2 nd Grade Science Curriculum Guide 2016/2017

Transcription

1 2 nd Grade Science Curriculum Guide 2016/2017

2 Balance and Motion - Science Standard 1 (4-6 Weeks) Student outcome met on assessment by question number Standard Physical Science Standard 1 Graduate Competence Observe, explain, and predict natural phenomena governed by Newton's laws of motion, acknowledging the limitations of their application to very small or very fast objects Grade Level Expectation 1. Changes in speed or direction of motion are caused by forces such as pushes and pulls - Standard 1.1 Big Idea End of unit Performance Task Changes in speed or direction of motion are caused by forces such as pushes and pulls Predict and experiment how motion and force are related using a skate boarder on a track End of unit assessment Student Outcomes Core Concepts: Nature of Science Literacy Standard Focus Writing Standard Focus Reading/writing Focus Cross Content Connection Q 6 Q 1, 3, 7 a. Identify and predict how the direction or speed of an object may change due to an outside force. (DOK 1-2) b. Analyze and interpret observable data about the impact of forces on the motion of objects. (DOK 1-2) The motion of an object is determined by the sum of the forces (pushes and pulls) acting on it. A force is needed to start something in motion, change its direction or stop it. Objects and systems that turn on a central axis exhibit rotational motion. Stability or instability in a system depends on the balance of forces. A stable position is one that is steady; the object is not falling over. 1. Select appropriate tools for data collection. (DOK 1-2) 2. Measure the change in speed or direction of an object using appropriate units. (DOK 1-2) 3. Collaboratively design an experiment, identifying the constants and variables. (DOK 1-2) RI 2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RI 2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. W 2.2 Write informative/ explanatory texts in which they introduce a topic, use facts and definition to develop points, and provide a concluding statement or section. Leveled reader from Wonders: Forces at Work

3 All interactions between objects arise from a few types of forces: gravity and friction. Gravity is a force that pulls objects toward the Earth s surface. Friction slows down motion. Magnets pull steel objects; magnets push or pull other magnets.

4 Greeley-Evans School District 6 Grade: 2 nd Curriculum Guide Unit: Balance and Motion Timeline: 4-6 weeks Standard: Physical Science Standard 1 Grade Level Expectation: 1. Changes in speed or direction of motion are caused by forces such as pushes and pulls The WHAT Student Outcomes: 1.a. Identify and predict how the direction or speed of an object may change due to an outside force (DOK 1-2) 1.b. Analyze and interpret observable data about the impact of forces on the motion of objects (DOK 1-2) Focus Questions: 1. What do you need to do to get an object to balance? 2. How can spinning motion be changed? 3. How can a string keep a disk in Vocabulary: Academic: analyze, interpret, evidence, scientific explanation, prediction Technical: force, properties, The HOW Instruction: Introduce or review scientific method/process: 1. Ask a question, 2. Research the topic, 3. State the hypothesis, 4. Test your hypothesis, 5. Analyze your data, and 6. Report your results. (great pre-made method cards at: Investigation 1.1- Balancing Crayfish Investigation 2 Spinners Part 1: Tops - Tops exhibit rotational motion which can be affected by variables such as speed, mass and diameter. Part 2: Zoomers Motion created by the twisting of string and continues to move with pulling force on string. Part 3: Twirlers - Moving air can cause motion. Twirlers motion depends on angle, shape and size. Investigation 3 Part 1: Rolling Wheels A wheel-axle system comprises a circular rotating disk and an axial shaft. Part 3: Rolling Spheres Rolling marbles can be roll in any direction. Rolling marbles can be controlled in a runway. A marble will roll up as high as its starting point and no higher. Part 4: Rolling outdoors (weather permitting) Learning about variables that affect the rolling of a ball outdoors. Investigation 5 Part 1: Magnets Magnetic force can apply pushes and pulls. Magnetic force can pull steel objects (and other magnets) but not everything. Magnetic force can move other magnets from a distance. Assessments: Formative: Check for understanding: SCR s with following questions 1. What must be known about a force to predict how it will change an object s motion? 2. How does applying a force affect the way an object moves?

