Grade 2 Science Curriculum Table of Contentsdistrict.auburn.cnyric.org/departments/science/Grade2SciCurr.pdfGrade 2 Science Curriculum Table of Contents: ... Unit 3 Animals ... nutrients,

Grade 2 Science Curriculum

Table of Contents:Course Description:..................................................................................................... 1Unit Sequence and Timeline:....................................................................................... 2Unit 1 Science Process Skills.................................................................................. 3Unit 2 Plants........................................................................................................... 8Unit 3 Animals ..................................................................................................... 12Unit 4 Earth.......................................................................................................... 16Unit 5 Weather ..................................................................................................... 18Unit 6 Solar System.............................................................................................. 20Unit 7 Matter ........................................................................................................ 22Unit 8 Force and Magnets..................................................................................... 24Unit 9 Health and Nutrition .................................................................................. 26

Course Description:Second grade students will experience science through hands-on activities as wellas experiments that will lead to a basic understanding of science contentthroughout the elementary grades. Units focus on plant and animal habitats,weather, the seasons, water cycles, health and nutrition and our Earth. Ourcurriculum will incorporate language arts and math concepts throughout the year.Students will begin to explore their surroundings and their world using basicobservation skills.

Note: Each unit contains statements of the state standards. In those statements, the useof e.g. denotes examples which may be used for in-depth study. The terms for exampleand such as denote material which is testable. Items in parenthesis denote furtherdefinition of the word(s) preceding the item and are testable.

Unit Sequence and Timeline:

Unit 1 Science Process SkillsLength: ~ 3 weeksTimeframe: Early to late September

Unit 2 PlantsLength: ~ 5 weeksTimeframe: Late September to early November

Unit 3 AnimalsLength: ~ 5 weeksTimeframe: Mid-November to late December

Unit 4 EarthLength: ~ 4 weeksTimeframe: Early to late January

Unit 5 WeatherLength: ~ 4 weeksTimeframe: Early February to early March

Unit 6 Solar SystemLength: ~ 3 weeksTimeframe: Early to late March

Unit 7 MatterLength: ~ 3 weeksTimeframe: Late March to mid-April

Unit 8 Force and MagnetsLength: ~ 3 weeksTimeframe: Late April to early May

Unit 9 Health and NutritionLength: ~ 5 weeksTimeframe: Early May to mid-June

Unit 1 Science Process SkillsLength: ~ 3 weeksTimeframe: Early to late September

State Standards:The tables below show the Scientific Inquiry key ideas, performance indicators, andmajor understandings for Grades K – 4. Third grade teachers are responsible to ensurethat students can perform the major understandings identified by a check () in theGrade 2 column over the course of the year.

Standard 1:It should be a goal of the instructor to foster the development of science process skills.

The application of these skills allows students to investigate important issues inthe world around them.

Inquiry-based units will include many or most of the following process skills. Theseprocess skills should be incorporated into students’ instruction as developmentallyappropriate.

Classifying – arranging or distributing objects, events, or information representingobjects or events in classes according to some method or system

Communicating – giving oral and written explanations or graphic representations ofobservations

Comparing and contrasting – identifying similarities and differences between or amongobjects, events, data, systems, etc.

Creating models – displaying information, using multi-sensory representationsGathering and organizing data – collecting information about objects and events which

illustrate a specific situationGeneralizing – drawing general conclusions from particularsIdentifying variables – recognizing the characteristics of objects or factors in events that

are constant or change under different conditionsInferring – drawing a conclusion based on prior experiencesInterpreting data – analyzing data that have been obtained and organized by

determining apparent patterns or relationships in the dataMaking decisions – identifying alternatives and choosing a course of action from among

the alternatives after basing the judgment for the selection on justifiable reasonsManipulating materials – handling or treating materials and equipment safely,

skillfully, and effectivelyMeasuring – making quantitative observations by comparing to a conventional or

nonconventional standardObserving – becoming aware of an object or event by using any of the senses (or

extensions of the senses) to identify propertiesPredicting – making a forecast of future events or conditions expected to exist

