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Revised 6/2011

Lake County Schools

2nd Grade Science

Curriculum Map

Preface

Revised 6/2011

Teams of Lake County teachers created the curriculum maps in order to ensure that all students throughout the

district receive a common curriculum. The maps help ensure that all state requirements are taught and that the

content is divided into teachable segments with appropriate pacing. The curriculum maps will guide your

instruction but provide flexibility based on the individual needs of students. The maps are living documents and

feedback is requested of teachers to ensure continuous improvement.

All teachers are expected to use the curriculum maps, in conjunction with data, to drive instruction. The maps

were designed for the instruction to take place by quarter. There is some flexibility within the quarters for

mastery and re-teaching. The expectation is that teachers will finish the content within each quarter in its

entirety. The maps have been structured in such a way as to scaffold student learning.

Listed below are a few of the new or updated features common to all curriculum maps:

Essential Question(s):

o Provide application of the skills/concepts

o Have more than one right answer which promotes student discourse

o Increase the rigor in the classroom, by changing from teacher-centered to student-centered learning

o Are referred to at the beginning, middle, and end of the lesson

o Require you to make a decision

o Promote critical thinking and problem solving

o Encourage interdependence

o Are open-ended

Academic Vocabulary are:

o Unfamiliar vocabulary that are essential to understanding new content within explicit instruction

o Not necessarily the bold words in the chapter.

o Cumulative and continuously used throughout the year.

o Integrated into word walls, a research-based strategy that will facilitate vocabulary acquisition.

Common Board Configuration Elements (specific layouts may vary by sites, but must include each of these):

Purpose: For the student to know what is being taught and what the student will learn

Preface

Revised 6/2011 ii

o Date

o Benchmark

o Measurable, student-friendly objective

o Essential Question

o Bell work

o Agenda (Specific daily schedule)

o Homework

o Exit Strategy/Card

Lessons that infuse reading, writing, and discussion are imperative components of every subject area. There

should be daily:

o Teacher to student and student to student discourse utilizing academic vocabulary.

o Reading and authentic writing

o Writing that includes higher-order thinking

o Incorporation of effective reading and writing instructional strategies

Maps are organized to include the following:

o Pacing

o Objective

o Essential questions, content and understanding, benchmarks, and assessment

o Appendix/ resources

Preface

Revised 6/2011

Next Generation Sunshine State Standards

Science Benchmark Coding Scheme

SC. 5. A. 1. 1

Subject Grade Level Body of Knowledge Big Idea / Supporting Idea Benchmark

Body of Knowledge Key

N ~ Nature of Science E ~ Earth Space Science

L ~ Life Science P ~ Physical Science

Big Idea Key

#1 – The Practice of Science #10 – Forms of Energy

#2 – The Characteristics of Scientific Knowledge #11 – Energy Transfer and Transformation

#3 – The Role of Theories, Laws, Hypotheses, and Models #12 – Motion of Objects

#4 – Science and Society #13 – Forces and Changes in Motion

#5 – Earth in Space and Time #14 – Organization and Development of Living Organisms

#6 – Earth Structures #15 – Diversity and Evolution of Living Organisms

#7 – Earth Systems and Patterns #16 – heredity and Reproduction

#8 – Properties of Matter #17 – Interdependence

# 9 – Changes in Matter #18 – Matter and Energy Transformations

Language Arts and Mathematic Benchmarks

The Language Arts and Mathematic benchmarks are in the course description. These benchmarks have been integrated throughout the curriculum

map.

Differentiated Instruction Strategies The following differentiated instruction strategies should be incorporated throughout the entire course:

Cooperative Groups Computer Assisted Instruction Tiered Assignments Centers

Flexible Grouping Curriculum Compacting/Contracts Learning Stations Scaffolding

Hands-on Instruction Leveled Texts/Resources Teacher Led Small Groups Web Quest

Preface

Revised 6/2011 iv

This chart is to show where the Big Ideas are located by grade level.

This will help to give an understanding as to why complete coverage of the NGSSS at each grade level is essential! Big Idea #1

The Practice

of Science

Big Idea #2 The

Characteristics of

Scientific Knowledge

Big Idea #3 The Role

of Theories, Laws,

Hypotheses, and

Models

Big Idea #4 Science

and

Society

Big Idea #5 Earth

in

Space and Time

Big Idea #6

Earth

Structures

K K

1st 1st 1st

2nd 2nd

3rd 3rd 3rd 3rd

4th 4th 4th 4th 4th

5th 5th 5th

6th 6th 6th 6th

7th 7th 7th 7th

8th 8th 8th 8th 8th

HS HS HS HS HS HS #7 Earth Systems

and Patterns #8 Properties

of Matter #9 Changes

in Matter #10 Forms of Energy

#11 Energy Transfer and Transformations

#12 Motion of Objects

K K K K

1st 1st

2nd

2nd 2nd 2nd

3rd 3rd 3rd 3rd

4th 4th 4th 4th 4th

5th 5th 5th 5th 5th

6th 6th 6th

7th 7th 7th

8th

HS HS HS HS HS HS

#13 Forces

and Changes

in Motion

#14 Organization

and Development

of Living Organisms

#15 Diversity

and Evolution of

Living Organisms

#16 Heredity

and

Reproduction

#17

Interdependence

#18 Matter

and Energy

Transformations

K K

1st 1st 1st 1st

2nd 2nd 2nd 2nd

3rd 3rd 3rd

4th 4th

5th 5th 5th 5th

6th 6th 6th

7th 7th 7th

8th

Preface

Revised 6/2011 1

Requirements for the course:

The Lake County School Board approved Human Growth and Development.

Questions about this program should be directed to the Curriculum Department.

The Lake County School Board approved Drug Program. Questions about this

program should be directed to the Safe Schools Department.

Events/Programs by the month: This list will be added to through the school year.

October: Red Ribbon Week

February: Dental Month

Common elementary laboratory tools students are expected to be able to use are:

Balance, battery, beaker, compass, eyedropper flashlight, globe, graduated cylinder,

light bulb, magnet, magnifying glass, hand lens, metric measuring tape, metric ruler,

microscope, microscope slide, mirror, model, safety goggles, spring scales, stopwatch,

telescope, test tube, thermometer, topographic map, and tuning fork.*

*Information obtained from the FCAT 2.0 Test Item Specifications, 2011

Second Grade Science Core Areas – Integrated Pacing Guide

Revised 6/2011 1

YEAR AT A GLANCE

Language Arts Math Reading Science Social Studies

First

Nine

Weeks

a. The Practice of

Science

b. Earth Structures

c. Earth Systems and

Patterns

Second

Nine

Weeks

a. Properties of Matter

b. Changes in Matter

c. Forms of Matter

Third

Nine

Weeks

a. Forces and Changes

in Motion

b. Organization and

Development of

Living Organisms

Fourth

Nine

Weeks

a. Heredity and

Reproduction

b. Interdependence

Second Grade Science Elective Areas – Integrated Pacing Guide

Revised 6/2011 3

YEAR AT A GLANCE

Physical Education Music Art

First

Nine

Weeks

Second

Nine

Weeks

Third

Nine

Weeks

Fourth

Nine

Weeks

Second Grade Science Pacing Guide

Revised 6/2011 3

First 9 weeks

Practice of Science -Big Idea

1 Is to be implemented

throughout the year.

1) Practice of Science (Big Idea 1)

a) Raise questions and

generate explanations

b) Compare observations

made by different

groups using the same

tools

c) Distinguish between

empirical observation

and ideas or

inferences

2) Earth Structures ( Big Idea 6)

a) Earth is made of

different types of

rocks

b) Process by which soil

is

formed

c) Classify soil by:

Color, texture

Ability to retain water

Ability to support

plant growth

Second 9 weeks

Practice of Science -Big Idea 1 Is to be implemented


1) Earth Systems and Patterns (Big Idea 7)

a) Describe patterns in nature

weather conditions,

temperature

precipitation, day to day

season to season

b) Sun’s energy

c) Process of evaporation

d) Moving air is wind

e) Severe weather plan

2) Properties of Matter (Big Idea 8)

a) Observe and Measure object by:

Size, Shape, Color Temperatures

Weight and texture, Sink/float

Attract/repel

b) Identify solids, liquids, or gases

c) Recognize the properties of

solids, liquids, gases

Observe and describe

water as a liquid, solid, or gas

Use a thermometer to

compare temperatures

d) Measure & compare

volume of liquids using

different shapes and sizes

3) Changes in Matter (Big Idea 9)

a) Identify ways matter can be

changed

4) Forms of Energy (Big Idea 10)

a) Identify ways that people

use energy

Third 9 weeks

Practice of Science -Big Idea #1 Is to be implemented


1) Forces and Motion

(Big Idea 13)

a) Changes in Motion

Push and pull on

different objects

b) Magnets

Show how it can move

objects

Gravity

c) Discuss the relationship

between force and

motion

2) Organization and

Development of Living

Organisms (Big Idea 14)

a) Basic functions of body

parts

Brain

Heart

Lungs

Stomach

Muscles

Skeleton

3) Heredity and Reproduction (Big Idea 16)

a) Life cycles of plants and

animals

Beans

Butterflies

Fourth 9 weeks


#1 Is to be implemented


1) Interdependence (Big Idea 17)

a) Compare and

contrast the basic

needs that

all living things need

for survival

b) Living things survive

all over the Earth

c) Habitats that meet

the basic needs of

living things

Second Grade Science First Nine Weeks

Revised 6/2011 4

Time Frame: First Nine Weeks Big Idea 1, 6

Objective of Learning: Practice of Science; Earth Structures

Essential Questions Essential Content & Understanding Essential Skills and Benchmarks Assessments and

Resources

What is science?

1) Practice of Science

(Big Idea 1)

a) Raise questions and generate explanations b) Compare observations made by different groups using the same tools c) Ask “how do you know” questions and attempt reasonable answers d) Science investigations should be repeated and yield similar conclusions e) Distinguish between empirical observation

and ideas or inferences

SC.2.N.1.1 Raise questions about

the natural world, investigate

them in them through free

exploration and systematic

observations, and generate

appropriate explanations based

on those explorations.

SC.2.N.1.2 Compare the

observations made by different

groups using the same tools. SC.2.N.1.3 Ask “how do you

know?” in appropriate situations

and attempt reasonable answers

when asked the same question

by others. S.C.N.1.4 Explain how particular

scientific investigations should

yield similar conclusions when

repeated. SC.2.N.1.5- Distinguish between

empirical observation (what you

see, hear, feel, smell, or taste)

and ideas or inferences (what

you think). SC.2.N.1.6 Explain how scientists

alone or in groups are always

investigating new ways to solve

problems.

Formal: Chapter

Lesson Check and

Chapter Test

Informal:

Teacher

observation,

Class Activities,

Investigations

Investigations:

(see Appendix A)

Word Wall:

Tool

Investigate

Conclusion

Hypothesis

Infer

Technology

Invent

Predict

Classify

For Review:

Inquiry

Observe

Investigation

Observation

Scientist

Inference


Revised 6/2011 5




Resources

What are rocks and soil?

2) Earth Structures (Big Idea 6) a) Earth is made of different types of rocks b) Process by which soil is formed c) Classify soil by:

Color, texture

Ability to retain water

Ability to support plant

growth

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.

Labs and Activities:

Chapter 1

Mystery Boxes p.6

Tools for Measuring

p.12

Group Sorts p. 30

Web Resources:

http://www.floridast

andards.org/Standar

ds/FLStandardSearc

h.aspx

http://pbskids.org/dr

agonflytv/

http://www.bbc.co.

uk/schools/ks2bitesiz

e/science/

Formal: Chapter 2

Lesson Check and

Chapter Test

Informal:

Teacher

observation,

Class Activities,

Investigations

Investigations:

(see Appendix A)

http://www.floridastandards.org/Standards/FLStandardSearch.aspx




http://pbskids.org/dragonflytv/


http://www.bbc.co.uk/schools/ks2bitesize/science/




Revised 6/2011 6




Resources

Word Wall:

Mineral

Soil

Texture

loam

For Review:

Rocks


Chapter 2

Soil Layers p.46

Soil Types and Plant

Growth p.52

Web Resources:


andards.org/Standar

ds/FLStandardSearc

h.aspx


agonflytv/

http://www.bbc.co.


e/science/










Second Grade Science Second Nine Weeks

Revised 6/2011 7

Time Frame: Second Nine Weeks Big Ideas 7, 8, 9, 10

Objective of Learning: Earth Systems and Patterns; Properties of Matter, Changes in Matter, Forms of Energy


Resources

How does weather

change over time?

Practice of Science -Big Idea 1 Is to be implemented throughout

the year.

1) Earth Systems and Patterns

(Big Idea 7)

a. Compare and describe

changing patterns in nature

that repeat themselves:

a. temperature

b. precipitation

c. seasons

b. Observe the Sun’s energy

c. Observe evaporation with

open and closed containers

d. Observe air and discuss how

air is wind

e. Discuss how to prepare for

severe weather and why it is

important

Lightning

Hurricanes

Tornadoes

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.

