we make good students great! -2018 science- grade 2 · 2019-01-11 · we make good students great!...

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Elementary Curriculum Guide We Make Good Students Great!

2017-2018

Science- Grade 2

Cycle 3 43 Days The recommended number of days/lessons is less than the number of

days in the grading cycle to accommodate differentiated instruction, extended learning time, and assessments days. Jan 8-Mar 9, 2018

Unit # of Days/Lessons

Texas Essential Knowledge and Skills/Student Expectations (TEKS/SEs) The student will:

Unit 10: Weather In this unit, students will observe and record weather conditions and seasonal changes, and explore the processes in the water cycle.

8

50-minute lessons

Suggested Pacing:

________-________

Unit 10: Weather (8 lessons) 2.8A measure, record, and graph weather information, including temperature, wind conditions, precipitation, and cloud coverage, in order to identify patterns in the data 2.8B identify the importance of weather and seasonal information to make choices in clothing, activities, and transportation

Sample Test Item 2.8A Weather I 2.8B Weather II

Notes to Teacher • Students should be given opportunities to use tools to measure and record weather data.

• Students should understand that weather data shows patterns and can be recorded in charts, tables and graphs.

• Students might think that collecting weather data is not important, but it helps us make important decisions every day.

Academic Vocabulary

pattern weather rain gauge thermometer wind vane

data precipitation cloud snow wind

season temperature

Vertical Alignment 1st Grade 1.8A record weather information including relative temperature such as hot or cold, clear or cloudy, calm or windy and rainy or icy

Before After

3rd Grade 3.8A observe, measure, record and compare day-to-day weather changes in different locations at the same time that include air temperature, wind direction and precipitation.

Science Background Information

Model how to use the weather instruments listed below and how to record their information before students engage in activities. Rain gauges measure the amount of rainfall, read in hundredths of an inch. The water level is read at the bottom of the meniscus (curved surface of water in a tube). Most rain gauges have numbers divided into tenths of inches. If the rain gauge is filled to the .50 line, that means that .5 of one inch or one-half inch of rain has fallen. Larger lines are inches, so if the line reads .50 above the 1-inch line, then one and a half inches of rain has fallen.

https://newmansciencehelp.weebly.com/uploads/2/1/7/8/21787294/8a_weather_test_item.docx

https://newmansciencehelp.weebly.com/uploads/2/1/7/8/21787294/8b_weather_test_item.docx

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2017-2018

Science- Grade 2

Wind socks (Kindergarten and 1st grade tool), used at many airports, for example, indicate relative wind speed and direction. Wind is caused by air pressure. Wind speeds change when different air pressures occur. Cool air forms high-pressure areas and hot air forms low-pressure areas. Cool air is above hot air and as it pushes down this cause wind. The larger the temperature differences between the high and low-pressure areas the higher the wind speed. The spin of the Earth also causes the air masses to move from west to east in the United States. Meteorologists use anemometers made of spinning cups to record wind speed. However, 3rd grade students will explore wind direction using a weather vane model constructed in the classroom and used outdoors. Wind vane (2nd grade tool), is a device that measures the direction of the wind. The use of a wind vane is usually combined with the anemometer. It is important to understand that wind direction is reported as the direction from which the wind is blowing. This can be confusing for young students because the wind vane points toward the direction that the wind is blowing, the exact opposite of the reported source direction. Thermometers measure temperature. Although Celsius temperature is used in the laboratory, Fahrenheit temperature is often reported on weather maps in the United States. The Teacher Toolbox has a helpful section on how to read and use both types of thermometers in the classroom. To prepare students for their weather investigations, try using simple symbols on a bulletin board for students to use to record daily weather information, such as a Sun without clouds or a Sun with partial clouds, or clouds with no Sun, rain falling from clouds, snow falling from clouds, hail or sleet falling from clouds. A paper thermometer with a movable red column can be changed to match the number of degrees on the actual thermometer. A large paper rain gauge with a moveable blue column can be changed to match the amount of rainfall in the actual rain gauge. Similarly, a large paper wind sock that has 3 or 5 positions of a paper sock can be changed to match the amount of wind on the actual windsock. Students will find out if the day will bring rain that might cancel a sport game, if it is cold enough for a jacket, or snowy enough for sledding. These are good reasons why paying attention to the daily weather information is important. The clothing business relies on bringing in a large amount of their income from rain and snow gear, like umbrellas, rain coats, snow boots, and parkas. Winter tourist attractions rely on snow and ice to help pack the mountain ski runs. Summer tourist attractions rely on clear weather at local beaches. Travelers to foreign countries usually check the climate for that region to plan activities, transportation, and clothing during the time of their visit. Students’ recess activities are often determined by the weather forecast. Even the closure of schools and business can be caused by severe weather. The recent hurricanes that devastated coastal cities profoundly affected human activity to the degree that many families lost everything in the storm and had to relocate. Personal inconveniences and huge financial risks are at stake when airlines have to cancel or reroute flights due to inclement weather. Long-term droughts can seriously affect farmers’ crops and impact the cost of groceries. Weather and climate directly impact human activity in both small and large ways.