Scientific Inquiry (Standard 1)Key Idea 1: The central purpose of scientific inquiry is to develop explanations of natural

phenomena in a continuing, creative process.Performance Indicator S1.1: Ask "why" questions in attempts to seek greaterunderstanding concerning objects and events they have observed and heard about.Major understandings: K 1 2 3 4S1.1a Observe and discuss objects and events and recordobservations

S1.1b Articulate appropriate questions based on observations

Performance Indicator S1.2: Question the explanations they hear from others and readabout, seeking clarification and comparing them with their own observations andunderstandings.Major understandings: K 1 2 3 4S1.2a Identify similarities and differences betweenexplanations received from others or in print and personalobservations or understandings

Performance Indicator S1.3: Develop relationships among observations to constructdescriptions of objects and events and to form their own tentative explanations of whatthey have observed.Major understandings: K 1 2 3 4S1.3a Clearly express a tentative explanation or descriptionwhich can be tested

Key Idea 2: Beyond the use of reasoning and consensus, scientific inquiry involves thetesting of proposed explanations involving the use of conventional techniques andprocedures and usually requiring considerable ingenuity.

Performance Indicator S2.1: Develop written plans for exploring phenomena or forevaluating explanations guided by questions or proposed explanations they have helpedformulate.Major understandings: K 1 2 3 4S2.1a Indicate materials to be used and steps to follow toconduct the investigation and describe how data will berecorded (journal, dates and times, etc.)

Performance Indicator S2.2: Share their research plans with others and revise them basedon their suggestions.Major understandings: K 1 2 3 4S2.2a Explain the steps of a plan to others, actively listeningto their suggestions for possible modification of the plan,seeking clarification and understanding of the suggestionsand modifying the plan where appropriate

Performance Indicator S2.3: Carry out their plans for exploring phenomena throughdirect observation and through the use of simple instruments that permit measurement ofquantities, such as length, mass, volume, temperature, and time.Major understandings: K 1 2 3 4S2.3a Use appropriate "inquiry and process skills" to collectdata

S2.3b Record observations accurately and concisely

Key Idea 3: The observations made while testing proposed explanations, when analyzedusing conventional and invented methods, provide new insights into phenomena.

Performance Indicator S3.1: Organize observations and measurements of objects andevents through classification and the preparation of simple charts and tables.Major understandings: K 1 2 3 4S3.1a Accurately transfer data from a science journal ornotes to appropriate graphic organizer

Performance Indicator S3.2: Interpret organized observations and measurements,recognizing simple patterns, sequences, and relationships.Major understandings: K 1 2 3 4S3.2a State, orally and in writing, any inferences orgeneralizations indicated by the data collected

Performance Indicator S3.3: Share their findings with others and actively seek theirinterpretations and ideas.Major understandings: K 1 2 3 4S3.3a Explain their findings to others, and actively listen tosuggestions for possible interpretations and ideas

Performance Indicator S3.4: Adjust their explanations and understandings of objects andevents based on their findings and new ideas.Major understandings: K 1 2 3 4S3.4a State, orally and in writing, any inferences orgeneralizations indicated by the data, with appropriatemodifications of their original prediction/explanation

S3.4b State, orally and in writing, any new questions thatarise from their investigation

General Skills (Standard 4)Skill: K 1 2 3 4i. follow safety procedures in the classroom, laboratory, and

field

ii. safely and accurately use the following tools:• hand lens

• ruler (metric)

• balance

• gram weights

Skill: K 1 2 3 4• spring scale

• thermometer (C°, F°)

• measuring cups

• graduated cylinder

• timepiece(s)

iii. develop an appreciation of and respect for all learningenvironments (classroom, laboratory, field, etc.)

iv. manipulate materials through teacher direction and freediscovery

v. use information systems appropriatelyvi. select appropriate standard and nonstandard measurement

tools for measurement activities

vii. estimate, find, and communicate measurements, usingstandard and nonstandard units

viii. use and record appropriate units for measured orcalculated values

ix. order and sequence objects and/or events

x. classify objects according to an established scheme

xi. generate a scheme for classification

xii. utilize senses optimally for making observations

xiii. observe, analyze, and report observations of objects andevents

xiv. observe, identify, and communicate patterns

xv. observe, identify, and communicate cause-and-effectrelationships

xvi. generate appropriate questions (teacher and studentbased) in response to observations, events, and otherexperiences

xvii. observe, collect, organize, and appropriately recorddata, then accurately interpret results

xviii. collect and organize data, choosing the appropriaterepresentation:

• journal entries

• graphic representations

• drawings/pictorial representations

xix. make predictions based on prior experiences and/orinformation

xx. compare and contrast organisms/objects/events in theliving and physical environments

xxi. identify and control variables/factors

xxii. plan, design, and implement a short-term and long-terminvestigation based on a student- or teacher-posedproblem

Skill: K 1 2 3 4xxiii. communicate procedures and conclusions through oral

and written presentations

Big Ideas:We use our senses to observe things around us.We can collect information (data) and express it in many different ways.

Essential Questions:What skills do you need to be a scientist and explore your surrounding?How do you observe an object or your surroundings?How can you share you observations with others?

Prior knowledge:None identified

Unit Objectives:Student will be familiar with and be able to use the skills, procedures and

vocabulary of the Science Process Unit.

Students will be able to use the process skills to:observecommunicateclassifyinferpredictformulate a definitionform a hypothesiscollect, record and interpret dataconduct experiments.

Resources:Scott Foresman Science Text – Your Science Handbook – (resource section)

Vocabulary:Observe Identify Infer Predict CollectClassify Formulate Conduct Experiment

Unit 2 PlantsLength: ~ 5 weeksTimeframe: Late September to early November

State Standards: (I = Introducing, D = Developing, M = Mastery, R = Review)Living EnvironmentKey Idea 1: Living things are both similar to and different from each other and from

nonliving things.There are basic characteristics, needs, and functions common to all

living things. Nonliving things are present in nature or are made by livingthings.

Younger students’ ideas about the characteristics of organismsdevelop from their basic concepts of living and nonliving things. Asstudents are given opportunities to observe and classify living andnonliving things, they should be reminded that living and nonliving thingsare sometimes given attributes they do not really have.

Understanding the variety and complexity of life and its processescan help students develop respect for their own and for all life. It shouldalso lead them to better realize the value of all life on this fragile planet.

4.K-4.LE1.1 Describe the characteristics of and variations between living andnonliving things.

4.K-4.LE1.1b Plants require air, water, nutrients, and light in order to live andthrive. (R)

4.K-4.LE1.1c Nonliving things do not live and thrive. (R)4.K-4.LE1.1d Nonliving things can be human-created or naturally occurring.

(R)4.K-4.LE1.2 Describe the life processes common to all living things.

4.K-4.LE1.2a Living things grow, take in nutrients, breathe, reproduce,eliminate waste, and die. (D)

Key Idea 2: Organisms inherit genetic information in a variety of ways that result incontinuity of structure and function between parents and offspring.

As students investigate the continuity of life, emphasis should beplaced on how plants and animals reproduce their own kind.

Teachers should lead students to make observations about how theoffspring of familiar animals compare to one another and to their parents.Students know that animals reproduce their own kind—rabbits haverabbits (but you can usually tell one baby from another), cats have kittensthat have different markings (but cats never have puppies), and so forth.This idea should be strengthened by a large number of examples, bothplant and animal, upon which the students can draw.

Students should move from describing individuals directly (e.g.,she has blue eyes) to naming traits and classifying individuals with respectto those traits (e.g., eye color: blue). Students can be encouraged to keeplists of things that animals and plants get from their parents, things thatthey don’t get, and things that the students are not sure about either way.

4.K-4.LE2.2 Recognize that for humans and other living things there is geneticcontinuity between generations.

4.K-4.LE2.2a Plants and animals closely resemble their parents and otherindividuals in their species. (D)

4.K-4.LE2.2b Plants and animals can transfer specific traits to their offspringwhen they reproduce (D)

Key Idea 3: Individual organisms and species change over time.Throughout time, plants and animals have changed depending on

their environment. In learning how organisms have been successful intheir habitats, students should observe and record information about plantsand animals.

They should begin to recognize how differences among individualswithin a species can help an organism or population to survive. Students atthis level will identify the behaviors and physical adaptations that alloworganisms to survive in their environment.

4.K-4.LE3.1 Describe how the structures of plants and animals complement theenvironment of the plant or animal.

