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Students explore how snow melts, decide observation locations in the schoolyard, and collect evidence through a winter scavenger hunt followed by data recording. The lesson guides students to observe water in the environment, describe changes of state, use water-cycle vocabulary, measure and present findings, and connect observations to pollution reduction awareness. Safety procedures and cooperative group work structures support the inquiry process.","| Grade 2 | Cluster 4: Air and Water in the Environment |  |  |  |\n| --- | --- | --- | --- | --- |\n| Essential Question: What happens when the snow melts? Where should we collect our data to observe the spring thaw? |  | Number 1 |  |  |\n| Lesson Objective: To get acquainted with the schoolyard as a green space and decide on observation locations. |  |  |  |  |\n| Knowledge SLOs 2-4-06 Observe and identify examples of water in the environment.\u003Cbr>2-4-07 Describe evidence of water changing state, and recognize that these changes are part of the water cycle. |  |  |  |  |\n| Cluster 0 SLOs 2-0-4a Follow simple directions; 2-0-4e. Respond to the ideas and actions of others in building their own understandings. 2- 0-4f. Work in a variety of cooperative partnerships and groups. 2-0-4g. Verbalize questions, ideas, and intentions during classroom activities. 2- 0-4h. Follow given safety procedures and rules. 2-0-8a. Recognize that learning can come from careful observations and investigations. 2-0-9a. Willingly consider other peoples views. 2-0-9b. Express enjoyment when sharing and discussing science-related experiences from daily life. |  |  |  |  |\n| Materials (with quantities) for a group of 24 students\u003Cbr>8 scavenger hunt sheets, laminated; 8 markers; 8 clipboards; 1 whistle |  |  |  |  |\n| Engagement Phase\u003Cbr>Begin in circle. Inform students we are starting an exploration of how snow melts. Where does it go? We will be measuring the snow as it melts and recording data in our science journals (the water cycle and the spring melt mayhem booklets) along with digital pictures ofour observations to figure out what happens to the dirt and snow as it thaws.\u003Cbr>Review the water cycle (evaporation, condensation, precipitation song-sung to Darling ClementineEvaporation, condensation, evaporation on my mind. It is called the water cycle and its happening all the time. Evaporation, condensation, evaporation on my mind. Accumulation is the last step and the water cycles fine.\u003Cbr>Are there any student questions they want answered?\u003Cbr>Have students form groups of 3. Inform them we are going to start with a scavenger hunt. They will need to work together in order to find as many clues as possible within 15 minutes. They are not to collect the items but to find them. They can record what they have found on the hunt sheet.\u003Cbr>SAFETY: Do not pick up anything that can cut them such as sharp metal or broken glass.\u003Cbr>A whistle with 3 blows means to return to the tarmac.\u003Cbr>Remind them to look for a group location for data collection on the spring melt, no two groups the same. Locations must be suitable for observations, no spots with little snow or too much snow that we could not measure the depth. Hand out one scavenger hunt sheet and one marker per group. Get dressed and move outdoors. |  |  | Time needed (minutes) |  |\n|  |  |  | CHECK LIST Did Students\u003Cbr>􀂅   retrieve knowledge / ideas / preconceptions from long term memory\u003Cbr>􀂅   express interest / curiosity\u003Cbr>􀂅   ask questions\u003Cbr>􀂅  know the objective(s) of the lesson\u003Cbr>􀂅   know what they were todo in the Exploration Phase |  |\n| Exploration Phase\u003Cbr>Winter Scavenger Hunt. Allow at least 15 minutes for students to find as many items as possible. It is not necessary to find all the items, but as many as possible. Do not pick them up, record on the sheet. Remind them to look for a location their group wants to use for the spring melt observations. |  |  | Time needed (minutes) |  |\n|  |  |  | CHECK LIST Did Students\u003Cbr>􀂅   actively engage with new material\u003Cbr>􀂅   work together on task\u003Cbr>􀂅   explore each other’s questions / ideas / possibilities (predictions)\u003Cbr>􀂅   record observations\u003Cbr>􀂅   record measurements |  |\n| Explanation Phase\u003Cbr>Return to the classroom. Discuss the scavenger hunt and what the students may have found. Have groups present their location and data collection. Why did the group chose this location?\u003Cbr>Possible new vocabulary\u003Cbr>Observation Data collection Measurement |  |","cbCaidsuQm9K5oOX","https://ap.wps.com/l/cbCaidsuQm9K5oOX","pdf",307965,"English","en",105,"# Cluster 4: Air and Water in the Environment\n## Essential Question: What happens when the snow melts?\n## Lesson Objective\n## Materials\n## Engagement Phase\n## Exploration Phase: Winter Scavenger Hunt\n## Explanation Phase\n## Recording and Closure\n# Essential Question: What is happening out there?\n## Lesson Objective\n## Knowledge SLOs\n## Cluster 0 SLOs","[{\"question\":\"What is the main essential question in this lesson?\",\"answer\":\"The lesson focuses on what happens when the snow melts and where to collect data to observe the spring thaw.\"},{\"question\":\"Where do students collect data during the investigation?\",\"answer\":\"Students choose group-specific observation locations in the schoolyard suitable for measuring snow depth and watching how water moves and changes.\"},{\"question\":\"What activities do students complete in the lesson phases?\",\"answer\":\"Students begin with an engagement discussion, complete a winter scavenger hunt without collecting items, then return to share locations and present observations and measurements, followed by recording and closure for the next session.\"}]","Spring Thaw Investigation - 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