Formal: Chapter 3

Lesson Check and

Chapter Test

Informal:

Teacher

observation,

Class Activities,

Investigations

Investigations:

(see Appendix A)

Word Wall:

Pattern

Precipitation

Evaporate

Water vapor

Severe weather

Seasons

Thunderstorm

Tornado

Hurricane

Light

For Review:

Wind

Sun

Air


Chapter 3

Evaporation p.68


Revised 6/2011 8




Resources

What is matter?

1) Properties of Matter

(Big Idea 8)

a) Observe and Measure

objects by:

Size

Shape

Color

Temperatures

Weight and texture

Sink/float in water

Attract/repel

b) Identify solids, or

liquids, or gases

c) Recognize the

properties of solids,

liquids and gases

Observe and describe

water as a liquid, solid, or

gas

Use a thermometer to

compare temperatures

d) Measure & compare

volume of liquids using

different shapes and sizes

SC.2.P.8.1 Observe and measure

objects in terms of their

properties, including size, shape,

color, temperature, weight,

texture, sinking or floating in

water, and attraction and

repulsion of magnets. SC.2.P.8.2 Identify objects and

materials as solid, liquid, or gas. SC.2.P.8.3 Recognize that solids

have a definite shape and that

liquids and gases take the shape

of their container. SC.2.P.8.4 Observe and describe

water in its solid, liquid, and

gases states. SC.2.P.8.5 Measure and

compare temperatures taken

everyday at the same time. SC.2.P.8.6 Measure and

compare the volume of liquids

using containers of

Tornado p.82

Web Resources:


andards.org/Standar

ds/FLStandardSearc

h.aspx


agonflytv/

http://www.bbc.co.


e/science/

Formal: Chapter 4

Lesson Check and

Chapter Test

Informal:

Teacher

observation,

Class Activities,

Investigations

Investigations:

(see Appendix A)

Word Wall:

Solid

Liquid

Gas

Volume

Physical change











Revised 6/2011 9




Resources

How can matter

change?

How do people use

energy?

2) Changes in Matter ( Big Idea 9)

a. Physical Changes b. Chemical Changes

3) Forms of Energy (Big Idea 10)

a) Identify ways that people

use energy

SC.2.P.9.1- Investigate that

materials can be altered to

change some of their properties,

but not all materials respond the

same way to any one alteration.

SC.2.P.10.1 Discuss that people

use electricity or other forms of

energy to cook their food, cool

or warm their homes, and power

their cars.

Energy

Electricity

Heat

Fuel

Property

For Review:

Matter

Thermometer


Chapter 4

Classify Objects

p.106

States of Matter

p.116

Water p.122

Web Resources:


andards.org/Standar

ds/FLStandardSearc

h.aspx


agonflytv/

http://www.bbc.co.


e/science/










Second Grade Science Third Nine Weeks

Revised 6/2011 10

Time Frame: Third Nine Weeks Big Ideas 13, 14, 16

Objective of Learning: Forces and Changes in Motion, Organization and Development of Living Organisms; Heredity and

Reproduction


Resources

How do forces make

objects move?

Practice of Science -Big Idea #1 Is to be implemented throughout

the year.

1) Forces and Motion

(Big Idea 13)

a) Changes in Motion

Push and pull on different

objects

b) Magnets

Show how it can move

objects

Gravity

c) Discuss the relationship

between force and

motion

SC.2.P.13.1- Investigate the

effect of applying various pushes

and pull on different objects. SC.2.P.13.2- Demonstrate that

magnets can be used to make

some things move without

touching them. SC.2.P.13.3- Recognize that

objects are pulled toward the

ground unless something holds

them up. SC.2.P.13.4- Demonstrate that

the greater the force (push or

pull) applied to an object, the

greater the change in motion of

the object.

Formal: Chapter 5

Lesson Check and

Chapter Test

Informal:

Teacher

observation,

Class Activities,

Investigations

Investigations:

(see Appendix A)

Word Wall:

Force

Attract

Repel

Attraction

Magnet

Repulsion

Power

Pole

Fall

Direction

For Review:

Motion

Gravity

Speed Weight


Revised 6/2011 11



Reproduction


Resources

How do the body parts

make the human body

work?

How do living things

grow and change?

2) Organization and

Development of Living

Organisms (Big Idea 14)

a. Name and describe basic

functions of human body

parts

brain

heart

lungs

stomach

muscles

skeleton

1) Heredity and Reproduction (Big Idea 16)

a) Life cycles of plants and

animals

Beans

Butterflies

SC.2.L.14.1- Distinguish human

body parts (brain, heart, lungs,

stomach, muscles, and skeleton)

and their basic functions.

SC.2.L.16.1- Observe and

describe major stages in the life

cycles of plants and animals,

including beans and butterflies.


Chapter 5

Measure Force p.146

Magnets p.152

Falling Objects p.156

Bouncing Ball p.164

Web Resources:


andards.org/Standar

ds/FLStandardSearc

h.aspx


agonflytv/

http://www.bbc.co.


e/science/

Formal: Chapter 6

Lesson Check and

Chapter Test

Informal:

Teacher

observation,

Class Activities,

Investigations

Investigations:

(see Appendix A)











Revised 6/2011 12



Reproduction


Resources

Word Wall:

Skeleton

Life cycle

Larva

Pupa

Tadpole

Seedling

Muscles

Lungs

Skeleton

Amphibian

Egg

Tadpole


Chapter 6

Model Arm p.184

Compare Life cycles

p.196

Web Resources:


andards.org/Standar

ds/FLStandardSearc

h.aspx


agonflytv/

http://www.bbc.co.


e/science/










Second Grade Science Fourth Nine Weeks

Revised 6/2011

Time Frame: Fourth Nine Weeks Big Idea 17

Objective of Learning: Interdependence

Essential Questions Essential Content & Understanding Essential Skills and Benchmarks Assessment

What do living things

need?


#1 Is to be implemented


1) Interdependence (Big Idea 17)

a) Compare and contrast the

basic needs that all living

things need for survival

b) Living things survive all over

the Earth

c) Habitats that meet the basic

needs of living things

SC.2.L.17.1- Compare and

contrast the basic needs that all

living things, including humans,

have for survival. SC.2.L.17.2- Recognize and

explain that living things are

found all over Earth, but each is

only able to live in habitats that

meet its basic needs.

Formal: Chapter 7

Lesson Check and

Chapter Test

Informal:

Teacher

observation,

Class Activities,

Investigations

Investigations:

(see Appendix A)

Word Wall:

Seed coat

Fruit

Seed

Energy

Vitamins

Habitat

light

Space

Shelter

Vitamin

Calcium

Wetland

desert

For Review:

Nutrient


Chapter 6

Growing Seeds p.200

Second Grade Science Fourth Nine Weeks

Revised 6/2011

Time Frame: Fourth Nine Weeks Big Idea 17

Objective of Learning: Interdependence

Essential Questions Essential Content & Understanding Essential Skills and Benchmarks Assessment

Chapter 7

Plant Needs p.214

Animal Needs p.220

Food Chart p.224

Waxy Leaves p.228

Web resources:


andards.org/Standar

ds/FLStandardSearc

h.aspx


agonflytv/

http://www.bbc.co.


e/science/










Revised 6/2011

Second Grade

Science Curriculum Map

Appendices

Lab Resources & Labs Correlated to Textbook Pages-Appendix A

Book Lists by Topic- Appendix B Web Resources- Appendix C

Next Generation Sunshine State Standards – Appendix D

Second Grade Science Lab Resources – Appendix A

Revised 6/2011

WHERE DO ROCKS COME FROM? 1ST 9 WEEKS

BIG IDEA 6: EARTH STRUCTURES (Created by Orange County Public Schools Curriculum Department) BENCHMARKS AND TASK ANALYSES SC.2.E.6.1 Recognize that Earth is made up of rocks. Rocks come in many sizes and shapes. The student:

recognizes that Earth is made up of rocks.

investigates the various sizes and shapes of rocks through observation and hands on exploration.

SC.2.N.1.1 Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. The student:

raises questions about the natural world.

investigates questions in teams through free exploration and systematic observations.

generates appropriate explanations based on those explorations. SC.2.N.1.5 Distinguish between empirical observation (what you see, hear, feel, smell, or taste) and ideas or inferences (what you think). KEY QUESTIONS Where do rocks come from? TEACHER BACKGROUND INFORMATION Rocks are solid earth materials that compose the bulk of the Earth. The oldest rock known is approximately 3.7 to 3.9 billion years. Minerals are chemical elements found naturally in or on the Earth. Rocks are made up of minerals, but rocks themselves are not minerals. Rocks come in all shapes, sizes and colors. They can be found almost everywhere. Throughout history, rocks have been used as tools, weapons and building materials. Soil, a thin blanket covering the bedrock of the Earth, is created as part of the rock cycle. Erosion is the wearing away and movement of rocks and soil by natural forces. Rocks slowly break apart and weather into small, jagged bits and pieces, eventually becoming smooth. Soil, however, is much more than bits of rocks. Soil also contains air, water, humus, and recycling organisms, such as earthworms. It takes hundreds of years to build just a few centimeters of topsoil. Rocks are best understood by looking at a very simple description of the rock cycle. All rocks originally begin as igneous or fire formed rocks. Igneous are the only original rocks, the other two types being formed by transformation from igneous to sedimentary and/or metamorphic. Igneous rocks are formed from molten liquid materials beneath the earth surface. Magma is the name for the molten materials that cool while beneath the Earth’s surface and lava is the name for molten materials that cool while above the surface.


Revised 6/2011

MATERIALS Teacher Class rock collection Per Student Box or container Hand lens Science notebook SAFETY Remind students to be careful collecting rocks; insects are often found under rocks. TEACHING TIPS

It is important for students to observe properties (size, shape, and color, etc.) of rocks. Do not be concerned with having students try to identify rocks according to their names (e.g., limestone, marble).

NOTE: Scientists may compare properties by naming one property and the opposite of that property as a not statement (examples include smooth/not smooth, large/not large, shiny/not shiny).

Students should begin a rock collection near the beginning of the school year. This activity can be carried out and revisited throughout the year as more rock samples are collected. Discuss rules for collecting: where it is okay to collect, how to transport, how scientists behave with their specimens, etc. Provide a box or plastic container and whenever a student brings a rock to school, place it in the box.

Rocks are difficult to find in Florida. Much of what students find around campus may turn out to be concrete pieces. Compare the concrete pieces to rocks and discuss, comparing the samples. The concrete can be kept as a non-example. Encourage students to look for rocks on vacations to other states to add to the rock collection. Simple rock collections are available for purchase through educational suppliers.

Dedicate a time when students may collect rocks on the playground to add to the collection. It would be best to take a container to the playground so the teacher could carry the rocks back to the room.

ENGAGE

1. Place the covered container of rocks on a table. Give the following clues and have students try to guess what is under the cloth:

◦ These objects are all solids. ◦ They come in little or huge pieces. ◦ They come from the earth. ◦ We often call them stones.

2. Tell the students that you have some rocks in the container and ask them what they know about rocks. Have students think-pair- share. Allow time for discussion. Ask student pairs to report out their thoughts on rocks. 3. Record student responses on a circle map.

4. Ask students to begin with this investigation by copying the question, ―Where do rocks come from?‖ in their notebook.

5. Ask students to copy the class circle map under the question. 6. Ask: Where do rocks come from? Tell students to use the circle map and to talk with a partner about their thoughts.


Revised 6/2011

7. Regroup and ask where rocks come from. Hopefully, students understand that they come from the Earth. EXPLORE

1. Take students outside and have them look around the school yard for rocks. (You may want to have placed some rocks in the area where you will be looking prior to the activity.)

2. Have students collect rocks in whatever container you give them. 3. After a few moments, ask students to head back to the classroom. 4. When in the classroom, provide each student with a hand lens and ask them to observe

the rocks. 5. Ask students to report out what they see. Add these notes to the circle map.

EXPLAIN Ask:

Where do rocks come from? (Earth) Why do you think all rocks do not look the same? (There may be processes of nature such as weather that breaks down rocks or changes them; also rocks can come from different places and look different.)

EXTEND AND APPLY

1. Ask students to begin creating a rock collection. Send a note home to parents explaining the standards and the purpose of the rock collection. Assign a due date and be prepared for students to share their rock collections on that date.

2. After students have completed the other OCPS Essential Labs under this Big Idea, they should have a larger vocabulary with which to describe their rocks.

ASSESSMENT

Use observation assessment of the children during rock collection and discussions.

This is too early in the Big Idea for a formal assessment.


Revised 6/2011

SOIL OBSERVATIONS 1ST 9 WEEKS BIG IDEA 6: EARTH STRUCTURES (Created by Orange County Public Schools Curriculum Department) BENCHMARKS AND TASK ANALYSES 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. The student:

collects and observes different types of soil.

uses science tools to observe different soils.

discusses where the materials found in the soils came from (decayed plants and animals) and how soil is formed.

