GREENWOOD PUBLIC SCHOOL DISTRICT Second Grade Science Pacing Guide

Transcription

1 FIRST NINE WEEKS Week Date Academic Focus Common Core Standards I can statements 0 Aug. 4th Introduction to second grade Introduction to second grade Review first grade concepts. 1.L.1.1 Students will demonstrate basic needs and structures of plants. 1.L.1.2 Students will demonstrate an understanding of how living things change in form as they go through the general states of a life cycle. 1.L.1.3.A Students will demonstrate an understanding of what plants need from the environment for growth and repair. 1.L.1.3.B Students will demonstrate interdependence of flowering plants and pollinating insects. 1.P.1.6.A Students will demonstrate an understanding that light is required to make objects visible. 1.P.1.6.B Students will demonstrate an understanding of sound. 1.E.1.9.A Students will demonstrate patterns of weather by describing, recording, and analyzing weather data to answer questions about daily and seasonal weather patterns. 1.E.1.10 Students will demonstrate an understanding of human dependence on clean and renewable water sources. Classify strands of second grade science: Physical Science, Life Science, Earth and Space Science - Share what I already know about physical science. - Share what I already know about life science. - Share what I already know about Earth and space science. - Share the names and definitions of the three strands of second grade science. - Identify topics as physical science, life science or earth and space science. - Physical science - Life Science - Earth and Space Science 1 Aug.7 th 11 th

2 2 3 Aug 14 th 18 th Aug. 21 st 25 th 4 Aug 28 th Sept 1 st Unit 1: Physical Organization of Matter and Chemical Interactions Unit 1: Physical Organization of Matter and Chemical Interactions Unit 1: Physical Organization of Matter and Chemical Interactions 2.P.2.5 Students will demonstrate properties of matter. 2.P Conduct a structured investigation to collect, represent, and analyze categorical data to classify matter as a solid, liquid or gas. Report findings and describe a variety of materials according to observable physical properties (e.g. size, color, texture, opacity, solubility). 2.P.2.5 Students will demonstrate properties of matter. 2.P Compare and measure the length of solid objects using technology and mathematical representations. Analyze and communicate findings. 2.P Compare the weight of solid objects and the volume of liquid objects.; Analyze and communicate findings. 2.MD.A.1 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 2.MD.A.2 Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen. 2.MD.A.4 Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. 2.MD.B.5 Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem. 2.P.2.5 Students will demonstrate properties of matter. 2.P Construct scientific arguments to support claims that some changes to matter are caused by heating can be reversed, and some changes cannot be reverse. -Classify matter as liquid, solid or gas. - Conduct a structured investigation to collect, represent and analyze data. -Report findings and describe what I learned. objects by size. objects by color. objects by texture. Objects by opacity. objects by solubility. - Measure and compare lengths of solid objects. the weight of solid objects. the volume of liquid objects. - Select appropriate measuring tools. -Use addition and subtraction within 100 to compare measurement lengths. matter as solid, liquid or gas. - Explain how temperature can cause changes to matter. - Explain that some physical changes to matter can be reversed. - Explain that some physical changes to matter cannot be reversed. - Texture - Opacity - Solubility - Solid - Liquid - Gas - Data - Length - Weight - Volume - Tools - Solid - Solid - Liquid - Gas - Temperature - Reversed - Physical changes Review all 2.P.2.5 standards.