5 motion? 4. What causes twirlers to rotate? 5. How can a wheel-and-axle system be changed? 6. How can we make a runway system that will let a marble roll its entire length? 7. Where can balls roll on the schoolyard? 8. What must be known about a force to predict how it will change an object s motion? 9. How does applying a force affect the way an object moves? 10. How do an object s properties affect how it will move when a force is applied? motion, relationships, variables, distance traveled, balance, gravity, magnet, push, pull Science Resources: For performance task use link: Assorted DVDs from High Plains Library - Physical Science for Children All About Forces and Gravity, All About Motion and Balance. 3. How does an object s properties affect how it will move when a force is applied? Summative: end of unit assessment and end of unit performance task. (Predict and experiment how motion and force are related using a skate boarder on a track.) Literacy Resources: Assorted Leveled Readers from Wonders: Forces at Work Assorted reading resources that comes in Foss Kit Foss Science Stories Insect -Life Science -Standard (4-6 Weeks) S t Standard Life Science Standard 2

6 Q 1 Q 5 Q 3 Q 5 Q 1 Graduate Competence 1. Explain and illustrate with examples how living systems interact with the biotic and abiotic environment 2. Analyze the relationship between structure and function in living systems at a variety of organizational levels, and recognize living systems dependence on natural selection Grade Level Expectation 1. Organisms depend on their habitat s nonliving parts to satisfy their needs Big Idea 2. Each plant or animal has different structures or behaviors that serve different functions Organisms depend on their habitat s nonliving parts to satisfy their needs. Each plant or animal has different structures or behaviors that serve different functions. Create a fictional insect in their habitat and explain your insect and how it gets its needs met from the habitat. End of Unit Assessment End of unit Performance Task Student Outcomes Core Concepts Nature of Science Literacy Standard Focus 1a. Use evidence to develop a scientific explanation about how organisms depend on their habitat. (DOK 2-3) 1b. Analyze and interpret data about nonliving components of a habitat. (DOK 1-2) 1c. Assess and provide feedback on other scientific explanations regarding why an organism can survive in its habitat. (DOK 1-3) 1d. Use instruments to make observations about habitat components for example, data can be collected from a fish tank to assess the environmental health (dissolved oxygen, ph, Nitrogen content). (DOK 1-2) 2a. Use evidence to develop an explanation as to why a habitat is or is not suitable for a specific organism. (DOK 1-3) Animals (Insects) need air, food, water, and space to survive. Plants need water, air, nutrients, light and space to survive. Organisms (Insects) have characteristic structures and behaviors. Adult insects have a head, thorax, and abdomen. Plants have roots, stems, leaves, buds, flowers, and seeds. Variations exist within a group of related organisms Describe different ways that scientists seek to understand about organisms and their interactions with the environment. (DOK 1) 1.2. Collaborate with other students in developing a scientific explanation about how organisms depend on their habitat. (DOK 1-2) 2.1. Give feedback regarding the advantages of specific structures and behaviors. (DOK 2-3) RI 2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. RI 2.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RI 2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and Writing Standard Focus W 2.2 Write informative/ explanatory texts in which they introduce a topic, use facts and definition to develop points, and provide a concluding statement or section. W 2.2 Write informative/ explanatory texts in which they Reading/writing Focus Cross Content Connection All About YouTube link Leveled reader from wonders: How Butterflies Came To Be Bee! I m expecting you! by Emily Dickinson Assorted Science Kit readers

7 Q 2.3 2b. Analyze and interpret data about structures or behaviors of a population that help that population survive. (DOK 1-2) 2.2. Share observations, and provide and respond to feedback on ideas about the advantages of specific structures and behaviors. (DOK 1-3) clarify a text. RI 2.9 Compare and contrast the most important points presented by two text on the same topic. introduce a topic, use facts and definition to develop points, and provide a concluding statement or section. W 2.8 Recall information from experiences or gather information from provided sources to answer a question. Greeley-Evans School District 6 Grade: 2 nd Curriculum Guide Unit: Insects Standard: Life Science Standard 2 Timeline: 4-6 weeks Grade Level Expectation: 1. Organisms depend on their habitat s nonliving parts to satisfy their needs 2. Each plant or animal has different structures or behaviors that serve different functions