4.K-4.LE3.1b Each plant has different structures that serve different functionsin growth, survival, and reproduction. (D)• roots help support the plant and take in water and nutrients• leaves help plants utilize sunlight to make food for the plant• stems, stalks, trunks, and other similar structures provide

support for the plant• some plants have flowers• flowers are reproductive structures of plants that produce fruit

which contains seeds• seeds contain stored food that aids in germination and the

growth of young plants4.K-4.LE3.1c In order to survive in their environment, plants and animals

must be adapted to that environment.• seeds disperse by a plant’s own mechanism and/or in a variety

of ways that can include wind, water, and animals (D)• leaf, flower, stem, and root adaptations may include variations

in size, shape, thickness, color, smell, and texture (D)• animal adaptations include coloration for warning or attraction,

camouflage, defense mechanisms, movement, hibernation,and migration (D)

Key Idea 4: The continuity of life is sustained through reproduction and development.It is essential for organisms to produce offspring so that their

species will continue. Patterns of reproduction, growth, and developmentof an organism are stages in its life cycle. Life cycle stages are sequentialand occur throughout the life span of the organism. The characteristics ofthe cycle of life vary from organism to organism.

Note: Younger students may have difficulty in recognizing thecontinuity of life. Using organisms with a short life cycle as examples will

be important in getting the concept across. It is important for youngerstudents to observe life cycle changes in selected animals.

4.K-4.LE4.1 Describe the major stages in the life cycles of selected plants andanimals.

4.K-4.LE4.1a Plants and animals have life cycles. These may includebeginning of a life, development into an adult, reproduction as anadult, and eventually death. (D)

4.K-4.LE4.1b Each kind of plant goes through its own stages of growth anddevelopment that may include seed, young plant, and matureplant. (D)

4.K-4.LE4.1c The length of time from beginning of development to death ofthe plant is called its life span. (D)

4.K-4.LE4.1d Life cycles of some plants include changes from seed to matureplant. (D)

Key Idea 5: Organisms maintain a dynamic equilibrium that sustains life.Students need many opportunities to observe a variety of

organisms for the patterns of similarities and differences of the lifefunctions used to sustain life. All organisms carry out basic life functionsin order to sustain life. These life functions include growing, taking innutrients, breathing, reproducing, and eliminating waste. Students needmany opportunities to observe and compare these similarities anddifferences in a variety of organisms. Specimens that could provide theseopportunities may include guppies, mealworms, and gerbils, as well asfish, insects, mammals, birds, amphibians, reptiles, plants, and fungi.

4.K-4.LE5.1 Describe basic life functions of common living specimens (e.g.,guppies, mealworms, gerbils).

4.K-4.LE5.1a All living things grow, take in nutrients, breathe, reproduce, andeliminate waste. (D)

4.K-4.LE5.1b An organism’s external physical features can enable it to carryout life functions in its particular environment. (D)

4.K-4.LE5.2 Describe some survival behaviors of common living specimens.4.K-4.LE5.2a Plants respond to changes in their environment. For example,

the leaves of some green plants change position as the directionof light changes; the parts of some plants undergo seasonalchanges that enable the plant to grow; seeds germinate, andleaves form and grow. (D)

4.K-4.LE5.2g The health, growth, and development of organisms are affectedby environmental conditions such as the availability of food, air,water, space, shelter, heat, and sunlight. (D)

Key Idea 6: Plants and animals depend on each other and their physical environmentPlants and animals interact in a number of ways that affect their

survival. The survival of plants and animals varies, in response to theirparticular environment. As the physical environment changes over time,plants and animals change.

Younger students should focus on simple, observable associationsof organisms with their environments. Their studies of interactions among

organisms within an environment should start with relationships they candirectly observe.

Note: Although the concept of plants making their own food maybe difficult for elementary students to grasp, they should understand thatthe Sun is the ultimate source of energy for life and physical cycles onEarth.

4.K-4.LE6.2 Describe the relationship of the Sun as an energy source for livingand nonliving cycles.

4.K-4.LE6.2a Plants manufacture food by utilizing air, water, and energy fromthe Sun.

Also see Process skills from Unit 1

Big Ideas:Living things are both similar to and different from each other and nonliving

things.Individual organisms and species change over time.

