricane Andrew
2 43–49
was a Category 5 storm when
it reached Florida. 3 50–58
Saffir-Simpson Hurricane Wind Scale
4 59–69
Read the table Circle the wind
70 or higher
speed in Hurricane Andrew when 5
it reached Florida.

Extreme Science 39
 SC.2.E.7.5 State the importance
of preparing for severe weather,
lightning, and other weather related

Lesson 6 events. (Also SC.2.N.1.1, LAFS.

K12.R.1.1, and [Link].1.1)

Stay Safe in Severe

Weather
I can describe how to stay
Vocabulary
safe in severe weather.
severe
weather
thunderstorm
tornado
hurricane

Jumpstart Discovery!

Draw a picture of a storm that

happened near your house.
Talk about the storm. How did
you stay safe during the storm?

40 Topic 1 Earth’s Surface and Weather

 u Investigate Lab HANDS-ON LAB
SC.2.E.7.5, SC.2.N.1.1

How does air move

in a storm? Materials
• round
Scientists study air and the way it moves. container
How can you use a model to understand • water
how air can move in a storm?
• straw
Procedure
1. In some storms, air moves in
Science Practice
circles. How can you model the
Scientists use
way air moves? Use the materials. models to study
2. Plan a model. Build and use it. the natural world.
3. Record your observations.

Observations

Analyze and Interpret Data

4. What happened in the container?
How does air move in a storm?

Lesson 6 Stay Safe in Severe Weather 41

Thunderstorms and Tornadoes Connecting
Severe weather is dangerous weather. Concepts T lb x
It is important to stay safe during
Patterns When one
severe weather. Thunderstorms have kind of weather
strong winds, heavy rains, thunder, happens, another
and lightning. kind of weather
usually happens.
A tornado is a column of wind shaped What weather usually
like a funnel. Tornadoes come down happens before a
from thunderstorm clouds. Tornadoes tornado?
form very quickly. They are hard to
predict. A tornado can destroy things
in its path.

 Reading Check Draw Conclusions

Tell why it is important to prepare for
tornadoes and other severe weather.

Thunderstorm and Tornado Safety

• Stay away from water and trees.
• For thunderstorms, stay away from
metal objects. Stay away from things
that use electricity. tornado
• For tornadoes, go to the basement
or an inside room.
• Find shelter inside a sturdy building.
Stay away from windows.

42 Topic 1 Earth’s Surface and Weather

  INTERACTIVITY

Complete an activity
Hurricanes about staying safe in
severe weather.
Hurricanes are another kind of
severe weather. A hurricane is a
large storm that starts over warm Hurricane Safety
ocean water. A hurricane has • Move away from
heavy rains. The rains can cause the ocean.
floods. A hurricane has very strong • Bring loose objects
winds. The winds can knock down inside.

trees and buildings. Hurricanes • Stay inside. Stay

away from windows.
sometimes strike Florida.
• Store extra food and
Describe Circle where a hurricane water in your home.
starts. Underline words that describe
weather during a hurricane.

Connection

Tell what a hurricane could do

hurricane
to Earth’s surface and soil.

Lesson 6 Stay Safe in Severe Weather 43

 Check-In
Lab

What happens to a sand Suggested

Materials
dune during a storm? • table fan
• sand
Scientists investigate the effect of severe • newspaper
weather on sand dunes. Think of how
• measuring tape
severe weather may have caused sand
• container
to become part of the mystery soil.
• tray
How can you observe what happens
• stopwatch
to a sand dune in a storm?
• water
• safety goggles

Science Practice
You observe
when you look
closely at things.

 o not put
D
your fingers
close to
the fan.
Procedure
1. Think of a way to model the  ash your
W
hands when
effect of severe weather on sand you are done.
dunes. Draw a picture of what
 ear safety
W
you will do on a piece of paper.
goggles when
Show your teacher. investigating.

44 Topic 1 Earth’s Surface and Weather

 HANDS-ON LAB
2. Set up your model. Observe what SC.2.E.7.5, SC.2.N.1.1

happens to the sand. Repeat three

times. Record your data.

Observations

Trial

Analyze and Interpret Data

3. Analyze How could severe weather impact
what is in the mystery soil?

4. Explain How could the movement of sand

during severe weather be dangerous?

QUEST CHECK OFF 45

 Findings  INTERACTIVITY

Apply what you

learned in the Quest.