3 5 Sept 5 th 8 th Sept 4 th - Labor Day NO SCHOOL Unit 2: Physical Motions, Forces, and Energy 2.P.2.6 Students will demonstrate an understanding of how the motion of objects is affected by pushes, pulls, and friction on an object. 2.P Conduct a structured investigation to collect, represent, and analyze data from observations and measurements to demonstrate the effects of pushes and pulls with different strengths and directions. Communicate findings (e.g., models or technology). 2.MD.D.10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems 1 using information presented in a bar graph. - Explain what happens when and object is pushed. - Explain what happens when a object is pulled. - Explain what happens when an object come into contact with friction. - Conduct a structured investigation to collect, represent and analyze data. - Represent data from observations. - Motion - Pushes - Pulls - Friction - Investigation - Represent - Observation - Communicate - Model 6 Sept 11 th 15 th Sept 13 th Progress reports issued Unit 2: Physical Motions, Forces, and Energy 2.P.2.6 Students will demonstrate an understanding of how the motion of objects is affected by pushes, pulls, and friction on an object. 2.P Generate and answer questions about the relationship between (1) friction and the motion of objects and (2) friction and the production of heat. - Conduct a structured investigation to collect, represent and analyze data. - Represent data from observations. - Create and answer questions about friction and motion. - Create and answer questions about friction and the production of heat. - Investigation - Data - Observation - Generate - Friction - Motion - Production 7 Sept 18 th - 22 nd Unit 2: Physical Motions, Forces, and Energy 2.P.2.6 Students will demonstrate an understanding of how the motion of objects is affected by` pushes, pulls, and friction on an object. 2.P Develop a plan to change the force (push or pull) of friction to solve a human problem (e.g., improve the ride on a playground slide or make a toy car or truck go faster). Use an engineering design process to define the problem, design, construct, evaluate, and improve the plan. - Conduct a structured investigation to collect, represent and analyze data. - Represent data from observations. - Create a plan to change force of an object. - Design an object to demonstrate my understanding of friction. - I can evaluate my plan to improve my design. - Investigation - Data -Observation -Design - Friction - Force - Evaluate Review all 2.P.2.6 standards.

4 8 Sept 25 th 29 th Unit 3: Life Hierarchical Organization 2.L.2.1 Students will demonstrate classification of animals based on physical characteristic. 2.L Compare and sort groups of animals with backbones (vertebrates) from groups of animals without backbones (invertebrates). 2.L Classify vertebrates (mammals, fish, birds, amphibians, and reptiles) based on their characteristic. 2.L Compare and contrast physical characteristics that distinguish classes of vertebrates (i.e., reptiles compared to amphibians) 2.L Construct a scientific argument for classifying vertebrates that have unusual characteristics, such as bats, penguins, snakes, salamanders, dolphins, and duckbilled platypuses (i.e. bats have wings yet they are mammals). I can: - Sort groups of animals based on vertebrates and invertebrate animals. - Sort groups based on classification (mammal, fish, birds, amphibians, and reptiles. - Identify some vertebrates that have unusual characteristic such as bats, penguins, snakes, salamanders, dolphins, and duck-billed platypuses. - Identify some vertebrates that have unusual characteristic such as bats, penguins, snakes, salamanders, dolphins, and duck-billed platypuses. -Compare and contrast animals based on classifications. - Vertebrates - Invertebrates - Mammals - Fish - Birds - Amphibians - Reptiles (Classification) 9 Oct 2 nd 6 th Oct 6 th End 1 st 9 Weeks Unit 3: Life Hierarchical Organization Review all 2.L.2.1 standards I can: - Sort groups of animals based on vertebrates and invertebrate animals. - Sort groups based on classification (mammal, fish, birds, amphibians, and reptiles. - Identify some vertebrates that have unusual characteristic such as bats, penguins, snakes, salamanders, dolphins, and duck-billed platypuses. -Compare and contrast animals based on classifications. - Vertebrates - Invertebrates - Mammals - Fish - Birds - Amphibians - Reptiles (Classification)