Essential Questions:What different kinds of plants are there?What different ways do plants reproduce?How does a plant grow?Why do we need plants?What are the major parts of a plant and what is the function of each?

Prior knowledge:Students should know or be able

to identify living versus nonliving things

Unit Objectives:Students will know or be able

to describe the characteristics of and variations between living and nonlivingthings

to describe the life processes common to all living thingsto describe the parts of a plant and their function.to describe how the structures of plants complement the environment of the plantto explain different ways a plant could spread or scatter seeds.to observe that differences within a species may give individuals an advantage in

surviving and reproducing

Resources:Scott Foresman Science Text –Unit A Chapter 2

Vocabulary :Roots Stems Leaves Flowers Scatter CycleFood chain

Unit 3 AnimalsLength: ~ 5 weeksTimeframe: Mid-November to mid-December

State Standards: (I = Introducing, D = Developing, M = Mastery, R = Review)Living EnvironmentKey Idea 1: Living things are both similar to and different from each other and from

nonliving things.(See Unit 2 for additional detail on Key Idea 1)

4.K-4.LE1.1 Describe the characteristics of and variations between living andnonliving things.

4.K-4.LE1.1a Animals need air, water, and food in order to live and thrive.(R)

4.K-4.LE1.1c Nonliving things do not live and thrive. (R)4.K-4.LE1.1d Nonliving things can be human-created or naturally occurring.

(R)4.K-4.LE1.2 Describe the life processes common to all living things.

4.K-4.LE1.2a Living things grow, take in nutrients, breathe, reproduce,eliminate waste, and die. (D)

Key Idea 2: Organisms inherit genetic information in a variety of ways that result incontinuity of structure and function between parents and offspring.

(See Unit 2 for additional detail on Key Idea 2)4.K-4.LE2.2 Recognize that for humans and other living things there is genetic

continuity between generations.4.K-4.LE2.2a Plants and animals closely resemble their parents and other

individuals in their species. (D)4.K-4.LE2.2b Plants and animals can transfer specific traits to their offspring

when they reproduce (D)Key Idea 3: Individual organisms and species change over time.

(See Unit 2 for additional detail on Key Idea 3)4.K-4.LE3.1 Describe how the structures of plants and animals complement the

environment of the plant or animal.4.K-4.LE3.1a Each animal has different structures that serve different

functions in growth, survival, and reproduction. (M)• wings, legs, or fins enable some animals to seek shelter and

escape predators• the mouth, including teeth, jaws, and tongue, enables some

animals to eat and drink• eyes, nose, ears, tongue, and skin of some animals enable the

animals to sense their surroundings• claws, shells, spines, feathers, fur, scales, and color of body

covering enable some animals to protect themselves frompredators and other environmental conditions, or enablethem to obtain food

• some animals have parts that are used to produce sounds andsmells to help the animal meet its needs

• the characteristics of some animals change as seasonalconditions change (e.g., fur grows and is shed to helpregulate body heat; body fat is a form of stored energy andit changes as the seasons change)

4.K-4.LE3.1c In order to survive in their environment, plants and animalsmust be adapted to that environment.• animal adaptations include coloration for warning or attraction,

camouflage, defense mechanisms, movement, hibernation,and migration (D)

Key Idea 4: The continuity of life is sustained through reproduction and development.(See Unit 2 for additional detail on Key Idea 4)

4.K-4.LE4.1 Describe the major stages in the life cycles of selected plants andanimals.

4.K-4.LE4.1a Plants and animals have life cycles. These may includebeginning of a life, development into an adult, reproduction as anadult, and eventually death. (D)

4.K-4.LE4.1e Each generation of animals goes through changes in form fromyoung to adult. This completed sequence of changes in form iscalled a life cycle. Some insects change from egg to larva to pupato adult. (D)

4.K-4.LE4.1f Each kind of animal goes through its own stages of growth anddevelopment during its life span. (D)

4.K-4.LE4.1g The length of time from an animal’s birth to its death is calledits life span. Life spans of different animals vary. (D)

4.K-4.LE4.2 Describe evidence of growth, repair, and maintenance, such as nails,hair, and bone, and the healing of cuts and bruises.