Be a Soil Detective
Where did this soil come from?

Show What You Found

Remember the mystery soil that students
found near the school. What could
have happened to the soil before it was
found? How did it form? Where did it
come from?
Now it is time for you to tell the story of
the soil. You can write a story, draw a
poster, or make a video about the soil’s
journey. Be creative! Show how many
things can happen to soil.

46 QUEST CHECK OFF

C areer
Connection
Soil Scientist
Soil scientists study soil. They test
the soil. They identify kinds of
soil in an area.
They tell farmers how to improve
soil. This helps plants grow. Some
soil scientists study how soils can
support buildings. Some investigate
how soils affect the water cycle.
Others find out how to stop wind and
water from moving soil.
What would you study if you were a
soil scientist?

Quest Findings 47
 Assessment

How can weather changes

affect different types of soil?

Show What You Learned

Tell a partner what you learned about
how severe weather affects soil.

1. Soil scientists study an area. They need

to find clues to know what broke down
to form the soil. Write three things they
might find.

2. How are tornadoes and hurricanes

alike?
a. They both are easy to predict.
b. They both have strong winds.
c. They both start over land.
d. They both form over warm water.

48 Topic 1 Earth’s Surface and Weather

 SC.2.E.6.1, SC.2.E.6.2,
3. Which sentence does NOT describe SC.2.E.7.1, SC.2.E.7.2,
SC.2.E.7.4
a pattern in weather?
a. It rains often in the spring.
b. Temperatures are lower in the winter.
c. Some days are sunny and some days
are cloudy.
d. Temperatures are lower in the morning
and higher in the afternoon.

4. Write what the wind does to the soil and

rocks in the photo.

soil

rocks

5. What causes evaporation?

a. the sun
b. clouds
c. water vapor
d. precipitation
Assessment 49
 Science Assessment Practice

Read each question and choose the best

answer. Then fill in the circle next to the
correct answer.

1 A gardener wants to use soil to grow

several types of plants. He wants to buy
soil that is good for most plants to grow in.
Which type of soil should he buy?
 clay
 sand
 loam
 silt
2 A student left an open container of water
on her desk. She also left a closed container
full of the same amount of water on her
desk. She checked the water the next day.
What did she notice about the water?
 Both containers had the same amount
of water.
 The open container had less water.
 The closed container had less water.
 Both containers had less water.

50 Topic 1 Earth’s Surface and Weather

 SC.2.E.6.1, SC.2.E.6.2, SC.2.E.6.3,
SC.2.E.7.1, SC.2.E.7.3, SC.2.E.7.5

3 Which of the following statements about

rocks is true?
 Rocks are all the same size.
 Rocks break apart and become soil.
 Rocks form only when a volcano erupts.
 Rocks are all made of only one mineral.
4 What is something people can do to stay
safe during a hurricane?
 Carry an umbrella if they go outside.
 Make sure there is extra food and water
in their home.
 Drive only short distances away from
their home.
 Stay outside.
5 At one time of year, there are cooler days
and warmer days. There is a lot of rain
and wind. The rain helps plants begin to
grow. Which season has these patterns of
weather?
 spring
 summer
 fall
 winter

Florida Science Assessment Practice 51

w

u Demonstrate Lab
Suggested

How can I collect Materials

• modeling clay
weather data? • compass
• map
Scientists use different tools to collect weather
data. You will design a weather collection • thermometer
station. How can you use different tools to • rain gauge
measure weather patterns? • wind vane
• anemometer
Procedure
• cardboard
1. Choose which types of weather • tape
you want to measure. Your • glue
station should collect data on at
• scissors
least three of these: temperature,
precipitation, wind direction, and Science Practice
wind speed. You use a
2. Draw a design for your weather tool to make
collection station. measurements.

52 Topic 1 Earth’s Surface and Weather

 HANDS-ON LAB
3. Choose materials to build your SC.2.E.7.1, SC.2.N.1.2
station. Build it. Add the tools to it.
4. Plan when and where to measure
the weather. Show your plan to your
teacher. Collect the data. Record the
data in a table.
Day 1 Day 2 Day 3

Analyze and Interpret Data

5. What patterns do you see in the
data you collected?

6. Compare your data with data

collected by another group. How are
your observations on weather patterns
the same or different?

uDemonstrate Lab 53