SC.2.N.1.1 Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. The student:


investigates questions in teams through free exploration and systematic observations.

generates appropriate explanations based on those explorations. SC.2.N.1.5 Distinguish between empirical observation (what you see, hear, feel, smell, or taste) and ideas or inferences (what you think). KEY QUESTION What can be found in soil? TEACHER BACKGROUND INFORMATION Soil is a mixture of rock, mineral particles, and organic matter. Weathering forms the rock and mineral particles of soil. These particles are inorganic parts of soil. Other inorganic parts are water and air. Most organic material in soil comes from decaying plants and animals. This material is called humus. Bacteria and fungi break down plant and animal remains and form humus. Soil is made up of layers called horizons. The first layer is mostly decaying leaves, twigs, and animal remains. The second layer is topsoil, the third is subsoil, and the bottom is weathered rock. It takes thousands of years for a soil to mature. As rocks of various types break down the particles mix with decaying matter and other particles in their environment to form soil. Soil is considered the upper layer of the earth’s crust that supports plant growth. Soil is made up of air, water, sand, silt, clay, and humus. Humus is made up of decaying matter, providing nutrients for plant life.


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MATERIALS Teacher Per group clean jar filled with soil container of soil (see Teaching Tips) chart paper/marker craft sticks newspaper Per student science notebook ―Soil Observations‖ sheet hand lens SAFETY

Remind students to not touch any living things found when collecting soil samples.

Remind students not to put soil in their mouths.

Students should wash hands after the lab is completed. TEACHING TIPS

Prepare a jar of soil for each group prior to this lab. Be sure to select a quality sample that will have evidence of plant and animal life. The soil should also have small pieces of rock, if possible.

ENGAGE 1. Show students a jar of soil. Ask them if they have an idea of what is in the jar. Record

their responses on a Circle Map. 2. Ask: Do you think a scientist would just use his or her ideas to figure out what is in the

jar? (no) 3. Ask: What would scientists use? (the senses would be used to describe what is in the

jar) 4. Tell students that they are going to be scientists and use their senses to describe soil.

EXPLORE

1. Have students cover desks with newspaper. Distribute materials to each group. 2. Tell students to make observations on their ―Soil Observations‖ sheet. Encourage them

to look, smell, and touch the soil. Remind them use their hand lens. They can use the craft stick to sort through the soil and look for different parts.

3. Have students complete the ―Soil Observations‖ sheet while making observations. Depending on the level of your students, they can use words or pictures.

4. Circulate around the room and assist students with observations. 5. When students are finished, have them fold and glue their ―Soil Observations‖ sheet in

their notebook. EXPLAIN

1. Remind students of the Rock Shakers activity and review how rocks break down from large boulders to small grains of sand.

2. Ask:

What kinds of things can be found in soil? (Make a list of the different things groups saw in the soil, discuss whether these things are living/dead/nonliving.)

Did you find anything you think should not be in the soil? (trash/ litter)

How would you describe the soil?


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How does it look? How does it feel? How does it smell?

Why do you think we need soil? 3. Return to the Circle Map to add/delete from their brainstorming. Conclude that soil is

made up of living things and once living things, such as worms, bugs, leaves, and roots. Soil is also made up of things that have never lived, such as rocks and sand. The pieces are all different sizes. Rocks around the world are constantly, slowly changing into dirt.

4. Ask: Did we just use our ideas to describe the soil? (no) What did we use? (our senses)

ASSESSMENT

Evaluate student ―Soil Observations‖ sheet for detailed observations. Ensure students understood and identified that soil is made up of rock, animal material, and plant material.

Use teacher observations to identify student understanding of required benchmarks.

Use the science notebook rubric as needed.


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Student Scientist:_____________________________________________________________________

Describe what you see in your soil

Describe what you smell when observing your soil.

Describe what you feel when touching your soil. Draw evidence of plants in your soil.

Draw evidence of animals in your soil.

Soil Observations Data Sheet


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Water Cycle 2ND 9 Weeks

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).

Organizing Topic Investigating Solids, Liquids, and Gases

Overview Students use a water-cycle model to understand the liquid and gas phases of water.

Objectives

The students should be able to examine and describe the transformation of matter from one state to another, i.e.,

solid water (ice) to liquid (water) to gas (steam); identify the uses of water in the home and at school; conduct an investigation to observe the condensation of water.

Materials needed Per student: Two clear 9-oz beverage cups A 3-1/4-oz. plastic condiment cup Small rock that fits in the bottom of the 9-oz. cup Ice Water Permanent marker Masking tape Metric ruler ―The Water Cycle‖ student activity sheets ―The Water Cycle Song‖ sheet (p. 10)

Instructional activity

Content/Teacher Notes

The sun’s energy heating the Earth causes water to evaporate. The resulting water vapor rises in warm air and eventually meets a cooler air mass. Warm air holds more water than cool air; therefore, as the warm air mass cools when it meets the cooler air mass, water molecules come together —they condense — and form water droplets. These droplets fall as precipitation. This unceasing process is called the water cycle or the hydraulic cycle.


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In this activity, the environment in the plastic container simulates the water cycle on the Earth. The sun or lamp, which represents the sun, heats the water in the cup. The water in the cup, which represents the ocean, evaporates and then condenses when it hits the cup of ice, which represents the cooler air masses in the upper atmosphere. After some time, the condensed water vapor falls to the rock, which represents the Earth, and eventually makes its way back to the ―ocean.‖ Once the water cycle has begun to flow, the water level should remain about the same in the cup. The water in the Earth’s environment is constantly recycled. This activity may be done as a class demonstration, in small groups, or as individuals.

Introduction

1. At the beginning of the day on which you do this activity, or the day before, ask students what they think will happen if you put a wet paper towel on the windowsill in the sun. (If you do not have a sunny window or if it is cloudy, you can use a lamp to create ―sunshine.‖) Have them explain what they think will happen, and then put the paper towel on the windowsill. When you are ready to begin the activity, revisit the paper towel; it should be dry or much drier than it was in the beginning. Ask students what they think happened to the water.

Procedure

1. Have the students place the rock in the bottom of one of their 9-oz. plastic cups.

2. Let them add water so the rock is half covered. (Warm water will make the evaporation process start sooner.)

3. Tell them to place the second 9-oz. cup on top of the cup with the rock and water in it, making a dome.

4. Have them use masking tape to seal the two cups together tightly at the seam where the they meet. Students may need help with this step. The resulting container represents a closed water-cycle model.

5. Distribute ice into the 3-1/4-oz. cups, and have the students place them on top of their models.


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6. Have the students place the models in a sunny location on the windowsill or under a lamp, and watch closely to find out what happens.

7. Have students complete the ―The Water Cycle‖ student activity sheet.

Observations and Conclusions

1. Ask students the following questions, and discuss their responses: What happens in the model? What role does the sun play? In this activity, what does the lamp (if used) represent? The cup of ice? The

rock? What causes the water droplets to form? How do they get there? Was any water lost in this activity? (Have students make a hypothesis.) How

can this hypothesis be tested? How does evaporation occur in the Earth’s water cycle? How does condensation occur?

2. Ask students what they think would happen if you put a cold can of soda on your desk. (This works best on a warm, humid day.) They will probably say that the can will sweat. But does it really sweat? When we sweat, water comes from the inside of our bodies out to the surface of our skin. Is the water really coming from the inside of the can? No, the water is coming from the air! The water condenses on the can and eventually drips down on the table. Why does this happen? Warm air holds more water than cool air. The cold temperature of the can cools the air close around it. This cooler air cannot hold as much water as the warm air, so the water is deposited on the can as condensation.

Sample assessment

Assess ―The Water Cycle‖ student activity sheets.

Have students draw a picture of the water cycle.

The next time it rains, ask students to explain what is happening.

Follow-up/extension

Display ―The Water Cycle Song‖ sheet on the overhead (or copy it on chart paper), and sing it with the class. Keep it on display to sing at various times during study of this topic. You may also wish to sing ―The Itsy Bitsy Spider‖ (see http://www.enchantedlearning.com/rhymes/Spider.shtml)

Make a larger version of the water-cycle model, using a large, clear plastic container. A container from a salad bar works well. Measure the depth of the water before sealing. Then set up a second large version of the water cycle in which a small section of the lid has been cut away. Make sure that the water in the second model is exactly the same depth as that in the first. Leave the models in place for about a week. Have the students measure the two water levels daily. How do the results compare?

http://www.enchantedlearning.com/rhymes/Spider.shtml


Revised 6/2011

Resources

Physical Science SOLutions: Grade K–6. Science Museum of Virginia, Virginia Department of Education. http://www.smv.org/pubs/PSSolutionsTOC2.pdf. This lesson is adapted from this source.

Outstanding Science Trade Books for Students K–12. National Science Teachers Association (NSTA). http://www.nsta.org/ostbc.

Search for Literature: Literature for Science and Mathematics. California Department of Education. http://www.cde.ca.gov/ci/sc/ll/ap/searchlist.asp. Web site with searchable database.

Created by: Virginia Department of Education

http://www.smv.org/pubs/PSSolutionsTOC2.pdf

http://www.nsta.org/ostbc

http://www.cde.ca.gov/ci/sc/ll/ap/searchlist.asp


Revised 6/2011

Scientist’s Name: ____________________ Date: _____________

The Water Cycle Materials:

masking tape 2 larger plastic cups 1 rock

1 small plastic cup full of ice metric ruler water

Observations:

How deep is the water in my container? _____ cm

After 24 hours, how deep is the water in my container? _____ cm

What happened in my container?

What does the rock represent?

What causes the water droplets to form on the cup?

Was any water lost in this activity? _______ How do you know?

Conclusions:

How does evaporation occur in the Earth’s water cycle?

How does condensation occur?


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The Water Cycle Song (Sung to the tune of ―Oh My Darlin’ Clementine‖)

Evaporation,

Condensation,

Precipitation all the

time...

This is called the water cycle,

And it happens all the time.


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Disappearing Water 2nd 9 Weeks

SC.2.P.8.1 Observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets. SC.2.P.8.2 Identify objects and materials as solid, liquid, or gas. SC.2.P.8.3 Recognize that solids have a definite shape and that liquids and gases take the shape of their container. SC.2.P.8.4 Observe and describe water in its solid, liquid, and gases states. SC.2.P.8.5 Measure and compare temperatures taken everyday at the same time. SC.2.P.8.6 Measure and compare the volume of liquids using containers of SC.2.P.9.1- Investigate that materials can be altered to change some of their properties, but not all materials respond the same way to any one alteration.

Organizing Topic: Investigating Solids, Liquids, and Gases

Overview: Students investigate where the water goes when puddles dry up and disappear.

Objectives

The students should be able to measure the mass of solids and the volume of liquids in metric and standard English

units; describe and identify examples of condensation, evaporation, melting, and freezing

of water; design an investigation to determine basic factors that affect the evaporation of

water.

Materials needed Per group: Three plastic lids or plastic plates of the same size Three different colored sponges of the same size Water Balance Measuring cup Permanent marker Per student: ―Disappearing Water‖ activity sheet. Instructional activities Content/Teacher Notes Evaporation is happening around us all the time. Water evaporates from lakes, rivers, puddles, and the ocean. It evaporates from the bathtub after we bathe and from our skin when we sweat. Evaporation takes place when a liquid that is at a temperature below its boiling point changes into a gas. When the sun or other heat source warms a liquid like water, some of the molecules at the liquid’s surface vibrate fast enough to escape


Revised 6/2011

into the surrounding air. These molecules form a vapor. The warmer the temperature, the faster the liquid will evaporate. Wind also speeds up the evaporation process. Evaporation slows down and may stop when the air can no longer absorb molecules from the liquid. This is the reason that on a very humid day, a puddle will evaporate more slowly than on a less humid or dry day.

In this activity, students experiment with water turning into water vapor as it evaporates. Water vapor is an invisible gas that is around us all the time. In the experiment, students compare the evaporation rates of three plates of water — one placed outside, one in a closet or cabinet, and one on the windowsill. The water should evaporate fastest in the warmest place. Most of the time, the plate placed outside will lose water fastest because both the sun and the wind speed up evaporation. However, if it is very cold or very humid outside, the plate on the windowsill may lose water the fastest.

Mass is a measure of the amount of matter (stuff) in an object. Mass is different from weight. Weight measures the pull of gravity on an object and changes when the gravitational pull changes. For example, if you were standing on the moon, which has a weaker gravitational pull than Earth, you would weigh less (1/6 of your weight here on Earth), but you would still have the same amount of matter in your body as you do on Earth. Your mass would be the same.

Introduction

1. Before beginning this activity, cut all the sponges so they fit on the plates and are the same size. To ensure that students use the correct volume of water for the size of their sponge and plate, make sure you test this step before doing the experiment with the class.

2. Ask students what happens to puddles outside after it rains. Tell them that they are going to make their own puddles and find out what happens!

Procedure

1. Have the students observe the weather outdoors and record the information on their ―Disappearing Water‖ activity sheet.

2. Assign each group a letter of the alphabet, and have them write this letter on each of their plates where they can see it when the sponge is on the plate.

3. Have each group choose a different color of sponge for each of their three plates. Have each group designate a specific color for each of three locations — outdoors, in a closet or cabinet, and windowsill — and record this information on the activity sheet.