4.K-4.LE4.2b Food supplies the energy and materials necessary for growthand repair. (D)

Key Idea 5: Organisms maintain a dynamic equilibrium that sustains life.(See Unit 2 for additional detail on Key Idea 5)

4.K-4.LE5.1 Describe basic life functions of common living specimens (e.g.,guppies, mealworms, gerbils).

4.K-4.LE5.1a All living things grow, take in nutrients, breathe, reproduce, andeliminate waste. (D)

4.K-4.LE5.1b An organism’s external physical features can enable it to carryout life functions in its particular environment. (D)

4.K-4.LE5.2 Describe some survival behaviors of common living specimens.4.K-4.LE5.2b Animals respond to change in their environment, (e.g.,

perspiration, heart rate, breathing rate, eye blinking, shivering,and salivating). (D)

4.K-4.LE5.2c Senses can provide essential information (regarding danger,food, mates, etc.) to animals about their environment. (D)

4.K-4.LE5.2d Some animals, including humans, move from place to place tomeet their needs. (D)

4.K-4.LE5.2e Particular animal characteristics are influenced by changingenvironmental conditions including: fat storage in winter, coatthickness in winter, camouflage, shedding of fur. (D)

4.K-4.LE5.2f Some animal behaviors are influenced by environmentalconditions. These behaviors may include: nest building,hibernating, hunting, migrating, and communicating. (D)

4.K-4.LE5.2g The health, growth, and development of organisms are affectedby environmental conditions such as the availability of food, air,water, space, shelter, heat, and sunlight. (D)

Key Idea 6: Plants and animals depend on each other and their physical environment(See Unit 2 for additional detail on Key Idea 6)

4.K-4.LE6.1 Describe how plants and animals, including humans, depend uponeach other and the nonliving environment.

4.K-4.LE6.1b All animals depend on plants. Some animals (predators) eatother animals (prey). (I)

4.K-4.LE6.1c Animals that eat plants for food may in turn become food forother animals. This sequence is called a food chain. (I)

4.K-4.LE6.2 Describe the relationship of the Sun as an energy source for livingand nonliving cycles.

4.K-4.LE6.2a Plants manufacture food by utilizing air, water, and energy fromthe Sun. (D)


Big Ideas:Living things are both similar to and different from each other and nonliving

things.Individual organisms and species change over time.

Essential Questions:How are animals similar and different from plants?How do animals and plants survive together?What do animals need to survive?


basic material concerning animals and their environment

Unit Objectives:Students will know or be able:

to classify animals (mammals, reptiles, and amphibians)to use sequencing to order events (life cycle)to describe the growth and development of a living creatureto identify features that enable animals to live in various habitatsto explain how animals depend on plants and other animals for foodto construct and explain a simple food chainto name and explain ways animals protect themselves

Resources:Scott Foresman Science Text – Unit A Chapter 2

Vocabulary:Mammials Reptiles Amphibians Life cycle TadpoleChrysalis Pupa Habitat Endangered Food chainCamouflage Predator Prey

Unit 4 EarthLength: ~ 4 weeksTimeframe: Early January to early February

State Standards: (I = Introducing, D = Developing, M = Mastery, R = Review)Physical SettingKey Idea 2: Many of the phenomena that we observe on Earth involve interactions

among components of air, water, and land.The water cycle, weather, erosion, deposition, and extreme natural

events involve interactions among air, water, and land. Students shouldobserve and describe naturally occurring changes in their world involvingthese phenomena. They can also investigate these phenomena inclassroom experiments.

Younger (K-2) students should be engaged in observation of theirimmediate surroundings with emphasis on recognizing change aroundthem. As students mature (3 - 4), they can begin to recognize cycles andidentify the processes and natural events which are causing the changesthey are observing.

4.K-4.PS2.1 Describe the relationship among air, water, and land on Earth.4.K-4.PS2.1d Erosion and deposition result from the interaction among air,

water, and land.• interaction between air and water breaks down earth materials (I)• pieces of earth material may be moved by air, water, wind, and

gravity (I)• pieces of earth material will settle or deposit on land or in the

water in different places (I)• soil is composed of broken-down pieces of living and nonliving

earth material (D)4.K-4.PS2.1e Extreme natural events (floods, fires, earthquakes, volcanic

eruptions, hurricanes, tornadoes, and other severe storms) mayhave positive or negative impacts on living things. (I)

Living EnvironmentKey Idea 7: Human decisions and activities have had a profound impact on the

physical and living environments.Humans are dependent upon and have an impact on their

environment. Students should recognize how human decisions causeenvironmental changes to occur.

