Vocabulary Objective Resources Assessments Standards

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1 Grades 1 and 2 Curriculum Map Allison Holstrom Unit 1: Inquiry and Weather Trimester 1: Monday and Wednesday afternoons Arizona State Standards and Foss Kits for Grade 2 Essential Question What interests me in? Vocabulary Objective Resources Assessments Standards Inquiry Investigation Questions Observations Hypotheses SWBAT formulate relevant questions about the properties of objects, organisms, and events in the environment. Foss Kits Harcourt Hands on projects and experiments In Class journals Formative: Teacher Observation Student Responses White board Responses Journal Entries S1.C1.PO1 Non-Fiction Summative:

2 Texts End of Unit tests Performance Assessment How do I make a logical predication based on observations? How can I plan, conduct, investigate, and record data? Prediction Data SWBAT predict the results of an investigation SWBAT record data from guided investigations in an organized and appropriate format. S1.C1.PO2 S1. C2.PO4 S1.C3.PO1 S1.C3.PO2 SWBAT Organize data using graphs. How can I communicate results of an investigation? Conclusions Results SWBAT construct reasonable explanations of observations on the basis of data obtained. SWBAT communicate the results and conclusions of an investigation. S1.C4.PO1

3 How might I alter or further my investigations? Compare SWBAT compare the results of the investigation to predictions made prior to the investigation. S1.C3.PO3 S1.C3.PO4 How can I ensure safety while experimenting? Procedures Safety SWBAT generate questions for possible future investigations based on the conclusions of the investigation. SWBAT demonstrate safe behavior and appropriate procedures. AIR AND WEATHER What is air? Gas SWBAT explore properties of a common gas, air. S1.C2.PO1 S6. C3.PO4 Where does air go? Why can t we see air? Space Compressed SWBAT construct parachutes and observe how they move through air. SWBAT discover that air occupies space and can be compressed. S6.C3.PO1 S6.C3.PO2

4 SWBAT observe that compressed air pushes with a usable pressure. What is weather and climate? What is the relationship between clouds, temperature, and weather patterns? Weather Climate Temperature Patterns Cumulus Cloud Stratus Cloud Cirrus Cloud SWBAT explain how air can propel a balloonrocket system. SWBAT observe daily weather and record observation. SWBAT use a calendar to monitor daily weather and record sunrise/sunset times once a week. S6.C3.PO1 S6.C3.PO2 S6.C3.PO3 S6.C3.PO4 SWBAT monitor and record daily outdoor temperature. SWBAT use different weather instruments, including a thermometer and rain gauge. SWBAT identify several types of clouds.

5 How does the wind affect the weather? Wind speed Wind strength Wind Direction Anemometer Wind Vane SWBAT develop awareness of natural sources of water. SWBAT observe evidence of wind speed using bubbles, pinwheels, and anemometers. S6.C3.PO1 S6.C3.PO2 SWBAT describe the wind strength using a modified Beaufort scale. SWBAT observe evidence of wind direction using bubbles and wind vanes. SWBAT use different weather instruments, including an anemometer and a wind vane. SWBAT observe the effect of wind direction and speed on kites.

6 How does the weather and appearance of the moon change over a period of a month? Condition Precipitation Lunar Monitor SWBAT graph weather observations taken over a period of a month. SWBAT look for patterns in changes in weather condition, precipitation, and temperature through the seasons. S6.C3.PO1 S6.C3.PO2 SWBAT monitor and record nightly weather. SWBAT monitor and record the changing appearance of the Moon over a month.

7 Unit 2: Insects and Life Cycles Trimester 2: Monday and Wednesday afternoons Arizona State Standards and Foss Kits for Grade 2 Essential Question What are the basic structures and behaviors of insects? Vocabulary Objective Resources Assessments Standards Insect Larvae Mealworm Abdomen Thorax Head SWBAT develop a curiosity and interest in insects and a respect for them as living things. SWBAT care for and observe mealworms as they grow, molt, pupate, and turn into beetles. Foss Kits Harcourt Hands on projects and experiments In Class journals Formative: Teacher Observation Student Responses White board Responses Journal Entries S4.C1.PO! Non-Fiction Texts Summative: End of Unit tests Performance Assessment

8 What is a life cycle? What is metamorphosis? Life Cycle Metamorphosis Waxmoth Animal Kingdom SWBAT become familiar with some of the life sequences that different types of insects exhibit. S4.C2.PO1 SWBAT observe the similarities and differences in the larvae, pupae, and adults of insects that go through metamorphosis. How do the behaviors of insects change at different stages of their life cycles? Structure Pattern Behavior Milkweed bug Mature Simple Metamorphosis SWBAT observe waxworms progress through their life cycle and compare the metamorphosis of the mealworm beetle to that of the waxmoth. SWBAT prepare a habitat with air, space, food, and water for milkweed bug eggs to develop. SWBAT observe the changes in structure, S4.C1.PO1