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4. Have the students use a measuring cup to measure a volume of water and then pour this volume of water on one of the sponges. Then have them pour the same volume of water on each of their other two sponges and record on the activity sheet this volume for each of the three sponges.

5. Direct each group to measure the mass of each of their wet sponges and plates, using a balance, and record this information on their activity sheet. These measurements should be approximately equal.

6. Then let the student place their sponges and plates in the three designated locations according to the colors they have chosen. (If the temperature outside is very cold or if there is rain in the forecast, place the outdoor plate indoors near a heat source, such as a heating duct or radiator.)

7. Have the students check their plates after 24 hours. Which sponge looks the wettest? Which looks the driest? Ask how they can prove that the one that looks the wettest really is the wettest.

8. Direct the students to find the mass of each sponge and plate after 24 hours, again using the balance. Have them compare these new weights to the original weights. By subtracting the mass after 24 hours from the original mass, they can find out how much water was lost. The higher the number, the more water was lost and the drier the sponge should be.


1. Discuss with the students the fact that the evaporation process occurs continuously, but that we do not notice because water vapor is invisible. In fact, if all the water vapor in the air became liquid all at once, it would flood the entire Earth to a depth of three feet!

2. Ask the students the following questions: Where did the water go? Why do you think this happened? (Hint: What was the weather like in each of

the locations?) How could you provide data that would back up your answer?

Sample assessment

Assess the students’ ―Disappearing Water‖ activity sheet.

Have the students measure the mass and volume of other things. Follow-up/extension

Put a thermometer in each location, and have the students check and record the temperature periodically. Have them use this data to make some predictions about why things happen the way they do.


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Resources









Revised 6/2011

Disappearing Water – Student Sheet

Scientist’s Name: ________________ Group:____ Date: _______

Materials per group:

plastic plates different colored sponges measuring cup water balance

Weather observations:

Temperature: ______

Sunny Partly Cloudy Cloudy Raining

Windy Calm

Other observations:

Data Collection Chart:

Measurements Outdoors Sponge (color: _______ )

Windowsill Sponge

(color: _______ )

Closet Sponge

(color: _______ )

Volume of water added

Mass of wet sponge and plate

Mass of sponge and plate after 24 hours

Make observations!

Which sponge and plate looks like it lost the most water? __________

Which sponge and plate looks like it lost the least water? __________


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Be a scientist!

How much water was lost from each sponge after 24 hours? (To find this answer, you will need to do some subtraction, using the numbers on your Data Collection Chart.)

mass of wet sponge and plate originally

— mass of sponge and plate after 24 hours

mass of water that evaporated

Outdoors

Sponge

Windowsill

Sponge

Closet

Sponge

Mass of Water Lost

Conclusions:

Which sponge and plate lost the most water? __________

Which sponge and plate lost the least water? __________

Where did the water go?

Why do you think this happened? (Hint: What was the weather like in each of the locations?) Think about how you could provide data to back up your answer


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Backyard Weather 2nd 9 Weeks

SC.2.E.7.5- 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.

Organizing Topic: Investigating the Weather

Overview: Students observe weather conditions and discover weather-related things and phenomena in their own environment.

Objectives The students should be able to observe and describe types of precipitation, including rain, snow, and ice (sleet

and hail); observe and record daily weather conditions, such as sunny, cloudy, windy, rainy,

or snowy; describe weather in terms of temperature, wind, and precipitation. Materials needed Science notebook/journal ―Weather Scavenger Hunt‖ collection sheets (attached) Instructional activity

Content/Teacher Notes:

During this set of activities, students go outside to observe weather conditions and complete a scavenger hunt. In the first activity, students make observations about the weather and record data in their journals. In the second activity, students have another opportunity to reflect on weather, how it changes and the effects it has on people and things. They collect, list, or sketch things that are weather-related. This activity is best done on a sunny day with the students working in teams.

Activity 1:

1. Before going outside, ask students what they think of when they hear the word ―weather.‖ What kinds of things would they look for if they wanted to describe the weather of a particular day to someone else? What kind of a day do they consider to be a ―nice‖ day?

2. Lead a discussion on how weather affects their daily lives, considering such factors as the kinds of clothes they wear and the outdoor activities that they do.

3. Take students outside. Have them bring a pencil and a clipboard and, as they walk, write as many words as they can to describe the weather. Remind them to record things about weather that might not be visible but might be felt, such as wind.


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4. Back in the classroom, have students share some of the words ( e.g., sunny, clear,

blue, partly cloudy, cloudy, overcast, gray, calm, windy, rainy, wet, snowy, icy,

sleet, and hail) they used to describe the weather that day, and record their words

on a ―Weather Words‖ chart. Challenge them to come up with new words each

day.

5. Have students complete this weather observation two or three times that week.

6. At the end of the week, have students focus on the ―Weather Words‖ chart. Have them discuss the words in small groups and then, as a whole class, generate a list of the aspects of weather that are important to them and that they think would be important to study. Ask them the following questions: Why is it important to study weather? What are some things that you would like to know about weather everyday? What kind of information is important to collect? Is there a better way to study (or monitor) weather than just describing it in

words and pictures? What kinds of instruments could you use to collect weather information? What things should these instruments measure?

Activity 2

1. Divide students into small groups, and provide each group with a ―Weather Scavenger Hunt‖ collection sheet. One student should serve as the recorder.

2. After the students have completed the activity, have the groups report on their findings, explain the item found for each direction, and tell why they chose that item.

Sample assessment

Assess student journals and ―Weather Scavenger Hunt‖ sheets. Follow-up/extension

As an alternative, have students complete a scavenger hunt at home with their families.

Resources

CIESE Online Classroom Projects: ―Wonderful World of Weather.‖ http://www.k12science.org/curriculum/weatherproj/index_NEW.html. This lesson is adapted from this source.



Severe Storms Online Meteorology Guide. http://ww2010.atmos.uiuc.edu/(Gh)/guides/mtr/svr/home.rxml.

http://www.k12science.org/curriculum/weatherproj/index_NEW.html



http://ww2010.atmos.uiuc.edu/(Gh)/guides/mtr/svr/home.rxml


Revised 6/2011

USA Today Weather and Climate Information for Teachers. http://www.usatoday.com/weather/wteach.htm.

The Weather Channel. http://www.weather.com/.


http://www.usatoday.com/weather/wteach.htm

http://www.weather.com/


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Name____________________

Weather Scavenger Hunt 2nd

9 Weeks

Directions: Hunt for the following items. Write down what you find.

Something that needs sun:

Something that is blowing in the wind:

Something that is bending in the wind:

Something the cannot bend in the wind:

Something that could protect you from rain:

A place that gets no or very little sunshine:

Something that reflects sunlight:

Something the color of a cloud:

Something the color of the sky on a sunny

day:

Something that is a sign of the season:

Something that the wind has moved:

A shadow of a living thing:

A shadow of a nonliving thing:

Something that has been damaged or changed

by the weather:

A piece of clothing that has something to do

with the weather:

Something that could soak up the rain:

Something that feels warm from the sun:

Something that is damp from rain:


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Feelin’ Hot, Hot, Hot 2nd 9 Weeks

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.7.5- 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.

Organizing Topic: Investigation Skills

Overview: Students read, record, and compare temperatures, using Celsius and Fahrenheit thermometers.

Objectives

The students should be able to use centimeters, meters, liters, degrees Celsius, grams, and kilograms in measurement; use inches, feet, yards, quarts, gallons, degrees Fahrenheit, ounces, and pounds in

measurement.

Materials needed Chart paper Celsius/Fahrenheit thermometer for each student Cup of ice for each group of four students ―Thermometer‖ worksheets (p. 16 or 17) pencil, and red crayon for each student ―Thermometer‖ worksheet transparency Red overhead marker ―Feelin’ Hot, Hot, Hot‖ song, found at http://www.musiclegacy.com/hothothot.htm (optional)



Safety Notes: Students should not use mercury thermometers in the classroom at any time. Students should be reminded to use great care when handling glass thermometers.

Procedure

1. The lesson could begin with listening to the song and having students describe what it makes them think of. Steer the conversation toward talking about temperature.

2. Have students do a Think-Pair-Share about why knowing the temperature is important. Have students share their responses with the class, and record a list of responses on chart paper. Display this list throughout this lesson and beyond.

3. Show students a Celsius/Fahrenheit thermometer, and discuss safety precautions for handling it correctly and the consequences of not doing so.

4. Give each student a Celsius/Fahrenheit thermometer, and have each group discuss for three minutes what characteristics they notice about their thermometers. As a whole class, have students share their observations, and record the observations on chart paper. Continue to display this list so that you can add new observations during the summary portion of the lesson.

5. Demonstrate how to read a thermometer in Celsius and in Fahrenheit to the nearest 10 degrees.

6. Using the overhead, model recording the room temperature on the ―Thermometer‖ worksheet. Then have the students read the room temperature on their thermometer and

http://www.musiclegacy.com/hothothot.htm


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shade the temperature on their worksheet, using pencil. After checking their shading, allow them to color over with red crayon.

7. Give each group of four a cup of ice. Before students place their thermometers into the ice, have them predict what is going to happen to the temperature indicator. Allow students to place the thermometers into the ice for one minute and observe. Have them remove their thermometers from the ice and place them on their desks. Have them discuss what happened to the temperature when the thermometers were in the cup and what is happening now that the thermometers are outside of the cup. Ask them to predict again what will happen if they place it back into the cup of ice. Have students return their thermometers to the cup of ice for two minutes. When they take their thermometer out of the cup the second time, have them read the thermometer quickly and record the temperature on their worksheet. Model on the overhead, if necessary. Allow students to color over the pencil shading in red crayon after you have checked their work.

8. Explain that the temperature of the ice is lower than the temperature of the air in the room. Ask students to brainstorm some ideas to locate places where the temperature is higher than the temperature of the air in the room. Have the students demonstrate this by rubbing their hands together very quickly for 30 seconds and then holding their thermometer in one palm. Have students discuss their observations.

9. Have students place their thermometer back in the cup of ice for 30 seconds while they create friction and heat again with their hands. This time the students will record how high they can make the temperature go by holding the thermometer in their hands.

10. Place a Celsius/Fahrenheit thermometer somewhere inside the classroom and another outside the classroom window. Have students read the two thermometers to the nearest 10 degrees, record the data, and graph it. Use the graph to make comparisons and predictions. Use this process throughout the year.


1. Make certain that students are recording data as the activity progresses. Review with the class what they did that day. Have students write a conclusion about how thermometers work and their usefulness. Have them name one place in the world that they are curious about the temperature, and ask them to explain why they are curious about the temperature in that place.

Sample assessment

As the students are working, take note of their observations about the thermometers. Circulate among them during the reading and recording of temperatures. Note who is

having difficulty with this process, and give help as necessary. Collect their worksheets as an assessment.

Follow-up/extension Show students seasonal pictures from books or magazines, and have them record a reasonable temperature for each picture in both degrees Celsius and degrees Fahrenheit.

Have students predict the temperature for tomorrow and those for the next five days. Record their predictions, and have them determine their accuracy by reading


Revised 6/2011

the recording the outside thermometer each day. Have the students create generalizations based on prior knowledge of what the temperature has been. If done throughout the year, students can look for seasonal patterns.

Have students research the temperatures of other places in the world and compare and contrast them with the temperatures here at home. Help the students make inferences about how temperature can affect things such as clothing, outside activities, housing, jobs, and recreation.

Resources

Mathematics Enhanced Scope and Sequences, Grade 2. http://www.doe.virginia.gov/VDOE/EnhancedSandS/mathematics.shtml. This lesson is also available, with minor differences, in this document.



Weather around the World. Math Cats. http://www.mathcats.com/explore/weather.html. This children-oriented Web site displays current weather from selected places around the world.

Created by: Virginia Department of Educations

http://www.doe.virginia.gov/VDOE/EnhancedSandS/mathematics.shtml



http://www.mathcats.com/explore/weather.html


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Magnetic Barbershop 3rd 9 weeks

SC.2.P.13.1- Investigate the effect of applying various pushes and pull on different objects. SC.2.P.13.2- Demonstrate that magnets can be used to make some things move without touching them. SC.2.P.13.4- Demonstrate that the greater the force (push or pull) applied to an object, the greater the change in motion of the object. SC.2.N.2.1- Compare the observations made by different groups using the same tools.

Organizing Topic: Investigating Magnets and Metals

Overview : Students discover the effect a magnet has on iron filings as they construct and use a toy.

Students will be able to: Identify important applications of magnets in everyday life, such as -refrigerator magnets -toys -door latches -paper clips holder create a new application for using a magnet.

Materials needed Per class: Glue gun Glue gun

sticks One-quarter

teaspoon measuring spoon

Permanent marker

Per student: Disposable plastic petri dish Face cutouts Glue sticks Small bar magnet One-quarter teaspoon of iron filings Scissors

CAUTION!

Keep magnets at least two feet away from computers, TVs, VCRs, computer discs, videotapes, audio tapes, video cameras, watches, and credit cards.

Do not store magnets near compasses! Magnets may damage your compasses.