Students should be given opportunities to identify and investigatethe factors that positively or negatively affect the physical environmentand its resources.

4.K-4.LE7.1 Identify ways in which humans have changed their environment andthe effects of those changes.

4.K-4.LE7.1a Humans depend on their natural and constructed environments.(D)

4.K-4.LE7.1b Over time humans have changed their environment bycultivating crops and raising animals, creating shelter, using

energy, manufacturing goods, developing means oftransportation, changing populations, and carrying out otheractivities. (D)

4.K-4.LE7.1c Humans, as individuals or communities, change environmentsin ways that can be either helpful or harmful for themselves andother organisms. (D)


Big Ideas:The movement of the earth affects seasons of the year and day and night.The Earth is made up of many different environments.The Earth is changed by erosion.Humans have changed and can change the environments in which they live.

Essential Questions:How does the Earth move?How is the earth changed by erosion?What is an environment and how do humans interact with them?


to identify and explain soil and its composition as relating to the physical aspectsof the earth.

to explain the basic concepts of humans interacting and changing theirenvironment.


to identify features of the earth (e.g., mountains and lakes)to identify types of rocks and how the makeup of the earth can be changed

(erosion)to identify the Earth’s natural resources and their usesto identify the effects of pollution and how humans change the environment

Resources:Scott Foresman Science Text – Unit C Chapter 1

Vocabulary:Erosion deposition Recycling Natural resourcesSoil Pollution Decomposition

Unit 5 WeatherLength: ~ 4 weeksTimeframe: Early February to early March

State Standards: (I = Introducing, D = Developing, M = Mastery, R = Review)Physical SettingKey Idea 2: Many of the phenomena that we observe on Earth involve interactions

among components of air, water, and land.(See Unit 4 for additional detail on Key Idea 2)

4.K-4.PS2.1 Describe the relationship among air, water, and land on Earth.4.K-4.PS2.1a Weather is the condition of the outside air at a particular

moment. (R)4.K-4.PS2.1b Weather can be described and measured by:

• temperature (D)• wind speed and direction (I)• form and amount of precipitation (D)

4.K-4.PS2.1c Water is recycled by natural processes on Earth.• evaporation: changing of water (liquid) into water vapor (gas)

(M)• condensation: changing of water vapor (gas) into water (liquid)

(M)• precipitation: rain, sleet, snow, hail (M)• runoff: water flowing on Earth’s surface (M)• groundwater: water that moves downward into the ground (M)

4.K-4.PS2.1e Extreme natural events (floods, fires, earthquakes, volcaniceruptions, hurricanes, tornadoes, and other severe storms) mayhave positive or negative impacts on living things.

Key Idea 4: Energy exists in many forms, and when these forms change energy isconserved.

Appropriate tools can aid students in their efforts. Students shouldunderstand that energy exists in a variety of forms. Students shouldobserve the results of simple energy transformations from one form toanother in their physical environment. The safe use and respect of variousenergy forms should be stressed in the classroom.

Note: Attempting to understand heat and its difference fromtemperature is too abstract a concept for elementary students. Energy is asubject that is difficult for students to understand. Students cannot hold itin their hands and, with the exception of light, they cannot see it.

4.K-4.PS4.2 Observe the way one form of energy can be transferred into anotherform of energy present in common situations (e.g., mechanical toheat energy, mechanical to electrical energy, chemical to heatenergy).

4.K-4.LE4.2a Everyday events involve one form of energy being changed toanother (i.e., the Sun’s energy warms the air and water) (D)

Living EnvironmentKey Idea 6: Plants and animals depend on each other and their physical environment

(See Unit 2 for additional detail on Key Idea 6)4.K-4.LE6.2 Describe the relationship of the Sun as an energy source for living

and nonliving cycles.4.K-4.LE6.2c Heat energy from the Sun powers the water cycle (see Physical

Science Key Idea 2). (M)Also see Process skills from Unit 1

Big Ideas:Weather changes from day to day and over the seasons.Weather can be described by measurable quantities such as temperature, wind

speed and direction, and precipitation.