5 SECOND NINE WEEKS Week Date Academic Focus 0 Oct 9 th 11 th Oct 11 th Parent Conferen ces Oct 12 th 13 th Fall Break Unit 4: Life Reproduction and Heredity 2.L.2.2 Students will demonstrate an understanding of how living things an change in from as they go through the general stages of a life cycle. 2.L Use observations through informational texts and other media to observe the differ stages of the life cycle of trees (i.e., pines, oaks) to construct explanations and compare how trees change and grow over time. Common Core Standards I can statements - Use informational text to learn about plant life cycles. - Explain the life cycles of a pine tree. - Explain the life cycles of an oak tree. and contrast how plants and trees change and grow over time. - Information text - Life cycle - Pine tree - Oak tree 1 Oct 16 th 20 th Unit 4: Life Reproduction and Heredity 2.L.2.2 Students will demonstrate an understanding of how living things an change in from as they go through the general stages of a life cycle. 2.L Construct explanations using first-hand observations or other media to describe the life cycles of an amphibian (birth, growth/development, reproduction, and death) Communicate findings. - Use informational texts to learn about animal life cycles. - Explain the life cycle of an amphibian. and contrast life cycles of amphibians. - Life cycles - Amphibian 2 Oct. 23 rd 27 th Unit 5: Life Ecology and Interdependenc e 2.L.2.3.A Students will demonstrate interdependence of living things and the environment in which they live. 2.L.2.3.A.1 Evaluate and communicate findings from informational text or other media to describe how animals change and respond to rapid or slow changes in their environment (fire, pollution, changes in tide, availability of food/water). animals and their environment change due to fires. animals and their environment change due to pollution. animals and their environment change due to changes in tide. animals and their environment change due to availability of food and water. -Use media to research how animals and their environment change due to fires. -Use media to research how animals and their environment change due to pollution. -Use media to research how animals and their environment change due to change in the tide. -Use media to research how animals and their environment change due to availability of food and water. - Media - Research - Environment - Pollution - Tide - Availability

6 3 Oct. 30 th Nov 3 rd Unit 5: Life Ecology and Interdependenc e 2.L.2.3.A Students will demonstrate interdependence of living things and the environment in which they live. 2.L.2.3.A.2 Construct scientific arguments to explain how animals can make major changes (e.g., beaver dams obstruct streams, or large deer populations destroying crops) and minor changes to their environments (e.g., ant hills, crawfish burrows, mole tunnels). Communicate findings. -Describe how animals make major changes to their environments. - Describe how animals make minor changes to their environment. - Environment - Minor - Major 4 Nov 6 th 10 th Unit 5: Life Ecology and Interdependenc e Review all 2.L.2.3.A standards 2.L.2.3.B Students will demonstrate interdependence of living things. 2.L.2.3.B.1 Evaluate and communicate findings from informational text or other media to describe and to compare how animals interact with other animals and plants in the environment (i.e., predator-prey relationships, herbivore, carnivore, omnivore). 2.L.2.3.B.2 Conduct an investigation to find evidence where plants and animals compete to cooperate with other plants and animals for food or space. - Explain how living things work together to help each other live. predator-prey relationships work. - Use informational text to describe herbivore, carnivore, and omnivore relationships. - Use the media to describe how predator-prey relationships work. - Use the media to describe herbivore, carnivore, and omnivore relationships. - Media - Research - Predator - Prey - Omnivore - Carnivore - Herbivore 5 Nov 13 th 17 th Nov 20 th 24 th Thanksgi ving Break Unit 6: Life Adaptations and Diversity 2.L.2.4 Students will demonstrate ways animals adapt to their environment in order to survive. 2.L Evaluate and communicate findings from informational text or other media to describe how plants and animals use adaptations to survive (e.g., ducks use webbed feet to swim in lakes and ponds, cacti have waxy coatings and spines to grow in the desert) in distinct environments (e.g., polar lands, saltwater and freshwater, desert, rainforest, woodlands). 2.L Create a solution exemplified by animal adaptations to solve human problem in a specific environment (e.g., snowshoes are like hare s feet or flippers are like duck s feet). Use an engineering design process to define the problem, design, construct, evaluate, and improve the solution. - Use informational text to learn about how animals have adapted to their specific environments in order to survive. - Explain how animals adapted to their specific environment in order to survive. - Explain how humans have adapted to their environment in order to survive. - Adapt (Adaptations) - Environment - Survive - Evaluate - Communicate - Media - Desert - Rainforest - Woodlands - Salt water - Freshwater - Engineering