Store bar magnets in their boxes, north pole to south pole. Do not throw them randomly into a box. Improper storage may weaken the magnetic fields of the bar magnets.

Do not drop magnets. Sharp impacts may cause magnetic field strength to weaken.


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In this activity, students glue faces to the bottoms of petri dishes. Iron filings are put into the dishes, which are then sealed. Students move the filings around with magnets to put ―hair‖ in just the right places on the faces. This activity is fun, but there are several pitfalls to watch out for. Read all of the following before beginning this activity.

The activity is divided into three parts: 1) cutting and gluing the faces into the dishes; 2) adding the filings and sealing the dishes; and 3) experimenting with the finished toys. Students can easily do the first part of the activity. Older students may be able to help add the iron filings and fit the petri dish bottoms into the tops, if they are very careful. However, a teacher or adult volunteer must seal the dishes with the hot glue gun. You may want to do Part 1 of the procedure before lunch, seal the dishes while the students work on another activity, and then experiment with the completed toys after lunch. Sealing the dishes will take at least 30 minutes.

After the students use glue sticks to attach the faces, let the glue dry for 10 minutes before adding iron filings. To make sure that the iron filings will not leak out of the sealed petri dish, check carefully for gaps in the glue seal. Do not color the faces with crayons. The iron filings will stick to the wax. If your students want to color the faces, art markers will work very well. It is easier to move the filings around by dragging the magnet along the bottom of the petri dish where there is less space between the filings and the magnet. Remember, magnetic force weakens as distance from the magnet increases. If you are working with an older class, you can even make this a teaching point. Ask: How far away can you hold the magnet before the filings stop responding?

Introduction

1. Show students examples of things that rely on magnetism to work, such as a floppy disk VCR tape audio tape hair dryer paper clip container remote control car anything with an electric motor electric can opener magnetic screw driver refrigerator magnet Magnadoodle.

2. Tell the students that they are going to make their own toys that use magnetism. They may be familiar with the kind of toys they are going to make because similar toys are available commercially.

Procedure

Part 1

1. Pass out one petri dish bottom (the piece with the smaller diameter) to each student. Have the students write their names on the bottoms with a permanent marker.


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. Pass out a rough-trimmed face cutout to each student. Ask students to describe the shape of the petri dish and the shape the face should be to fit into the dish exactly. Have them carefully trim the faces to the right shape and then glue it into the bottom of their dish, using a glue stick.

3. Allow the glued face to dry for at least 10 minutes before proceeding. If liquid glue is used, allow more time for drying.

Part 2

4. Lay out all the petri dish tops on a table, and put one-quarter teaspoon of iron filings into each. Fit the bottom sections that the students have prepared into the tops so that the cutouts are facing down. Older students may be able to help with this step.

5. The teacher or an adult volunteer should handle this step. Heat up the glue gun, and put a glue seal around each petri dish. Allow the glue to set for at least 10 minutes before moving the dishes. This process will take at least 30 minutes.

Part 3

6. Pass out the finished toys. Tell the students that the filings are tiny pieces of iron, and ask them what would help them pick up the iron filings and place them in the right places on the faces. Pass out the small magnets, and give the students time to play with the toys.


1. Ask students if there were certain techniques that worked better for moving the iron filings around.

2. Have students place the magnet on the top of the toy and turn the whole thing upside down. What happens? Why?

Sample assessment

Have the students explain how the iron filings are moving around in the toy by answering a series of teacher-prepared questions.

Resources









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Magnetic Fishing 3rd 9 Weeks

Energy, Forces, and Motion

SC.2.P.13.2- Demonstrate that magnets can be used to make some things move without touching them. SC.2.P.13.4- Demonstrate that the greater the force (push or pull) applied to an object, the greater the change in motion of the object. SC.2.N.2.1- Compare the observations made by different groups using the same tools.

Organizing Topic: Investigating Magnets and Metals

Overview: Students ―catch‖ as many fish as they can during a ―magnetic fishing expedition.‖

Objectives The students should be able to predict which materials will be attracted to magnets, test their predictions, and

create a chart that shows the results, classifying materials as to whether or not they are attracted to magnets.

Materials needed

Per class: Assortment of magnetic and nonmagnetic

objects Per group: Fifteen commonly found small magnetic

and nonmagnetic objects Make-believe pond Make-believe boat String Popsicle sticks Block or ring magnets with holes in the

middle ―Magnetic Fishing‖ data sheets Instructional activity


All objects that are attracted by a magnet contain one or more of three metals — iron, nickel, or cobalt. Some objects, like a plastic-covered paper clip, may look nonmagnetic but prove to be magnetic when tested. Other objects — including U.S. coins — look magnetic, but turn out to be nonmagnetic when tested. (Some countries, including Canada, still use magnetic material in some of their coins.) An appropriate conclusion for your students to reach after this activity is that metallic objects are more likely to be magnetic than nonmetallic objects, but further tests of the metallic object are necessary to be sure that they are attracted by magnets.

CAUTION!

Keep magnets at least two feet away from computers, TVs, VCRs, computer discs, videotapes, audio tapes, video cameras, watches, and credit cards.

Do not store magnets near compasses! Magnets may damage your compasses.

Store bar magnets in their boxes, north pole to south pole. Do not throw them randomly into a box. Improper storage may weaken the magnetic fields of the bar magnets.

Do not drop magnets. Sharp impacts may cause magnetic field strength to weaken.


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Procedure

1. Divide the students into groups of two to four students, and provide each group with the materials needed to go on a magnetic fishing expedition.

2. Have the students place the teacher-selected magnetic and nonmagnetic objects in their ―pond.‖

3. Tell the students they are going to go fishing with a magnetic fishing pole. Ask them to predict which objects in their pond they will be able to catch with a magnet. Have them sort the objects into two piles: those they think they will catch (magnetic) and those they will not catch (nonmagnetic).

4. Have students record this information on their data sheets under ―Predictions.‖

5. Pass out the magnets, string, and popsicle sticks, and have the students make ―fishing poles.‖

6. Tell the groups to go fishing. Tell them to put the objects that they catch into their boat and leave the ones that they could not catch in the pond.

7. Have students record their results on their data sheets under ―Experiment.‖

8. Discuss the results as a class. Are the results different from those they expected?

9. Add some math! Make sure they count both the magnetic and nonmagnetic things.


1. Ask the students: Do the things that are attracted to the magnet have anything in common? Discuss their responses.

2. In their groups and then as a whole class, have the students come up with a general rule to explain what kinds of things are attracted to magnets.

Sample assessment

Assess the ―Magnetic Fishing‖ sheets

. Follow-up/extension

Give each group some additional things to put into their ponds, making sure to provide objects that are metal yet nonmagnetic. Have them follow the same procedure as before: predicting, testing, and discussing the results. This should help students come to the conclusion that not all metallic things are magnetic and that things need to be tested with a magnet before you can tell if they are magnetic. Tell students that the most common ingredient needed to make something magnetic is iron. Depending on the ability of your class, you may want to tell them that nickel and cobalt are the other two magnetic metals. Iron, nickel and cobalt are elements, that is, they contain only one kind of atom. We use the word nickel to mean both the element nickel and the U.S. five-cent coin, which originally contained much of the element nickel. The coin is actually a mixture of metals, but the mixture has changed over the years and no longer contains enough nickel to make the coin respond to a magnet.


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Resources

Physical Science SOLutions: Grade K–6. Science Museum of Virginia, Virginia Department of Education. http://www.smv.org/pubs/PSSolutionsTOC2.pdf. This lesson is adapted from this source. Outstanding Science Trade Books for Students K–12. National Science Teachers Associatio(NSTA). http://www.nsta.org/ostbc




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Name: ________________________

Magnetic Fishing

Predictions:

Magnetic Nonmagnetic


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Experiment:

Magnetic Nonmagnetic

Conclusions:

1. Do the things that are attracted to the magnet have anything in common?

2. Were your predictions correct? _______ Explain.

3. As a group, come up with a general rule that explains what kind of things

are attracted to magnets. Write it below.


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PARTS OF THE HUMAN BODY 3rd 9 weeks

(Created by Orange County Public Schools Curriculum Department) BIG IDEA 14: ORGANIZATION AND DEVELOPMENT OF LIVING ORGANISMS BENCHMARKS AND TASK ANALYSES SC.2.L.14.1 Distinguish human body parts (brain, heart, lungs, stomach, muscles, and skeleton) and their basic function. The student:

identifies and labels the human body parts (brain, heart, lungs, stomach, and muscles, skeleton) on a model.

explains the basic functions of specified body parts. SC.2.N.1.1 Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. The student:


investigates them in teams through free exploration and systematic observations.

generates appropriate explanations based on those explorations. KEY QUESTION What is the purpose of our body parts: the brain, heart, lungs, stomach, bones, and muscles? TEACHER BACKGROUND INFORMATION LUNGS When air is inhaled, the diaphragm contracts and drops down to enlarge the chest cavity. At the same time, rib muscles contract and lift the ribs upward and outward. Air rushes in to fill the space. When air is exhaled, the diaphragm relaxes back into its up position, and the ribs settle down. The space shrinks and air is squeezed out of the lungs. Lung volume is the amount of air that can be held inside the lungs. The size of the lungs can be compared to about the size of a pair of footballs. Air passes in through the windpipe, which divides into two branches, called the bronchial tubes. These divide into smaller tubes called bronchioles. These open into little air sacs called alveoli. You have about 600 million of these spongy sacs. Our breathing system allows us to take in air, remove oxygen from it, and exhale a body waste product called carbon dioxide. One’s rate of breathing is controlled automatically in the brain. HEART During an average lifetime, your heart, an organ the size of your fist, will beat almost 3 billion times. The heart is the strongest muscle in the human body. The heart is located in the center of the chest between the lungs and just under the breastbone. The heart has four chambers through which blood passes. Both sides of the heart are divided into two chambers. The upper chamber is called the atrium, and the lower chamber is called the ventricle. Blood passes through the right atrium and the right ventricle and then to the lungs, where it picks up oxygen. This oxygen-rich blood is then pumped through the left atrium and the left ventricle and out to the body through the aorta.


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SKELETON AND MUSCLES Bones form your body’s framework, but they can’t move by themselves; they need extra help. Every time a bone moves, there is a muscle to move it. There are more than 600 muscles and more than 200 bones in the human body. Every moving bone has at least two muscles attached to it. Muscles work in teams because they can move in only one direction; they only pull (contract). One muscle contracts and pulls a bone to get you into a certain position. Then its partner must contract to pull the bone back and get you out of the position. A muscle can perform just one single motion. A muscle can make itself shorter by contracting. When it’s not doing that, it relaxes. Tendons are the ties that bind muscles to your bones. The joints of the bones are connected by strong, fibrous tissue called ligaments. A muscle receives an electric command from the brain through the nerves. The neurons (nerve cells) get their instructions from the brain on which muscle to move and then the electric stimulus to that muscle stimulates the muscle movement or ―reflex‖ action. There are three types of muscles. Skeletal muscles are the muscles that move your bones and other parts of your body, such as your eyes. They are voluntary muscles that operate on command from your brain. Smooth muscles work automatically. They are involuntary muscles, such as the muscles that control the movement of food in our stomach. They are found in the internal organs like the stomach, heart, and lungs. Cardiac muscle is muscle found only in the heart. STOMACH The digestive tract is the body’s passageway through which food moves and digests. The digestive tract includes the mouth, esophagus, stomach, small intestine, large intestine, and the anus. The digestive system physically and chemically breaks down food to supply the body with its energy and nutrient needs for growth and repair. The teeth physically break the food into smaller pieces. The tongue moves the food particles into a ball that is swallowed. The food moves down the throat into the esophagus, the food tube that is lined with muscles that help to mix the food and push it down toward the stomach. The stomach, which can hold two to four liters of food, kneads the food, breaking it down more. The stomach also adds chemicals to the food, turning it into a soupy liquid. The food then passes into the small intestine, a narrow tube and the longest part of the digestive tract. The food is then broken down into particles small enough to be absorbed into the bloodstream. The digestive tract is a continuous muscular tube that runs from the mouth to the anus. An adult’s digestive tract is approximately nine meters (30 ft.) in length – about five times the adult’s height. BRAIN The nervous system is made up of the brain (the major command center), the spinal cord (the nerve highway), and the neurons (nerve cells). The basic job of the nervous system is to assist the body as it reacts to changes in the environment and adjust to any necessary changes. It does this by split-second reactions that transfer electrical impulses via neurons along the spinal cord and then transfer this energy to the muscles and internal organs. When the nervous system is working properly, it coordinates the normal work of your trillions of cells. It monitors your internal operations as well as what goes on in the world outside your body. It senses changes in the environment and makes the necessary adjustments. It keeps things running


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smoothly and on course. There are, however, times when things can go wrong with the nervous system. MATERIALS Teacher The Magic School Bus: Inside the Human Body by Joanna Cole and Bruce Degen signs for bus stops (see attached) pictures/models of the brain, heart, lungs, stomach, bones, muscles (optional) paper towels for spills/clean-up Per group zip-top plastic bag saltine cracker cardboard toilet paper tubes Per student die-cut school bus one 9- or 10-inch round balloon science notebook Per class pitcher of water jigsaw puzzle (approx. 12 pieces) 2 timers jump rope SAFETY

Instruct students never to taste or place in their mouths any substances used in the science laboratory setting.