9 pattern, and behaviors as the milkweed bugs mature as a result of simple metamorphosis. What is the difference between simple and complete metamorphosis? Life Stage Silkworm Emerge Moth Butterfly SWBAT observe the behaviors of insects at different stages of their life cycle. SWBAT observe silkworm and painted lady larvae as they grow, pupate, and emerge as adults. S4.C1.PO1 S4.C2.PO1 What is the appropriate habitat for crickets, ants, and aquatic insects? Habitat Cricket Ant Aquatic SWBAT observe the stages of complete metamorphosis and compare the individual forms and behaviors of the moth and butterfly. SWBAT set up habitats for crickets, ants, and aquatic insects. SWBAT observe behaviors of crickets, ants, and aquatic insects within their S4.C1.PO1

10 How is the life cycle of the plant similar and different to the life cycle of the insect? What are the basic structures of animals and what function do they serve? Plant Stem Photosynthesis Seed Fruit Digestive System Respiratory System Circulatory System classroom habitats. SWBAT examine the life cycle of a plant by observing plant growth from a seed until it grows to produce fruit. SWBAT identify major parts of the digestive, respiratory, and circulatory systems. SWBAT describe basic functions of the digestive, respiratory, and circular systems. S4.C2.PO3 S4.C1.PO2 S4.C1.PO3

11 Unit 3: Solids and Liquids Experiment for Fair Trimester 3: Monday and Wednesday afternoons Arizona State Standards and Foss Kits for Grade 2 Essential Question What are the states of matter? What are the unique properties of solids? Vocabulary Objective Resources Assessments Standards Matter Property Characteristic Solid Liquid Gas SWBAT describe objects in terms of measurable properties. SWBAT classify materials as solids, liquids, and gasses. SWBAT demonstrate that water can exist as a solid, liquid, and gas. SWBAT demonstrate that solids have a definite shape and that liquids and gases take the shape of their container. Foss Kits Harcourt Hands on projects and experiments In Class journals Non-Fiction Texts Formative: Teacher Observation Student Responses White board Responses Journal Entries Summative: End of Unit tests Performance Assessment S5.C1.PO1 S5.C1.PO2 S5.C1.PO3

12 SWBAT explore and learn about the properties of solids through sorting and comparing. What are the unique properties of liquids? n/a SWBAT explore a number of liquids. SWBAT observe, describe, and compare the properties of liquids and learn about the unique behaviors of liquids. S5.C1.PO3 S5.C1.PO4 SWBAT observe what happens when other liquids are mixed with water. What happens when you mix solids and liquids? Particle SWBAT combine and separate solids of different particle sizes. S5.C1.PO4 SWBAT learn about the behavior of mixtures of

13 solid particles. Are toothpaste and oobleck solids or liquids? How are gasses formed? Unknown Record SWBAT discover that particle of solid materials can pour like liquids, yet maintain their shape. SWBAT observe, describe, and record interactions between solids and water and liquids and water. SWBAT organize their observations and apply their understanding to identify whether toothpaste and oobleck are solids or liquids. S5.C1.PO1 S5.C1.PO2 S5.C1.PO3 SWBAT use information gathered to conduct an investigation on an unknown material. SWBAT explore how heating water changes the state of water into

14 SCIENCE EXPERIMENT What are the individual and cultural contributions to scientific knowledge? How does technology affect science and society? Culture Innovation Technology Society Materials a gas. SWBAT identify how past and present people and cultures have contributed to scientific innovations. SWBAT brainstorm scientific ideas in preparation for their own investigation for the Fair. SWBAT identify various technologies that people use. SWBAT describe how tools help make better observations and measurements. S2.C1.PO1 S3.C2.PO2 S1.C1.PO1 S3.C2.PO1 S3.C2.PO3 S1.C2.PO3 SWBAT assemble tools and technologies needed (Materials) for Personal Experiments What are the parts Review: SWBAT conduct their S2.C2.PO1

15 of an experiment? Essential Question Hypothesis Prediction Materials Testing Results Analysis own experiment and communicate their results and analysis for a Fair display. S2.C2.PO2 S2.C2.PO3 S1.C1.PO1 S1.C1.PO2 S1.C4.PO1 S1. C2.PO4 S1.C3.PO1 S1.C3.PO2

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