8 The WHAT Student Outcomes: 1.a. Use evidence to develop a scientific explanation about how organisms depend on their habitat (DOK 2-3) 1.b. Analyze and interpret data about nonliving components of a habitat (DOK 1-2) 1.c. Assess and provide feedback on other scientific explanations regarding why an organism can survive in its habitat (DOK 1-3) 1.d. Use instruments to make observations about habitat components for example, data can be collected from a fish tank to assess the environmental health (dissolved oxygen, ph, Nitrogen content). (DOK 1-2) The HOW Instruction: Introduce or review scientific method/process: 1. Ask a question, 2. Research the topic, 3. State the hypothesis, 4. Test your hypothesis, 5. Analyze your data, and 6. Report you results. (great pre-made method cards at: ) As soon as kit is received For Mealworms - make sure that they are being fed (e.g., apples or carrots). If you are going to separate, prepare vials ahead of time For Milkweeds Bugs prepare habitat to transfer as soon as you receive them For Butterflies have habitat ready and journals ready for observation from time of delivery of caterpillars 2.a. Use evidence to develop an explanation as to why a habitat is or is not suitable for a specific organism (DOK 1-3) 2.b. Analyze and interpret data about structures or behaviors of a population that help that population survive (DOK 1-2) Focus Questions: 1. What do insects need? 2. What are the structures and behavior of mealworms, milkweed bugs, and butterflies? 3. How do mealworms grow and change? 4. What are the structures and behavior of mealworm larvae, pupae, and adults? 5. Are all needs of insects the same? 6. Do all organisms have the same needs? 7. What do organisms depend on in their habitat to satisfy their needs? 8. How do living things depend on their environment? Vocabulary: Academic: analyze, interpret, evidence, scientific explanation, prediction, observation, feedback, data, suitable, organism Technical: life cycle, characteristics, insect, thorax, abdomen, head, pupae, larva, adult, egg, habitat, nymph, water, air, food, space, scientific method/process Investigation 1 Mealworms Investigation 3 Milk weeds bugs Investigation 5 Butterflies Assessments: Formative: Check for understanding: SCR s with following questions 1. How does the temperature change at different times during the day, and from day to day? 2. What changes do we make in our daily lives based on changes in the weather? 3. How do weather patterns change throughout the year? 4. How does weather and the changing seasons impact the environment and organisms? Summative: End of unit assessment and end of unit performance task. (Create a fictional insect in their habitat and explain your insect and habitat.)

9 9. How does an organism respond when basic needs are not met? 10. What different structures do plants and animals have that perform the same functions? Science Resources: Refer to Foss Science Stories: Insects Additional science readers Literacy Resources: Bee! I m expecting you! by Emily Dickinson Written: Video: Air and Weather Science Standard 3 (4-6 Weeks) Student outcome met on assessment by Standard Earth Systems Science Standard 3 Graduate Competence Evaluate evidence that Earth s geosphere, atmosphere, hydrosphere, and biosphere interact as a complex system Grade Level Expectation 1. Weather and the changing seasons impact the environment and organisms such as humans, plants, and other animals Big Idea Weather and the changing seasons impact the environment and organisms such as humans, plants, and other animals End of unit Performance Task Describe your favorite weather including the following details: temperature, clothing, activities, environment, and season.