Instruct students not to touch materials without specific instructions.

Ask students to report all accidents immediately.

For the balloon activity, each student should inflate a NEW balloon and then throw it away.

TEACHING TIPS

Set up the six ―bus stops,‖ or stations, with signs and pictures or models of the different organs. Also, place enough materials for each group/student at each station.

Before going to the different stations, you may want to have students set up their notebook by folding their paper into six equal parts (one section for each station) and labeling each part.

ENGAGE

1. Read the book or show video of The Magic School Bus: Inside the Human Body. 2. Give each student their school bus die-cut and explain that they are going to take a trip

to learn about the parts of the human body and their different jobs. They will stop at each of the six ―bus stops‖ to learn more about the heart, brain, lungs, stomach, muscles, and bones in our bodies.

3. Instruct students to keep notes of their data and observations for each station.


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EXPLORE Station 1: The Brain Time one student doing the jigsaw puzzle and record the score. Have the same person do the puzzle two more times, timing her/him each time. Ask: Are the times different? Explain.

Time #1 Time #2 Time #3

Station 2: The Heart Pair up and listen to your partner's heartbeat by placing the tube over the heart. Count the number of beats per 30 seconds. Add this number together twice to find out how many times per minute the person's heart beats. Have one partner run in place, then listen again. Write down what you hear and calculate the new beats per minute. Ask: Are the numbers the same? Explain.

Number of heart beats/minute (before exercise)

Number of heart beats\minute (after exercise)

Station 3: The Lungs Each student should take a balloon and stretch it until it is ready to blow up. Students should take a deep breath and blow up the balloon as much as they can with one breath. Students should pinch the opening of the balloon tightly so air cannot escape, and look at the size of the balloon. Ask students to compare the size of the balloons in each group. Ask: Are the balloons the same size? Explain. Order the size of your group’s balloons from smallest to largest. When finished with balloons, they should be deflated and placed in a trash can. Station 4: The Stomach Put one saltine cracker and a small amount of water into a bag. Seal the bag tightly. Take turns gently massaging the outside of the bag with your fingers. Ask: How did the cracker change? Explain. When completed, the bags should be thrown away.

Food (before) Food (after)

Station 5: Bones Work in pairs to observe each other jumping rope. Pay attention to all the ways the body moves in order to jump rope. Ask: Do your bones move when you jump? Where are your bones? How can you tell where your bones are? Record your observations while the other person jumps rope. Change places and repeat. Station 6: Muscles Complete the following list of tasks. Decide whether or not you can control these tasks and put them in the correct place on the T-chart.

1. Stand up


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2. Turn a page in a book 3. Sneeze 4. Walk 5. Get goose bumps on your arms 6. Raise a hand 7. Make your blood stop pumping 8. Make your stomach growl

Voluntary Actions (use muscles you can control)

Involuntary Actions (use muscles you cannot control)

EXPLAIN Station 1: The Brain Ask: How are the person's times different? Did they improve the more times the person did the puzzle? If the answer is yes, it means the puzzle doer's brain learned how to do the task. If the answer is no, her/his brain is still learning and needs to keep trying. Remember, what is easy for one person may be difficult for another. The more frequently we do a certain task, the easier the task becomes. This is because our brain learns by doing. Each time we repeat a task, connections in our brains are strengthened. This means that the brain doesn't have to figure out a problem from the beginning each time because it has already learned how to get to the answer. Station 2: The Heart Over 170 years ago, a man named Laennec invented the first stethoscope. It was a wooden tube about 1 inch in diameter and about 10 inches long. In this activity, you used a cardboard tube as a simple stethoscope to listen to your heartbeat before and after exercise. Ask: How did your heartbeat change? The heart beats faster after the exercise in order to pump more blood (oxygen) to the working muscles. Station 3: The Lungs Discuss the difference in the sizes of the balloons and why that might be. The balloons show your lung capacity, or how much air your lungs are capable of holding. Measuring your lung capacity helps you determine the amount of physical stamina you have available to run races, swim, blow a musical instrument, hold a note, etc. Many factors can cause differences in lung capacity. Ask: Was there a difference between boys and girls? Was there a difference between taller and shorter people? Did anyone have a cold, allergy, or other illness? Is anyone an athlete? Is air pollution a problem for anyone? Does anyone play a wind instrument? Station 4: The Stomach Ask: How did the cracker change from before it was placed in the bag to after it was mixed with water in the bag? What do you think the cracker in this activity represents? The bag? The water? The bag represents the stomach, the water represents digestive juices, and the hand movements represent the action of the muscles in the outer layer of the stomach. Ask: Why are these important?


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Station 5: Bones Have a class discussion on what the students observed while they were jumping. List all of the ways that the body moved in order to successfully jump rope. Ask: What was allowing your bodies to move in those ways? Lead them to the discovery of bones and muscles working together to allow those movements. Ask: Do your bones move when you jump? Where are your bones? How can you tell where your bones are? Have students feel for the bones inside their bodies. The skeleton is a system of bones in the human body. It is the framework that supports and protects the body. It also works with our muscles to move our body. We have 206 bones in the adult skeleton. Station 6: Muscles Ask: Which of the tasks could you control? Which couldn't you control? Muscles can be classified by how they are controlled. Discuss voluntary and involuntary muscles. Explain that tasks you can control use voluntary muscles. Explain that tasks we were not able to do use involuntary muscles. Most skeletal muscles are voluntary muscles, which allow us to easily move our bones. Heart and stomach muscles are mostly involuntary muscles. EXTEND AND APPLY On butcher paper, have students work in groups to outline their bodies, draw and label the organs, and describe the function of each organ. Present this information to others. ASSESSMENT Assess student learning through class discussions and science notebook entries. The following three-point rubric may be adapted to evaluate students’ work during these lessons:

3 points: Students are highly engaged in class discussions; were able to demonstrate a clear understanding of the vocabulary; give correct examples appropriate to the lesson. 2 points: Students participate in class discussions; were able to demonstrate a basic understanding of the vocabulary; give mostly correct examples; drew pictures that were somewhat appropriate to the lesson. 1 point: Students participate minimally in class discussions; unable to demonstrate a basic understanding of the vocabulary; could not give examples of the lesson. Pictures were incomplete and/or did not clearly identify lesson objectives.


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Looking at Life Cycles 3rd 9 Weeks

SC.2.L.16.1- Observe and describe major stages in the life cycles of plants and animals, including beans and butterflies.

Organizing Topic: Investigating Life Cycles

Overview: Students focus on the changes plants and animals go through as they grow.

Objectives The students should be able to describe changes in the life cycles of a frog and a butterfly; identify and describe changes in a plant from flower (blossom) to fruit; compare and contrast life cycles of a frog and a butterfly; construct and interpret models/diagrams of animal and plant life cycles.

Materials needed

Popular children’s literature about the life cycle of a butterfly from egg to butterfly Mealworms (available at most pet stores for about a dollar for 100) Clear plastic cups — one for each student Plastic wrap or baggies Rubber bands Oatmeal Small plastic zip bags (approximately 3" by 4", available in craft stores) Blank booklets — one for each student (construction paper folded in half as the

cover and three sheets of plain paper folded in half as pages) Strips of paper Bean seeds Cotton balls Yarn Pictures of the frog’s and butterfly’s life stages Pictures of vegetable plants or fruit trees at their various life stages



Mealworms display a convenient animal life cycle for students to observe because they are inexpensive (a whole class can be outfitted with individual setups for about $3) and they go through their life cycle rapidly enough for classroom use.

The mealworm is the larva stage of the grain beetle, which goes through four stages. The first stage is the egg, which is only about one millimeter in length. Eggs hatch in about one week. The next stage is the larva (mealworm), the stage at which the students will begin their observations. This stage lasts two to three weeks. During this stage, the mealworm sheds its skin several times. The third stage is the pupa. In this stage, the mealworm transforms into its adult form, the grain beetle. The pupa stage lasts about two weeks. After becoming a beetle, it lays eggs, and the cycle begins anew. Grain beetles lay up to 500 eggs in their life times.


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Frog Life Cycle: The female frog lays thousands of small, round eggs that float in the water. The dark spot in the middle of each egg becomes a tadpole. As the tadpole forms, it breaks out of the egg. It has a head, body, tail, and gills. Its gills soon begin to disappear, and back legs form. Its lungs are also forming at this time. Then, its front legs form, its tail gets smaller, its gills disappear completely, and its lungs have developed. The tadpole must now come to the surface to breathe. Finally, the tadpole becomes a frog. Its tail is gone, and it is ready to leave the water and live on land. The female frog returns to the water to lay her eggs, and the cycle begins again.

Butterfly Life Cycle: A butterfly begins as an egg. The larva, called a caterpillar, hatches from the egg. As it grows, it sheds its skin and grows a new one. It eats a great deal in the caterpillar stage. Shedding its skin one last time, it becomes a pupa. It is covered in a hard shell, called a chrysalis. The adult butterfly breaks out of its chrysalis, lays eggs, and the life cycle begins anew.

Introduction

1. Read a popular children’s book about the life cycle of a butterfly. After reading the book aloud, have the students tell the cycle. Ask what other animal life cycles they know about. (Prompt for frog life cycle.) Discuss these.

Procedure

The procedure is divided into several different activities, each of which may take more than one class period to complete.

Activity 1

1. Show pictures of the frog life cycle, and discuss the stages. Allow students time to discuss their experiences with tadpoles and frogs.

2. Show pictures of the butterfly life cycle, and discuss the four distinct stages (egg, larva, pupa, butterfly). Introduce information about the mealworm life cycle, and compare this to the butterfly life cycle.

3. Set up the mealworm experiment for each student. Give each student a cup, plastic wrap (or a baggie), and some oatmeal. Have the students put the oatmeal in their cups, and give each student three to six mealworms. Have the students cover the cup with the plastic and secure it with a rubber band. Punch two holes in the plastic.

4. Distribute booklets to students, and let them title their booklet with ―Life cycle of a Grain Beetle‖ and make a title page.

5. Have the students draw their mealworm setup on the page after the title page, labeling the page ―Mealworm Stage.‖ They may want to measure their worms and add this information to the page. Have them put the date on this page.

6. The students should observe their mealworms everyday. Each day that they note any change (molting of skin, pupa stage developing, etc.), they should draw and write about it in their booklets. Be sure that they date the entry of each change.

7. After all the students’ mealworms have transformed, place them in one larger container containing oatmeal. Over the next couple weeks, have the students observe the hatching of new mealworms!


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Activity 2

1. Discuss the life cycle of a plant. Show pictures of a variety of plants, pointing out blossoms and fruits on the plants. Discuss that the blossoms develop into fruit.

2. Give each student a strip of paper. Have them draw the life cycle of a plant in sequence: seed, sprout, developing leaves, blossoms, and fruit. Discuss that the fruit is or contains the seed for the life cycle to begin again. Have students label each stage on their strip.

3. Discuss what a plant needs to grow (prompt for water, oxygen, nutrients, space, and sunlight). Discuss that while the seed is in the earth, it receives no sunlight, but it does receive heat to cause it to sprout.

4. Distribute plastic zip baggies, yarn, a cotton ball, and a bean seed to each student.

5. Have the students wet the cotton ball and place it in the baggie with their seed. Then have them seal their baggie, punch a whole near the top, tie the yarn on it, and put it around their neck with the baggie against their skin. Explain that they will provide the heat to make their seed sprout. Tell them they should wear this for the next few days and keep it under their pillow at night, not around their neck when they sleep. They should observe the seed often in order to notice the moment when it sprouts. They should write down the exact moment it sprouts: date, hour, minute.

6. Keep a running total of dates and times on a wall chart or the board


1. Activity 1: The students should understand the life cycles of the frog and butterfly. They should be able to talk about the life cycle of the mealworm, and describe its distinct stages.

2. Activity 2: The students should understand the growth needs of plants, and be able to describe the stages in the life cycle from seed to fruit. They should be able to tell what causes the seed to sprout (heat, water), and that it initially gains its nutrients from the seed itself until it sprouts roots.

Sample assessment Assess the students informally during discussions, using questions, such as the

following: -What is the frog called after it hatches?

-Which legs develop first, the front or back? -What two parts of the tadpole disappear as it develops into a frog? -What are the four stages of the butterfly? -What are the four stages of the grain beetle? -What causes a seed to sprout? -What develops first on a plant? -Where does the fruit on a plant develop? -What does the fruit eventually do, if it is not picked?

Use students’ plant and mealworm drawings for assessment.


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Follow-up/extension

Keep a class graph of where the grain beetles are in their development. This can be plotted over a period of time.

Keep a class graph of the sprouting seeds.

Have students write their own stories about the life cycle of a plant or animal.

Resources

―Follow a Spider’s Life Cycle.‖ Mathematics and Science Center. http://www.spiderroom.info/life cycles.html

Frogs at Fermilab. http://www-ed.fnal.gov/projects/frogs/. Web site about frogs.