Essential Questions

• What tools can we use to gather weather information?

• How can we record weather data?

• What weather information do we use to decide about clothing, activities, and transportation for the day?

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2017-2018

Science- Grade 2

—Inquiry Questions—

• If it is raining in the morning, does that mean it will rain all day?

• Does it always rain when clouds are in the sky?

• Why does weather change?

Key Science Concepts

• We use tools such as rain gauges, wind vanes, and thermometers to gather weather information.

• We can record weather data in charts, tables, and graphs.

• We use weather and climate information to make decisions about clothing, activities, or transportation.

Science Websites

• http://www.weatherwizkids.com/

• https://weather.com/

• https://eo.ucar.edu/webweather/

• http://sciencespot.net/Pages/kdzearthscience.html (see weather section)

http://www.weatherwizkids.com/

https://weather.com/

https://eo.ucar.edu/webweather/

http://sciencespot.net/Pages/kdzearthscience.html

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2017-2018

Science- Grade 2





Unit 11: The Water Cycle In this unit, students will explore the processes in the water cycle

4

50-minute lessons

Suggested Pacing:

________-________

Unit 11: The Water Cycle (4 lessons) 2.8C explore the processes in the water cycle, including evaporation, condensation, and precipitation, as connected to weather conditions;

Sample Test Item 2.8C Water Cycle

Notes to Teacher • Students should be given opportunities to explore the stages of the water cycle.

• Students should understand that the water cycle and weather conditions are connected.

• Students might think that the water cycle does not affect the weather, but evaporation, condensation and precipitation occur because of changes in waters state during the water cycle.

Academic Vocabulary

clouds cycle condensation evaporation precipitation

rain snow ocean

Vertical Alignment 1st Grade NONE

Before After

3rd Grade 3.8B describe and illustrate the Sun as a star composed of gases that provides light and heat energy for the water cycle


Water on Earth is constantly changing form in a repeated pattern called the water cycle, which affects our changing weather. The water cycle begins with the Sun’s heat warming the Earth and bodies of water. When water on the surface of a body of water is warmed a little, some of it physically changes from a liquid to a gas (water vapor) and escapes into the air. This process is called evaporation. Students can sometimes feel this moisture in the air if the humidity is high. Note: Be sure students do not confuse the process of evaporation with the process of boiling. During evaporation only, the surface molecules of water are warmed a little, then escape into the air. During boiling, gas bubbles form

throughout really hot water and then are released as hot steam into the air.

https://newmansciencehelp.weebly.com/uploads/2/1/7/8/21787294/2.8c_water_cycle.docx

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2017-2018

Science- Grade 2

The water vapor that escapes during evaporation rises with the warm air to higher altitudes, where the air is cooler. The cooler temperature causes the water vapor gas to condense (change back into a liquid) onto little dust particles in the air as tiny water droplets and clouds are formed. Some clouds are huge and fluffy. Other clouds are high and wispy. When clouds become saturated with water droplets, dark rain clouds can form. Students can also see condensation in action when water vapor in the air condenses onto something cold and forms little water drops on a chilled can of soda or on a cold glass of an icy beverage.

When clouds become heavy with water, gravity pulls down the water in the form of precipitation: rain, snow, sleet, or hail. If the temperature is below freezing, sleet or snowflakes will form. Sometimes wind drafts blow the sleet back up, and another layer of ice is added, forming spheres of hail. Precipitation that falls to the Earth flows back into the bodies of water where it evaporates from the Sun’s heat, and the water cycle continues.

Essential Questions

• What is the water cycle?

• Where does the water cycle begin?