10 Q 3 Q 1,2 Q 4,5 End of Unit assessment Student Outcomes Core Concepts. Nature of Science Literacy Standard Focus a. Use evidence to develop a scientific explanation for how the weather and changing seasons impacts the organisms such as humans, plants, and other animals and the environment. (DOK 1-3) b. Analyze and interpret data such as temperatures in different locations (sun or shade) at different times and seasons as evidence of how organisms and the environment are influenced by the weather and changing seasons. (DOK 1-3) c. Analyze ways in which severe weather contributes to catastrophic events such as floods and forest fires. (DOK 1-2) Air is matter takes up space and has mass. Air is all around us. Air moves from place to place. Moving air is wind. Air can be compressed. Weather describes conditions in the air outside. Meteorologists are scientists that study weather. Temperature describes how hot or cold something is. Temperature is measured with a thermometer. The unit used to measure temperature is degrees in Celsius or Fahrenheit. There are three main types of clouds: cirrus, cumulus, and stratus. Water is in the air as a gas that we can t see. Meteorologists use tools to help study weather: rain gauge, thermometer, wind vanes and anemometers. Daily changes in temperature, precipitation, and weather type can be observed, compared and predicted. Each season has a typical weather pattern that can be observed, compared, and predicted. 1. Ask testable questions about weather and the seasons. (DOK 2) 2. Make predictions, share thinking, and ask others how they know that organisms and the environment are influenced by the weather and changing seasons. (DOK 2-3) 3. Select and use appropriate tools to measure, record, and communicate data about the weather using appropriate units. (DOK 1-2) RI 2.9 Compare and contrast the most important points presented by two text on the same topic. RI 2.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. Writing Standard Focus W 2.2 Write informative/ explanatory texts in which they introduce a topic, use facts and definition to develop points, and provide a concluding statement or section. Reading/writing Focus Cross Content Connection Choose at least two books from the kit listed on inventory sheet *Leveled readers from Wonders: Weather all Around Wind power

11 Greeley-Evans School District 6 Grade: 2 nd Curriculum Guide Unit: Air and Weather Timeline: 4 6 weeks Standard: Earth Systems Science Standard 3 Grade Level Expectation: 1. Weather and the changing seasons impact the environment and organisms such as humans, plants, and other animals

12 The What: Student Outcomes: 1.a. Use evidence to develop a scientific explanation for how the weather and changing seasons impacts the organisms such as humans, plants, and other animals and the environment (DOK 1-3) 1.b. Analyze and interpret data such as temperatures in different locations (sun or shade) at different times and seasons as evidence of how organisms and the environment are influenced by the weather and changing seasons. (DOK 1-3) 1.c. Analyze ways in which severe weather contributes to catastrophic events such as floods and forest fires. (DOK 1-2) Focus Questions: 1. What can air do? 2. What happens when air is pushed into a smaller space? 3. What is the weather today? 4. What does a thermometer tell us about the weather? 5. Why types of clouds are in the sky today? 6. Where does rain come from and where does it go? 7. What does a wind vane tell us about the wind? 8. How can we compare the number of days of different kinds of weather? 9. What are the local weather patterns over a year? 10. How does the temperature change at different times during the day, and from day to day? 11. What changes do we make in our daily lives based on changes in the weather? 12. How do weather patterns change throughout the year? 13. How does weather and the changing Vocabulary: Academic: analyze, interpret, evidence, scientific explanation, prediction Technical: temperature, weather, seasons, severe, catastrophic, weather patterns, environment, organisms, impact, meteorologist The How: Instruction: Introduce or review scientific method/process: 1. Ask a question, 2. Research the topic, 3. State the hypothesis, 4. Test your hypothesis, 5. Analyze your data, and 6. Report you results. (great pre-made method cards at: ) For changing seasons use Foss Science Stories Air and Weather Investigation 2 Observing Weather Part 2 - Measuring Temperature Part 3 Watching Clouds Weather report for notebook via: or other site. Assessments: Formative: Check for understanding: SCR s with following questions: 1. How does the temperature change at different times during the day, and from day to day? 2. What changes do we make in our daily lives based on changes in the weather? 3. How do weather patterns change throughout the year? 4. How do weather and the changing seasons impact the environment and organisms? Summative: End of unit assessment and end of unit performance task. (Describe your favorite weather including the following details, temperature, clothing, activities, environment, and season.)

13 seasons impact the environment and organisms? Science Resources: Assorted DVDs from High Plains Library Weather Fundamentals Climate and Seasons, Weather for Children All About Meteorology Weather station link: Weather recording sheet on Schoology Literacy Resources: Assorted Leveled Readers from Wonders Assorted reading resources that comes in Foss Kit Foss Science Stories