USGS Children’s Butterfly Site. http://www.mesc.usgs.gov/resources/education/butterfly/bfly_start.asp


http://www.spiderroom.info/lifecycles.html

http://www-ed.fnal.gov/projects/frogs/



http://www.mesc.usgs.gov/resources/education/butterfly/bfly_start.asp


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There’s No Place Like Home 4th 9 Weeks

SC.2.L.17.1- Compare and contrast the basic needs that all living things, including humans, have for survival. SC.2.L.17.2- Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs.

Organizing Topic: Investigating Habitats

Overview: Students focus on the interdependence of living things with other living things and nonliving things in their habitats and the importance of plants to the animals in habitats.

Objectives

The students should be able to classify objects as to whether they are living or nonliving; describe the nonliving components of an organism’s surroundings, including water,

space, and shelter; (Shelter may be living or nonliving.) construct and interpret simple models of different kinds of habitats, including a

forest and a stream; compare and contrast different ways animals use plants as homes and shelters; predict and describe seasonal changes in habitats and their effect on plants and

animals — for example, how trees change through the seasons and how animals respond to seasonal changes;

describe how animals are dependent on their surroundings — for example, how squirrels and other animals are affected by the loss of forest habitat.

Materials needed

Several sheets of large paper, such as bulletin board paper Art materials: crayons, markers, glue sticks, construction paper Blank booklets — one for each student (construction paper folded in half as the

cover and three sheets of plain paper folded in half as pages) Pictures of animals, such as birds, squirrels, deer, bears, mice, raccoons, and fish Two plastic or foil trays that can hold water (kitty litter trays are an ideal size.) Soil — enough to fill one tray half full Patch of grass (sod) — approximately one square foot Watering can Instructional activity


The Our Living Environment: Living Systems and Life Processes, available on the Virginia Department of Education Web site at http://www.doe.virginia.gov/VDOE/Instruction/OurLivingEnvironment.doc, is an excellent resource for background information, some of which follows:

Plant life needs a combination of sunlight, nutrients, water, and space. Animal life needs air, food, water, shelter, and space in an arrangement called

habitat.

http://www.doe.virginia.gov/VDOE/Instruction/OurLivingEnvironment.doc


Revised 6/2011

Organisms use different strategies to meet their life needs. All living things are affected by and interact with their physical (abiotic)

environment. Each organism has a niche within an ecosystem. An ecosystem is a combination of individual habitats where animals’ life needs are

met. Ecosystems are usually characterized by a dominant plant community (e.g., a salt marsh, a deciduous forest).

All forms of life depend upon nonliving components of the environment — water, oxygen, nutrients, space, and/or sunlight — in some combination for survival and growth.

All living things are affected by and interact with the environment. All plants and animals are adapted to survive within the framework of their habitat’s

abiotic components. Ecosystems are comprised of living and nonliving components that interact with

and are dependent upon each other. Changes in the nonliving components of an ecosystem have an effect on the living

components of that ecosystem (e.g., decline in water quality). Climatic conditions can affect living systems. (Examples: Drought can alter

reproduction of waterfowl. Spring rains can flood the shallow nests of rabbits, mice, and other prey species and can affect the survival of predator young.)

Introduction

1. Pose the question: What do animals need? Generate discussion, and come to a final list of food, water, shelter, air, and space. Reinforce that the arrangement of these things that animals need is called the animal’s habitat.

2. Review how plants provide us and other animals with oxygen and that plants need sunlight, nutrients, water, and space.

Procedure

The procedure is divided into several different activities, each of which may take more than one class period to complete.

Activity 1

1. Show pictures of a variety of animals, such as birds, squirrels, deer, bears, mice, raccoons,

and fish. Have the students discuss where these animals might live, or what their habitat

might look like. Encourage them to describe the plant life, and name the type of habitat, e.g.,

forest, pond, river, or desert.

2. Put students into groups of two to four, depending on the size of the large paper. Assign each group a habitat to depict in a mural. Tell them to make sure that they


Revised 6/2011

have all the plant and animal needs included. They should create the habitat, but not yet add any animals.

3. After the habitat murals are complete, have each group choose one animal that lives in their habitat. Encourage variety. Pass out booklets, and have the students draw their animal on the first page after the title page. On the rest of the pages, have them show where in the habitat the animal finds each of its needs — food, water, shelter, and space. They should draw detailed pictures as well as write at least one sentence about each need. The students may need to do some research for this part of the project.

4. Finally, allow the students to recreate their animals from construction paper or other materials on an appropriate scale to fit into their habitat mural. They should then add the animals to the mural, along with any other needed parts, such as the animal’s prey (unless this has already been added by another student). Allow time for the children to share their finished murals. Discuss what would happen if one or more pieces of the habitat were eliminated. What happens to the habitats during the various seasons? What other things could cause changes in the habitats?

Activity 2

1. Review the importance of plants to habitats.

2. Set up two trays, one containing soil, the other containing the patch of grass (sod). Position each tray so that it slants slightly. Have the watering can ready, full of water.

3. Explain to students that the two trays represent pieces of land, one with grass growing on it, the other with no grass. The watering can represents a rainstorm.

4. Have the students predict or hypothesize the effect of the rain on the two patches of land.

5. Pour water for 15 seconds on each ―piece of land.‖ Have students compare the results.

6. Introduce the term erosion. Discuss where more erosion occurred and why. Discuss the importance of plants to the prevention of erosion. Discuss reasons why the soil is so necessary to the habitat.

7. Repeat the experiment to make sure results were accurate. Discuss the importance of repeating experiments to check and ensure accuracy.


1. Students should understand the term habitat and the needs of both plants and animals. They should be able to discuss the interdependence of the living and nonliving things in a variety of habitats.

2. Students should understand the importance of plants in preventing erosion and reasons why the soil is so necessary to the habitat.


Revised 6/2011

Sample assessment

During discussions and project presentations, assess student’s knowledge of topics informally, using questions, such as the following: -Why is preventing erosion important to a habitat’s health? -What are an animal’s basic needs? -What do plants need? -What is a habitat? -Why does changing one thing in a habitat affect so many other things? -What are some examples of interdependence in a forest habitat? In a desert? In a pond?

Follow-up/extension

Have the students make a list of all the living things and all the nonliving things in each of the habitat murals.

Play ―What If‖: Give students a variety of situations (e.g., a fire; a drought; a long, harsh winter), and ask them to tell how they think their own habitat would respond.

Resources

Backyard Wildlife Habitat. National Wildlife Federation. http://www.nwf.org/backyardwildlifehabitat/. Web site about habitats.


Schoolyard Habitats. National Wildlife Federation. http://www.nwf.org/schoolyardhabitats/.

Schoolyard Habitat: Stewardship through Action. U.S. Fish & Wildlife Service. http://www.fws.gov/r5cbfo/schoolyd.htm.



http://www.nwf.org/backyardwildlifehabitat/


http://www.nwf.org/schoolyardhabitats/

http://www.fws.gov/r5cbfo/schoolyd.htm



Revised 6/2011

HABITATS AROUND THE WORLD 4th 9 Weeks BIG IDEA 17: INTERDEPENDENCE (Created by Orange County Public Schools Curriculum Department) BENCHMARKS AND TASK ANALYSES SC.2.L.17.1 Compare and contrast the basic needs that all living things, including humans, have for survival. The student:

recognizes that most living things (including humans) need energy, food, water, air, shelter, and space.

compares and contrasts the basic needs that living things (including humans) have for survival.

SC.2.L.17.2 Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs. KEY QUESTION Are all habitats the same? TEACHER BACKGROUND INFORMATION All living things have basic needs that must be satisfied in order to survive. The area where an animal meets its basic needs is its habitat. A habitat must provide air, food, water, space, and shelter to support an animal’s basic needs. The Earth contains many different habitat, and each habitat supports a unique animal and plant population. Habitats can be big or small, from wide open grasslands to a backyard pond. Habitats can also vary by temperature, humidity, precipitation, light, etc. Everything with which students come into contact can be classified as either living or nonliving. All these things exist and interact to make up the ecosystem. There are five basic processes of living things:

Metabolism: getting and using food

Respiration: releasing energy

Elimination: removing waste

Growth

Reproduction MATERIALS Teacher card stock (different colors) scissors (or paper cutter) copy of Animal Habitat Posters Per group copy of Habitat Cards envelope or baggie SAFETY

Always follow OCPS science safety guidelines.

Remind students to be careful when moving around the classroom.


Revised 6/2011

TEACHING TIPS

Prepare the Animal Habitat Posters and Habitat Cards prior to the lesson.

Teacher can decide whether to color the posters and cards, or have students color them.

Card stock is better than regular paper because it is sturdier. Laminate the cards for greater durability.

It is helpful to print each complete set of cards using a different color paper.

Each set of cards can be stored in a separate envelope or baggie. ENGAGE

5. Instruct student groups to brainstorm a list of everything they would need in order to survive. Be sure to distinguish between ―needs‖ and ―wants.‖

6. As a class, share the lists and lead students to the conclusion that these needs can be categorized into five basic elements: food, water, air, shelter, and space.

7. Note that people have the same needs as other living things, but the way each living thing gets what it needs may be different. Different habitats all over the world support different kinds of plants and animals. These plants and animals can only survive in the areas that meet their specific needs.

EXPLORE

1. Hang up each Animal Habitat Poster in a different location of the room and hand out one Habitat Card to each student.

2. Remind students that each animal needs five specific things to survive: food, water, shelter, space, and air.

3. The students are going to represent the different elements of a habitat. 4. Students are to get up and try to find which animal needs their specific card to survive,

then stay there. 5. Once everyone has found their place, they should record each habitat element on the

animal poster. 6. Each group will present the elements that the animals need in their habitat. 7. At the end, the teacher should collect all Habitat Cards and ask students to return to

their seats. 8. Now give each group their own complete set of Habitat Cards. Tell students that they

are going to play a card game similar to the activity they just did. 9. Each person is dealt five cards and the remainder of the deck is placed face down in the

center of the table. During a person's turn, they must discard one card they don't want and pick up a card that they do want. They may choose an unknown card from the deck or they may choose one that has been previously discarded and is face-up. The object is to get a full set of habitat cards for one animal (e.g., a specific Food, Water, Shelter, Space, and Air card for the Black Bear). Once a player has all five habitat cards for one animal, they win!


Revised 6/2011

EXPLAIN 1. Ask:

What are some of the ways these animals get their food? Water? Shelter? Space? Air?

How are these animals' habitats alike? How are they different?

Which needs do you think are the easiest to supply? Which are the hardest? Explain.

How are people like animals?

We did not mention energy in this lab but animals need energy. How do animals get energy to survive?

2. Summarize the lesson by emphasizing that people have the same basic needs as all other living things, but the way each living thing gets what it needs may be different. Different habitats all over the world support different kinds of plants and animals. These plants and animals can only survive in the areas that meet their specific needs.

EXTEND AND APPLY Make habitat posters for other animals (or plants). Draw a picture of the animal (or plant) in its habitat and describe how the habitat meets the animal's (or plant's) basic needs for survival. ASSESSMENT The teacher observes that:

1. students were engaged in the activities and discussions. 2. students can explain that living things can only survive in habitats that meet their specific

needs. 3. students draw a picture of an animal (or plant) in its habitat, including its sources of food,

water, air, shelter, and space.