• How are weather conditions affected by the water cycle?


• What role do plants and animals play in the water cycle?

• Where does the water cycle begin and end? Explain your thinking.


• The water cycle is connected to weather conditions and begins when the Sun’s heat evaporates water.

• Clouds are formed when water vapor condenses.

• Water falls back to the Earth as rain, snow, and other forms of precipitation.

Science Websites

• https://climate.nasa.gov/quizzes/water-cycle/

• http://www.cashmancuneo.net//flash/watercycle2.swf

• https://www3.epa.gov/safewater/kids/flash/flash_watercycle.html

https://climate.nasa.gov/quizzes/water-cycle/

http://www.cashmancuneo.net/flash/watercycle2.swf

https://www3.epa.gov/safewater/kids/flash/flash_watercycle.html

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2017-2018

Science- Grade 2





Unit 12: Objects in the Sky In this unit, students will observe and record patterns of objects in the sky.

8

50-minute lessons

Suggested Pacing:

________-________

Unit 12: Objects in the Sky (8 lessons) 2.8D observe, describe, and record patterns of objects in the sky, including the appearance of the Moon SPIRAL- 2.3C identify what a Scientist is and explore what different Scientists do

Sample Test Item 2.8D Objects in the Sky

Notes to Teacher • Students should be given opportunities to observe how objects in the sky change in appearance.

• Students should understand that objects in the sky change during different times of the day and during different times of the month.

• Students might think that the objects in the sky change randomly, but these changes occur in patterns that can be observed.

Academic Vocabulary

Moon stars earth sun phase

bright shadow darkness

Vertical Alignment 1st Grade 1.8B observe and record changes in the appearance of objects in the sky such as clouds, the Moon, and stars, including the Sun

Before After

3rd Grade 3.8C construct models that demonstrate the relationship of the Sun, Earth, and Moon including orbits and positions


As the Earth rotates, the Sun appears to rise in the East and set in the West. The Earth also revolves at a tilt around the Sun each year which causes seasonal changes in the amount of sunlight. In addition, the Moon revolves monthly around the Earth, shifting its position between the Earth and the Sun, which causes the Moon’s appearance to change phases. These daily, monthly and annual changes in the appearance of objects in the sky repeat in regular patterns.

https://newmansciencehelp.weebly.com/uploads/2/1/7/8/21787294/2.8d_sky_objects.docx

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2017-2018

Science- Grade 2

Architecture, art, music, mythology, literature, and poetry all reflect the profound impact these changes have on human life around the world. Science seeks to explain these celestial changes Moon phases are caused simply by different amounts of sunlight shining on the Moon during the month. 2nd grade students do not need to know the names of each Moon phase, but students do need to understand that the Moon’s surface becomes more and more illuminated for weeks 1 and 2 until a full moon occurs, and less and less illuminated for weeks 3 and 4, until the Moon cannot be seen at night. This cycle of Moon phases repeats about every 29 days.

Sunrise and sunset are simply due to the Earth’s rotation. The daily rise and set of the Sun to ancient people looked like the Sun was going around the Earth. Help students understand that the daily pattern of the Sun rising in the East, moving high overhead, and setting in the West is an illusion. The Earth rotates which gives the false appearance that the Sun rises and sets. To help students model this process, dim the classroom and pretend you are the Sun by shining a flashlight on students’ faces to simulate the Sun shining on the Earth during the day. Have them hold up an E for East by their right ear and a W for West by their left ear. Have the students turn to the right away from your flashlight Sun until they face away from you to simulate nighttime. Your

flashlight Sun never moved; only the students rotated away from the light, just like the Earth rotates away from the Sun at night. As they continue to turn they will be facing the Sun again and the beginning of a new day. Sunrise occurs when the flashlight first falls on their right ear (eastern horizon) and they begin to face daytime. Sunset occurs when they continue to turn, and the flashlight falls on their left ear before they face nighttime (western horizon).

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2017-2018

Science- Grade 2

Sunlight changes with each season. The Sun changes its apparent path in the sky depending on the Season. When the Earth is tipped away from the Sun during winter, the Sun appears to follow a lower path in the sky making winter daylight hours very short. When the Earth is tipped toward the Sun during summer, the Sun appears to follow a higher path in the sky making summer daylight hours very long. The Sun also appears to create different length shadows depending on the time of the day. When the Sun is low on the horizon, in the morning or late in the afternoon, objects block the most sunlight and cast longer shadows. When the Sun is overhead at noon, the objects block the least amount of sunlight and cast the shortest shadows.