7 6 7 Nov 27 th Dec 1 st Nov 29 th 2 nd Q Progress Reports Issued Dec 4 th 8 th Unit 7: Earth and Space Earth s Resources Unit 8: Earth and Space Earth and the Universe 2.E.2.10 Students will demonstrate an understanding of how human use Earth s resources. 2.E Use informational text, other media and first-hand observations to investigate, analyze and compare the properties of Earth materials (including rocks, soils, sand and water). 2.E Conduct an investigation to identify and classify everyday objects that are resources from the Earth (e.g., drinking water, granite countertops, clay dishes, wood furniture, or gas grill). Classify these objects as renewable or nonrenewable resources. 2.E Use informational text and other media to summarize and communicate how Earth s materials are used (e.g., soil and water to grow plants; rocks to make roads, walls or building; or sand to make glass). 2.E Use informational text, other media, and first-hand observations to investigate and communicate the process and consequences of soil erosion. 2.E With teacher guidance, investigate possible solutions to present or repair soil erosion. 2.E.2.8 Students will demonstrate appearance, movement, and patterns of the sun, moon and stars. 2.E Recognize that there are many stars that can be observed in the night sky and the sun is the Earth s closest star. 2.E With teacher guidance, observe, describe and predict the seasonal patterns of sunrise and sunset. Collect, represent, an interpret data from internet sources to communicate findings. 2.E Observe and compare the details in images of the moon and planets using the perspective of the naked eye, telescopes and date from space exploration. 2.E Use informational text and other media to observe, describe and predict the visual patters of motion of the sun (sunrise, sunset) and moon (phases) - Use informational texts to research natural resources. - Identify natural versus manmade resources. resources as renewable or non-renewable. - Explain how natural resources are used by humans. - Explain the process of soil erosion. - Describe ways to help solve and repair soil erosion. - Describe the patterns of the sun. - Describe the patterns of the moon. - Describe the patterns of the stars. - Identify our most important star. - Predict yearly seasonal patterns. - Demonstrate seasonal patterns with data. - Identify the moon from my eyes, telescope images, and space exploration pictures. and contrast moon photos. - Use informational text to describe the patterns of the sunrise and sunset. - Use informational text to describe the patterns of the moon s phases. - Demonstrate - Natural Resources - Investigate - Properties - Material - Rocks - Soil - Sand - Investigation - Resources - Renewable - Nonrenewable - Summarize - Communicate - Media - Erosion - Solution - Pattern - Star - Sun - Moon - Seasonal pattern - Sunrise - Sunset - Telescope - Moon phases

8 8 9 Dec 11 th - 15 th Dec 18 th 20 th Dec 20 th 60% day Unit 8: Earth and Space Earth and the Universe Unit 8: Earth and Space Earth and the Universe 2.E.2.8 Students will demonstrate appearance, movement, and patterns of the sun, moon and stars. 2.E Recognize that there are many stars that can be observed in the night sky and the sun is the Earth s closest star. 2.E With teacher guidance, observe, describe and predict the seasonal patterns of sunrise and sunset. Collect, represent, an interpret data from internet sources to communicate findings. 2.E Observe and compare the entails in images of the moon and planets using the perspective of the naked eye, telescopes and date from space exploration. 2.E Use informational text an other media to observe, describe and predict the visual patters of motion of the sun (sunrise, sunset) and moon (phases) 2.E.2.8 Students will demonstrate appearance, movement, and patterns of the sun, moon and stars. 2.E With teacher support, gain an understanding that scientists are humans who use observations and experiments to learn about space. Obtain information from informational text or other media about scientists who have made important discoveries about objects in space (e.g., Galileo Galilee, Johannes Keller, George Ellery Hale, Jill Tarter) or the development of technologies (e.g., various telescopes and detection devices, computer modeling and space exploration). 2.E Cerate a model that will demonstrate the observable patter of motion of the sun or moon. Use an engineering design process to define the problem, design, construct, evaluate, and improve the model. - Describe the patterns of the sun. - Describe the patterns of the moon. - Describe the patterns of the stars. - Identify our most important star. - Predict yearly seasonal patterns. - Demonstrate seasonal patterns with data. - Identify the moon from my eyes, telescope images, and space exploration pictures. and contrast moon photos. - Use informational text to describe the patterns of the sunrise and sunset. - Use informational text to describe the patterns of the moon s phases. - Share stories of scientists who have made a difference in space science discovery. - Create a model to demonstrate patterns of the sun, moon or stars. - Pattern - Star - Sun - Moon - Seasonal pattern - Sunrise - Sunset - Telescope - Moon phases - Scientist - Model - Difference