Revised 6/2011

Black Bear

Habitat Needs

Food Water Shelter Space Air


Revised 6/2011

Penguin

Habitat Needs



Revised 6/2011

Rattlesnake

Habitat Needs



Revised 6/2011

Butterfly Fish

Habitat Needs



Revised 6/2011

Poison Dart Frog

Habitat Needs



Revised 6/2011

Food nuts, berries, small animals

Black Bear

Water lakes, rivers

Black Bear

Shelter den

Black Bear

Space forest

Black Bear

Air

Black Bear

Food fish, squid

Penguin

Water sea water

Penguin

Shelter rocks

Penguin

Space ice

Penguin

Air

Penguin

Food small animals

Rattlesnake

Water moisture from prey

Rattlesnake

Shelter sand, bushes

Rattlesnake

Space desert

Rattlesnake

Air

Rattlesnake

Food algae, small

animals

Butterfly Fish

Water sea water

Butterfly Fish

Shelter coral reef

Butterfly Fish

Space ocean

Butterfly Fish

Air oxygen from water

Butterfly Fish

Food insects

Poison Dart Frog

Water stream

Poison Dart Frog

Shelter tree, leaves

Poison Dart Frog

Space rain forest

Poison Dart Frog

Air

Poison Dart Frog


Revised 6/2011

Science Notebook Rubric

Preliminary Thinking Data Collection/ Observations

Conclusion/ Reflection

1

limited D

only includes key question

no data or diagrams conclusion is not attempted or not related to the key question

2 average

C

key question is written in the notebook

predictions may not be related to the key question

predictions do not use any previous knowledge to justify

no observational data

data charts and tables are incomplete

diagrams are missing scientific labels

conclusion only responds to key question with no evidence

conclusions do not connect to the investigation and may relate to irrelevant topics

3

above average

B


predictions are related to the key question but unrealistic

predictions incorrectly use previous knowledge to justify ideas

limited observational data

data charts and tables are not accurate or unreadable

diagrams include some scientific labels relevant to the investigation

conclusions have limited explanations and may not be linked to evidence

conclusions connect to the investigation and refer to some element of the investigation

4 excellent

A


predictions are related to the key question and reasonable

predictions use previous knowledge to justify idea

observations are detailed and include labels where applicable

data charts and tables are complete and accurate

diagrams include many scientific labels that are relevant to the investigation

explains conclusions using evidence

conclusions connect to the investigation and refer to some element of the investigation

Second Grade Science Lab Correlation to Textbook – Appendix A

Revised 6/2011

1st Nine Weeks:

Mystery Boxes page 6

Tools for Measuring page 12

Group Sort page 30

Soil Layers page 46

Soil Type and Plant Growth page 52

2nd Nine Weeks:

Evaporation page 68

Tornado page 82

Classify Objects page 106

States of Matter page 116

Water page 122

3rd Nine Weeks:

Measure Force page 146

Magnets page 152

Falling Objects page 156

Bouncing Ball page 164

Model Arm page 184

Compare Life cycles page 196

Growing Seeds page 200

4 Nine Weeks:

Plant Needs page 214

Animal Needs page 220

Food Chart page 224

Waxy Leaves page 228

Second Grade Science Book List – Appendix B

Revised 6/2011

1st Nine Weeks

Earth Structures

*Exploring Earth’s Surface (Harcourt)

*This Changing Earth (Harcourt)

*Shake It Up (Harcourt)

*Weather (Harcourt)

*Weather and Water (Harcourt)

*Rain or Shine (Harcourt

Trade Books for Students:

*(Easy) Let’s Look at Rocks by Jeri Cipriano, Yellow Umbrella, 2004

*(Average) The Sun, the Wind and the Rain by Lisa Westberg Peters, Henry Holt, 1998

*(Challenge) Crawdad Creek by Scott Russell Sanders, National Geographic, 1999


*(Easy) Now I know What Makes the Weather by Janet Palazzo, Troll Associates, 1982

*(Average) Snow by Marian Dane Bauer, Aladdin, 2003

* (Challenge) Weather Patters by Monica Hughes, Heinemann, 2004

2nd Nine weeks

Property of Matter

*Observing and Classifying Matter (Harcourt)

*Matter Matters! (Harcourt)

*Too Small to See (Harcourt)


*(Easy) Precious Water: A book of Thanks by Brigitte Weninger, North-South, 2000

*(Average) Matter by Christine Webster, Capstone, 2005

*(Challenge) Pop! A Book about Bubbles by Kimberly Brubaker Bradley,

HaperCollins, 2001



Revised 6/2011

*(Easy) Water by Frank Asch, Harcourt, 2000

*(Average) Everything Is Matter! By David Bauer, Yellow Umbrella, 2004

*(Challenge) Make it Change by David Evans and Claudette Williams, Dorling Kindersley, 1992

*Change in Matter (Harcourt)

*A Matter of Change (Harcourt)

*Forms of Water (Harcourt)

*Observing and Classifying Matter (Harcourt)

*Matter Matters! (Harcourt)

*Too Small to See (Harcourt)

Forms of Energy

*Light and Heat (Harcourt)

*What are Light and Heat? (Harcourt)


*(Easy) Energy from the Sun by Allan Fowler, Children’s Press, 1997

*(Average) Energy by Christine Webster, Capstone, 2005

*(Challenge) Day Light, Night Light by Franklyn M. Branley, Harper Collins, 1975

3rd Nine Weeks

Force and Motion

*Motion (Harcourt)

*On the Move! (Harcourt)

*Easy Does It! (Harcourt)


*(Easy) Make It Move! By Jennifer VanVoorst, Yellow Umbrella, 204

*(Average) Motion by Rebecca Olien, Capstone, 2205

*(Challenge) Science with Magnets by Helen Edom, Usborne, 1992

4th Nine weeks Interdependence


Revised 6/2011

*Living Things and Their Environments (Harcourt)

*Home Sweet Home (Harcourt)

*Helping Our World (Harcourt)

*What Do We Need? (Harcourt)

*Living and Nonliving Things (Harcourt)

*Living Things (Harcourt)

*Way to Grow! (Harcourt)

*Energy for Living (Harcourt)

*Energize! (Harcourt)

*Zoom! Zoom! (Harcourt)

*Animals (Harcourt)

*Animal Cycles (Harcourt)

*Changing Shapes (Harcourt)

*Plants (Harcourt)

*Plant Life Cycles (Harcourt)

*Surprises In Grandma’s Garden (Harcourt)


*(Easy) About Arachnids: A Guide for Children by Cathryn Sill, Pechtree, 2003

*(Average) Starting Life: Butterfly by Claire Llewellyn, NorthWord, 2003

* (Challenge) Nature’s Patterns: Food Chains by Anita Ganeri, Heinemann, 2004

Main web resources for text book / www.harcourtschool.com


*(Easy) Mammals by Susan Ring, Yellow Umbrella, 2004

*(Average) Snakes and Lizards by Ellen Catala, Yellow Umbrella, 2004

* (Challenge) Giant Pandas by Gail Gibbons, Holiday House, 2002

http://www.harcourtschool.com/

Second Grade Science Web Resources – Appendix C

Revised 6/2011

1st Nine Weeks




Earth Structures

http://www.harcourtschool.com/menus/science/grade2_fl.html

*How Fossils Form

*Types of Land

Interactive rock testing

http://www.bbc.co.uk/schools/ks2bitesize/science/activities/rocks_soils.shtml

2nd Nine Weeks




Weather

http://eo.ucar.edu/webweather/





http://www.bbc.co.uk/schools/ks2bitesize/science/activities/rocks_soils.shtml




http://eo.ucar.edu/webweather/


Revised 6/2011

Property of Matter


*Different Textures

*What Can We Find Out About Solids?

*Making Muffins

*What Can We Find Out About Solids?

States of matter and properties of matter http://www.chem4kids.com/files/matter_intro.html

Forms of Energy


*Electric Circuit

*Energy in a Terrarium

Magnet Game

http://www.hbofamily.com/games/drag_mag/

3rd Nine Weeks




http://www.harcourtschool.com/menus/science/grade2_fl.htm

http://www.chem4kids.com/files/matter_intro.html


http://www.hbofamily.com/games/drag_mag/





Revised 6/2011

Forces and Motion


*Bike Brakes

*What Are Forces?

*Parts of the Ear

*Bird Songs

*Extreme Places

4th Nine Weeks




Organization and Development of Living Organism


*How Fish Get Oxygen

*What Are Living and Nonliving Things?

*The Life Cycle of a Frog

*Bird Songs

*What Is It?

*Build-A-Saurus

*What is a Habitat?

*Parts of a Flower






http://www.scilinks.org/harcourt_hsp/hsp_student.asp?sl=746367221010

http://www.harcourtschool.com/activity/bird_songs/index.html

http://www.harcourtschool.com/activity/animal_what/index.html

http://www.harcourtschool.com/activity/dino/index.html



Revised 6/2011


*Beaks and Teeth

*Welcome to the Coral Reef

*Animal Communities

*Exploring Ecosystems

*What Are Living and Nonliving Things? What is a Habitat?

Label and dissect flower

http://www.bbc.co.uk/schools/ks2bitesize/science/activities/life_cycles.shtml

Change amount of light and water to affect plant growth

http://www.bbc.co.uk/schools/ks2bitesize/science/activities/plants_grow.shtml

Forms of Energy 2nd Nine Weeks


*Electric Circuit

*Energy in a Terrarium


http://www.harcourtschool.com/activity/coral_2/index.html

http://www.harcourtschool.com/activity/animalcom/animalcom.html

http://www.harcourtschool.com/activity/exploring_ecosystems/index.html



http://www.bbc.co.uk/schools/ks2bitesize/science/activities/life_cycles.shtml

http://www.bbc.co.uk/schools/ks2bitesize/science/activities/plants_grow.shtml


Second Grade Science Next Generation Sunshine State Standards – Appendix D

Revised 6/2011

SECOND GRADE SCIENCE BENCHMARKS

Benchmark# Description Idea/Standard

Body Of

Knowledge/

Strand

Cognitive

Complexity

Rating

Date

Adopted/

Revised

SC.2.E.6.1 Recognize that Earth is made up of rocks.

Rocks come in many sizes and shapes. Earth Structures

Earth and

Space Science Moderate 02/08

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.

Earth Structures Earth and

Space Science High 02/08

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.

Earth Structures Earth and


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.

Earth Systems and

Patterns

Earth and

Space Science Moderate 02/08

SC.2.E.7.2

Investigate by observing and measuring, that

the Sun's energy directly and indirectly warms

the water, land, and air.

Earth Systems and

Patterns

Earth and


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).

Earth Systems and

Patterns

Earth and


SC.2.E.7.4 Investigate that air is all around us and that

moving air is wind.

Earth Systems and

Patterns

Earth and


SC.2.E.7.5

State the importance of preparing for severe

weather, lightning, and other weather related

events.

Earth Systems and

Patterns

Earth and

Space Science Low 02/08

SC.2.L.14.1 Distinguish human body parts (brain, heart,

lungs, stomach, muscles, and skeleton) and

Organization and

Development of Living Life Science Moderate 02/08


Revised 6/2011


Body Of

Knowledge/

Strand

Cognitive

Complexity

Rating

Date

Adopted/

Revised

their basic functions. Organisms

SC.2.L.16.1

Observe and describe major stages in the life

cycles of plants and animals, including beans

and butterflies.

Heredity and

Reproduction Life Science Moderate 02/08

SC.2.L.17.1

Compare and contrast the basic needs that all

living things, including humans, have for

survival.

Interdependence Life Science Moderate 02/08

SC.2.L.17.2

Recognize and explain that living things are

found all over Earth, but each is only able to

live in habitats that meet its basic needs.

Interdependence Life Science Moderate 02/08

SC.2.N.1.1

Raise questions about the natural world,

investigate them in teams through free

exploration and systematic observations, and

generate appropriate explanations based on

those explorations.

The Practice of

Science

Nature of

Science High 02/08

SC.2.N.1.2 Compare the observations made by different

groups using the same tools.

The Practice of

Science

Nature of

Science Moderate 02/08

SC.2.N.1.3

Ask "how do you know?" in appropriate

situations and attempt reasonable answers

when asked the same question by others.

The Practice of

Science

Nature of

Science High 02/08

SC.2.N.1.4

Explain how particular scientific investigations

should yield similar conclusions when

repeated.

The Practice of

Science

Nature of

Science High 02/08

SC.2.N.1.5

Distinguish between empirical observation

(what you see, hear, feel, smell, or taste) and

ideas or inferences (what you think).

The Practice of

Science

Nature of


SC.2.N.1.6 Explain how scientists alone or in groups are

always investigating new ways to solve

The Practice of

Science

Nature of



Revised 6/2011


Body Of

Knowledge/

Strand

Cognitive

Complexity

Rating

Date

Adopted/

Revised

problems.

SC.2.P.8.1

Observe and measure objects in terms of their

properties, including size, shape, color,

temperature, weight, texture, sinking or

floating in water, and attraction and repulsion

of magnets.

Properties of Matter Physical

Science Low 02/08

SC.2.P.8.2 Identify objects and materials as solid, liquid,

or gas. Properties of Matter

Physical

Science Low 02/08

SC.2.P.8.3

Recognize that solids have a definite shape and

that liquids and gases take the shape of their

container.

Properties of Matter Physical

Science Low 02/08

SC.2.P.8.4 Observe and describe water in its solid, liquid,

and gaseous states. Properties of Matter

Physical

Science Low 02/08

SC.2.P.8.5 Measure and compare temperatures taken

every day at the same time. Properties of Matter

Physical


SC.2.P.8.6 Measure and compare the volume of liquids

using containers of various shapes and sizes. Properties of Matter

Physical


SC.2.P.9.1

Investigate that materials can be altered to

change some of their properties, but not all

materials respond the same way to any one

alteration.

Changes in Matter Physical

Science High 02/08

SC.2.P.10.1

Discuss that people use electricity or other

forms of energy to cook their food, cool or

warm their homes, and power their cars.

Forms of Energy Physical

Science Low 02/08

SC.2.P.13.1 Investigate the effect of applying various

pushes and pulls on different objects.

Forces and Changes in

Motion

Physical

Science High 02/08

SC.2.P.13.2 Demonstrate that magnets can be used to make

some things move without touching them.


Motion

Physical

Science Low 02/08


Revised 6/2011


Body Of

Knowledge/

Strand

Cognitive

Complexity

Rating

Date

Adopted/

Revised

SC.2.P.13.3 Recognize that objects are pulled toward the

ground unless something holds them up.


Motion

Physical

Science Low 02/08

SC.2.P.13.4

Demonstrate that the greater the force (push or

pull) applied to an object, the greater the

change in motion of the object.


Motion

Physical


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