Essential Questions

• What observations can we make of the changes in the Moon’s appearance and the change in the position of the Sun during the day?

• How can we record the changes in the Moon’s appearance?

• How can we record the changes in the Sun’s position during the day?


• Why can we sometimes see the Moon during the daytime?

• Why can we not see the Sun on a cloudy day?


• Objects in the sky, such as the Sun and Moon, appear to change appearance at different times of the day.

• We can observe and record how the Moon appears to change its shape during the month.

• We can observe and record how the Sun appears to change position at different times of the day.

Science Websites

• http://www.childrensuniversity.manchester.ac.uk/learning-activities/science/the-earth-and-beyond/day-and-night/

• http://www.childrensuniversity.manchester.ac.uk/learning-activities/science/the-earth-and-beyond/the-phases-of-the-moon/

• http://deceptivelyeducational.blogspot.com/2014/11/free-printable-phases-of-moon-game.html

http://www.childrensuniversity.manchester.ac.uk/learning-activities/science/the-earth-and-beyond/day-and-night/

http://www.childrensuniversity.manchester.ac.uk/learning-activities/science/the-earth-and-beyond/day-and-night/

http://www.childrensuniversity.manchester.ac.uk/learning-activities/science/the-earth-and-beyond/the-phases-of-the-moon/

http://www.childrensuniversity.manchester.ac.uk/learning-activities/science/the-earth-and-beyond/the-phases-of-the-moon/

http://deceptivelyeducational.blogspot.com/2014/11/free-printable-phases-of-moon-game.html

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2017-2018

Science- Grade 2





Unit 13: Environmental Effects In this unit, students will identify environmental factors that affect organism’s growth and behavior

5

50-minute lessons

Suggested Pacing:

________-________

Unit 13: Environmental Effects (5 lessons) 2.9B identify factors in the environment, including temperature and precipitation, that affect growth and behavior such as migration, hibernation, and dormancy of living things SPIRAL- 2.9A identify the basic needs of plants and animals

Sample Test Item 2.9B Environmental Effects

Notes to Teacher • Students should be given opportunities to identify environmental factors that affect the growth and behavior of living things.

• Students should understand that the environment has an effect on the growth and behavior of living things.

• Students might think that all living things are affected by factors in the environment in the same way, but different organisms respond to factors in the environment in different ways.

Academic Vocabulary

temperature migration hibernation precipitation dormancy

behavior growth environment

Vertical Alignment 1st Grade 1.9B analyze and record examples of interdependence found in various situations such as terrariums and aquariums or pet and caregiver

Before After

3rd Grade 3.9A observe and describe the physical characteristics of environments and how they support populations and communities within an ecosystem

https://newmansciencehelp.weebly.com/uploads/2/1/7/8/21787294/2.9b_environment_factors.docx

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2017-2018

Science- Grade 2


Environments are made up of living and non-living things. A combination of organisms, landforms, weather and climate make up an environment. Nature can alter the landscape and impact the environment, changing the delicate balance of an environment. All organisms sense and respond to the daily and seasonal changes in their environment. Nonliving elements in an environment can change rapidly if there is a torrential rainstorm, fire, wind, flood, etc. and many organisms cannot respond to these extremes and will perish. When water, temperature, and sunlight change more slowly on a daily or seasonal basis, animals and plants have more successful responses in how they grow and behave. Cold blooded reptiles can respond to daily temperatures changes by sunning on a warm rock. Some warm-blooded mammals respond to daily temperature changes by cooling in mud or warming in a burrow. Many plants respond to sunlight by growing toward the direction of the Sun. Many vines can sense nearby objects and grow around them. Some cacti respond to infrequent rainfall by blooming shortly after a storm. Season changes can bring an increase in activity in food storage or storage of body fat to prepare for winter.

Unlike animals that can move toward or away from environmental changes, plants are stationary and must respond differently to such changes. Seasonal changes in temperature, rainfall, and sunlight signal chemical changes in the plant kingdom. Deciduous trees (trees that lose their leaves annually) and flower bulb plants respond to cooler temperatures, decreased sunlight, and rainfall by shutting down photosynthesis in their leaves. This causes leaves to change color and drop off during the fall. During the fall and winter, dormancy (period of inactivity) helps plants conserve water and energy to survive during these environmental extremes. In response to the return of warmer weather, more sunlight and rainfall during the spring, many plants cease being dormant, sprout new leaves, and flowers bloom.

