9.1 Describe the method of making an electromagnet. 9.2 Construct an electromagnet from simple materials. 9.3 Predict the changes in magnetic

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1 Magnets Grade Describe the interaction of magnets. 1.2 Identify and classify materials which a magnet will and will not attract. 1.3 Predict the objects that will be attracted by a magnet. 1.4 Conclude that some, but not all, metals are attracted by a magnet. 2.1 Compare and describe various metal objects. 2.2 Predict the metals that will be attracted by a magnet. 2.3 Identify and classify the common metals a magnet will and will not attract. 2.4 Conclude that iron and steel are the metals that are attracted by a magnet. 3.1 Observe and describe how a magnetic force is exerted through various objects. 3.2 Predict which objects a magnetic force will be exerted through. 3.3 Discuss and compare results with other students. 3.4 Conclude that a magnetic force can be exerted through a variety of objects, including air, water, paper, etc. 4.1 Observe and describe how magnetic force is exerted at the poles and in the middle of a magnet. 4.2 Predict the number of paper clips touching each other in a chain that will be attracted to each pole and to the middle of a bar magnet. 4.3 Record and graph results. 4.4 Discuss and compare results with other students. 4.5 Conclude that magnetic force is greatest at the poles of a magnet. 5.1 Observe and describe the behavior of like and unlike magnetic poles. 5.2 Predict what will happen when like magnetic poles and unlike magnetic poles are brought close together. 5.3 Discuss and compare results with other students. 5.4 Conclude that like magnetic poles repel and unlike magnetic poles attract. 6.1 Observe and describe the method of making a temporary magnet. 6.2 Predict what will happen when a paper clip is made into a temporary magnet and put into iron filings. 6.3 Discuss and compare results with other students. 6.4 Conclude that a magnet can be used to temporarily magnetize a piece of iron or steel. 7.1 Observe and describe the various sizes, shapes, and strengths of magnets. 7.2 Predict which types of magnets will be the strongest. 7.3 Record and graph results. 7.4 Discuss and compare results with other students. 7.5 Conclude that magnetic strength can be compared in comparing the number of paper clips (in a chain) the various magnets will attract. 8.1 Demonstrate an understanding of the concepts of attraction and repulsion. 8.2 Predict what will happen when like magnetic poles and unlike magnetic poles are brought close together while using ring magnets. 8.3 Discuss and compare results with other students. 8.4 Conclude that like magnetic poles repel and unlike magnetic poles attract.

2 9.1 Describe the method of making an electromagnet. 9.2 Construct an electromagnet from simple materials. 9.3 Predict the changes in magnetic strength when the wire wrappings in an electromagnet are increased. 9.4 Predict what will happen when an additional battery is added to an electromagnet. 9.5 Discuss and compare results with other students. 9.6 Conclude that an electromagnet is a temporary magnet that can be turned on and off and which can be manipulated to increase or decrease its strength.

3 Frogs Grade Explain the difference between elements of reality and elements of fantasy. 1.2 Compose a list of frog characteristics that demonstrate reality versus those that demonstrate fantasy (based on a story read to the class). 2.1 Explain the difference between true statements about frogs and false statements about frogs. 2.2 Watch a nonfiction video about frogs and from it, gather facts about frogs. 2.3 Create (as a class) a KWL chart about frogs to be used after watching the frog video and throughout the frog unit. 2.4 Write and illustrate (on the computer) one true statement and one false statement about frogs. 3.1 Explain through journal entries how to care for a real tadpole and record daily observations about what happens to the tadpole as it grows. 3.2 Demonstrate knowledge of appropriate tadpole care by helping teacher maintain tank, feed tadpoles, and alter the environment to provide optimal living conditions. 4.1 Demonstrate an understanding of each stage of a frog s life cycle. 4.2 Create a product that illustrates the life cycle of a frog. 5.1 Research the life cycle of another living creature. 5.2 Create a product that illustrates this creature s life cycle. 6.1 Compare frogs and toads in a Venn diagram. 6.2 Read a nonfiction text on frogs and toads. 6.3 Use the information in the text to illustrate and label pictures in a mini-book about frogs and toads. 7.1 Research frog facts using nonfiction books. 7.2 Complete a fact-finding sheet on frogs. 7.3 Write and illustrate a short piece about frogs based on student research. 8.1 Name some of the foods that frogs eat. 8.2 Taste and compare examples of human food that represent parts of a frog s diet. 8.3 Describe and record the qualities of the tasted foods on a classroom chart. 9.1 Recognize differences among frog species. 9.2 Illustrate and label a frog species using paint, markers, or other appropriate medium Research the impact of wetlands destruction on frogs Describe the loss of wetlands and explain the effect of this on frogs and toads List solutions to protect frogs and toads from the loss of wetlands and pesticide problems.

4 Oceans Grade Create a simulated ocean environment in the classroom. 1.2 Create discovery journals to record new information about oceans and ocean creatures. 2.1 Create a model from a plastic pop bottle to simulate the appearance and motion of ocean..waves. 3.1 Observe, classify, and compare univalve and bivalve seashells. 4.1 Draw a camouflaged ocean environment to observe the effects of coloration camouflage.on the appearance of fish. 5.1 Assemble and complete a mini-book template to illustrate and describe ways that ocean creatures hide from their predators. 6.1 On blacktop or other appropriate surface, draw an outline model of the size and shape of a whale shark. 6.2 Create a small-scale paper model to illustrate the shape and physical features of a shark. 7.1 Research the skeletal structure of sharks. 7.2 Debate the advantages and disadvantages of a cartilage skeleton versus a boney skeleton. 8.1 Research the role of oil made by a shark s liver. 8.2 Observe a mixture of oil and water. 8.3 Infer that oil helps keep sharks afloat. 9.1 Research sharks sense of smell and hearing as these relate to their ability to hunt for prey. 9.2 Write tall tales to illustrate what could happen if humans possessed a shark s keen senses of hearing and smell Research the benefits of sharks to humans Create a list of these benefits on a classroom chart Use student-made shark puppets to ask and answer questions about sharks Demonstrate conceptual understandings about oceans and marine life by means of class discussion, drawings, and written responses.

5 Butterflies Grade 2 1. Make observations of the equipment used to raise butterflies in the classroom. 2. Research the egg stage of a butterfly s life cycle. 3. Make observations of larvae and butterfly nutrient. 4. Create a butterfly observation journal. 5. Use magnifying glasses to make observations of traits and behaviors (e.g., molting, silk production) during each phase of the butterfly life cycle. 6. Identify physical changes in the development of butterflies. 7. Illustrate the four stages of butterfly development. 8. Participate in the caring of an animal. 9. Distinguish between butterflies and moths.