Migration is a one response to change. Unlike plants, animals can move when faced with extreme temperatures, rainfall, or sunlight changes. Some species migrate (seasonal movement of animals from one place to another) long distances to a warmer climate during winter. The Monarch Butterfly that migrates in winter to central Mexico or the Humpback Whale that travel toward the poles during the summer and the equator in the winter are two examples of migrating species. Other examples of migrating animals that escape winter hardships are elk and buffalo. Note: Species that migrate for reproductive reasons, such as salmon or sea turtles that change locations to lay eggs are not the focus of this concept.

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2017-2018

Science- Grade 2

Dormancy and Hibernation are special responses to seasonal changes. Warm blooded animals have a special challenge in responding to freezing winter temperatures, decreased sunlight and decline in precipitation (less water to drink). Animals respond with varying degrees of dormancy or inactivity. Small mammals have the ability to drastically reduce their body temperature and slow down their heart rates in a deep sleep type of dormancy called hibernation. This extreme decrease in activity by animals like ground squirrels and bats allow their bodies to conserve energy to survive winter weather, the lack of food, and reduction of water during that time. Bears also hibernate but to a lesser degree since their body temperature does not decrease dramatically, and they can be

aroused more easily. Some animals simply slow down without decreasing their heart rate or body temperature and have a period of minimal dormancy during winter months like the skunk, raccoon, or opossum.

Essential Questions

• How do environmental factors such as temperature, precipitation, and changes in daylight hours affect the growth of living things?

• How do environmental factors such as temperature, precipitation, and changes in daylight hours affect the migration of living things?

• How do environmental factors such as temperature, precipitation, and changes in daylight hours affect hibernation and dormancy of living things?


• How do environmental factors such as temperature, precipitation, and changes at night affect living things?


• Environmental factors can affect the growth and behavior of living things.

• Dormancy in plants can be caused by decreased rainfall, temperature changes, or changes in daylight hours.

• Migration and dormancy, or hibernation, in animals can be caused by changes in temperature, precipitation, or daylight hours.

Science Websites

• https://jr.brainpop.com/science/animals/hibernation/

• https://jr.brainpop.com/science/animals/migration/

https://jr.brainpop.com/science/animals/hibernation/

https://jr.brainpop.com/science/animals/migration/

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2017-2018

Science- Grade 2





Unit 14: Interdependency In this unit, students will investigate how organisms depend on other living organisms and nonliving objects and their environment.

5

50-minute lessons

Suggested Pacing:

________-________

Unit 14: Interdependency (5 lessons) 2.9C compare and give examples of the ways living organisms depend on each other and on their environments, such as food chains within a garden, park, beach, lake, and wooded area SPIRAL- 2.9A identify the basic needs of plants and animals

Sample Test Item 2.9C Interdependency

Notes to Teacher • Students should be given opportunities to identify and compare how living things depend on each other and on their environment.

• Students should understand that a food chain is an example of living things depending on each other.

• Students might think that a food chain only shows what living things eat, but food chains show the flow of energy from one organism to another.

Academic Vocabulary

organism herbivore carnivore omnivore predator

prey energy food chain decomposer producer

Vertical Alignment 1st Grade 1.9A sort and classify living and nonliving things based upon whether or not they have basic needs and produce offspring

Before After

3rd Grade None


Plants combine sunlight, water, and carbon dioxide gas from the air to make plant food. Plants give off oxygen gas as a result of this food-making process. The carbon dioxide that plants need comes from what animals exhale. The oxygen that animals need comes from what plants give off. The direct dependence on each other for these life-giving gases has existed for hundreds of millions of years. Besides the exchange of gases, plant-eating animals also need plants for food. Also, meat-eating animals depend on other animals for food energy. An ecosystem is a delicate balance of plants and animals where dependence on each other is essential for survival.

https://newmansciencehelp.weebly.com/uploads/2/1/7/8/21787294/2.9c_interdependency.docx

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2017-2018

Science- Grade 2

Food chains are simply a way to describe the path of energy in an ecosystem that is transferred from the Sun to producers (plants), to consumers (plant and/or meat eating animals), and finally to decomposers (bacteria and fungi), that get energy from breaking down dead plants and animals. All food chains begin when energy from the Sun is transferred to plants that use sunlight to produce plant food. Not all of the energy transferred to a plant is used up by the plant. Animals, not being able to produce their own food, are required to eat plants or other animals to gain energy and are called consumers. When plants and animals that are not eaten finally die, decomposers gain energy by feeding off of the dead organisms and create minerals and gases that are returned to the soil which plants use for nutrients; a new food chain begins. If one animal or plant source of food disappears, such as from over fishing or hunting, many other animals in the food chain are impacted and may die. The food chain also represents the delicate interdependence in nature where plants and animals depend on each other for survival. Note: Food chain arrows always show the energy flow in one direction, from the energy source to the user (Sun to producer, producer to consumer, consumer to consumer, and consumer to decomposer). Food Chains Examples A garden food chain begins with sunlight absorbed by flowering plant leaves (producer), which are eaten by a caterpillar (plant-eating consumer), which is eaten by a small hedgehog (animal-eating consumer). Eventually the hedgehog dies in the garden where decomposers (bacteria) feed off the dead body and return nutrients to the soil. In a Park Food Chain, sunlight is absorbed by the leaves of an oak tree, which are eaten by a beetle, which in turn is eaten by a spider that spins a web in the oak tree. A woodpecker eats the spider. Eventually the woodpecker dies where decomposers break down the dead body, and nutrients are returned to the soil. In a Beach Food Chain, seaweed absorbs sunlight to make food. A small hermit crab eats the seaweed washed up by the tides near beach rocks. A seagull catches and eats the hermit crab. A sea lion (Pacific seal) sitting on beach rocks catches and eats the seagull. Eventually the sea lion dies, and decomposers break down the dead body.

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2017-2018

Science- Grade 2

In a Lake Food Chain, algae absorb sunlight to make food. Mosquito larvae in the lake eat the algae. Lake frogs eat the adult mosquitoes. Finally, an alligator will eat the frog. When the alligator dies, bacteria and other decomposers break down the dead body.

In a Forest Food Chain, forest tree leaves absorb sunlight to make food. The leaves are eaten by a caterpillar, which is eaten by a blackbird. A hawk swoops down and catches the blackbird with its talons and consumes the smaller bird. The hawk dies, and decomposers break down the dead body.

Note: Although algae and seaweed mentioned in several food chains are not true plants, these organisms still use sunlight to produce their own food through photosynthesis and still serve as food for primary consumers in water environments.

Essential Questions

• In what ways do plants and animals depend on each other?

• What is a food chain?

• What types of food chains can be found in different habitats?


• What happens if one part of the food chain dies off?

• What is a food chain ibn your neighborhood?


• Plants and animals depend on each other in many ways.

• Food chains show the flow of energy from one organism to another.

• Food chains are found in many habitats including gardens, parks, beaches, lakes, and forests.

Science Websites

• http://www.sheppardsoftware.com/content/animals/kidscorner/games/animaldietgame.swf

• http://www.sheppardsoftware.com/content/animals/kidscorner/games/foodchaingame.swf

• http://www.cashmancuneo.net//1games/foodchain.swf

• http://downloads.bbc.co.uk/bitesize/ks2/science/flash/food_chains.swf

• https://jr.brainpop.com/science/animals/foodchain/

http://www.sheppardsoftware.com/content/animals/kidscorner/games/animaldietgame.swf

http://www.sheppardsoftware.com/content/animals/kidscorner/games/foodchaingame.swf

http://www.cashmancuneo.net/1games/foodchain.swf

http://downloads.bbc.co.uk/bitesize/ks2/science/flash/food_chains.swf

https://jr.brainpop.com/science/animals/foodchain/

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2017-2018

Science- Grade 2





Review Assess Reteach Extend

50-minute lessons

Suggested Pacing:

________-________

Review//Assess//Reteach//Extend Spiral back to all previous taught TEKS from the 1st-3rd Nine Weeks

Past Assessments 1st Nine Weeks Assessment 2nd Nine Weeks Assessment

https://newmansciencehelp.weebly.com/uploads/2/1/7/8/21787294/2nd_grade_science_1st_nine_weeks_assessment_2017.pdf

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we make good students great! -2018 science- grade 2 · 2019-01-11 · we make good students great!...

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