Essential Questions:What can you tell about the weather?How can you describe and measure the weather?What is the water cycle?


to explain and use basic knowledge of weather.to describe features of weatherto measure temperature and precipitationto use basic knowledge of the water cycle to expand on their understanding of

weather


to define and explain the term “weather”to describe the conditions that contribute to weather including temperature, wind

speed, precipitation and sky conditions.to measure the conditions that contribute to weather using appropriate unitsto observe and explain changes in the weather in their environment.to describe all aspects of the water cycleto define the terms associated with the water cycle (e.g., evaporation,

condensation, evaporation, etc.)


Vocabulary:Thermometer Anemometer Evaporate Condenses Water cycle RunoffPrecipitation Energy

Unit 6 Solar SystemLength: ~ 3 weeksTimeframe: Early to late March

State Standards: (I = Introducing, D = Developing, M = Mastery, R = Review)Physical SettingKey Idea 1: The Earth and celestial phenomena can be described by principles of

relative motion and perspective.The universe is made up of many different objects. Students should

observe and describe the motions of the Sun, Moon, and stars. Themovement of these objects through space can be traced and measured overvarious time segments.

By keeping daily records, students will learn to identify sequencesof changes and look for patterns; this skill will be useful throughout theirstudy of the natural world. Younger students should draw what they see.Older students should be encouraged to keep journals and use instrumentsto measure and record their observations.

Note: Students at this age are concrete thinkers; therefore, only theeffects of gravity they can directly observe should be discussed. Drawingmodels that show size and position and discussing phenomena based ongravity are too abstract and may lead to misconceptions.

4.K-4.PS1.1 Describe patterns of daily, monthly, and seasonal changes in theirenvironment.

4.K-4.PS1.1a Natural cycles and patterns include:• Earth spinning around once every 24 hours (rotation), resulting in

day and night (M)• Earth moving in a path around the Sun (revolution), resulting in

one Earth year (D)• the length of daylight and darkness varying with the seasons (R)• weather changing from day to day and through the seasons (R)• the appearance of the Moon changing as it moves in a path

around Earth to complete a single cycle (R)4.K-4.PS1.1b Humans organize time into units based on natural motions of

Earth:• Second, minute, hour (D)• Week, month (D)

4.K-4.PS1.1c The Sun and other stars appear to move in a recognizablepattern both daily and seasonally. (M – Sun, I – stars)


Big Ideas:The movement of the earth effects day and night and seasons of the year.Our solar system is made up of many planets including the earthObjects in the sky have certain patterns of movements.

Essential Questions:

What happens when the Earth spins around (rotation)?What happens when the Earth moves (revolves) around the Sun?What is in our solar system?How do we learn about the earth and other planets?


to identify and explain aspects of the movement of the earth (rotation andrevolution)

to identify that the movement of the earth around the sun affects the seasons.


to describe how the rotation of the earth causes day and nightto describe, observe and record features and phases of the moonto identify the sun and (8) planets in our solar systemto explain the basic movements of objects in the sky.to identify the (8) planets in our solar system


Vocabulary:Rotation Revolution Phases Seasons OrbitSolar system Telescope

Unit 7 MatterLength: 3 weeksTimeframe: Late March to mid-April

State Standards: (I = Introducing, D = Developing, M = Mastery, R = Review)Physical SettingKey Idea 3: Matter is made up of particles whose properties determine the observable

characteristics of matter and its reactivity.Students should describe, categorize, compare, and measure

observable physical properties of matter and objects.Students’ initial efforts in performing these processes may yield

simple descriptions and sketches, which may lead to increasingly moredetailed drawings and richer verbal descriptions. Things can be done tomaterials to change their properties, but not all materials respond in thesame way to what is done to them. Younger students emphasize physicalproperties while older students will recognize chemical changes.Appropriate tools can aid students in their efforts.

4.K-4.PS3.1 Observe and describe properties of materials, using appropriate tools.4.K-4.PS3.1b Matter has properties (color, hardness, odor, sound, taste, etc.)

that can be observed through the senses. (D)4.K-4.PS3.1c Objects have properties that can be observed, described, and/or

measured: length, width, volume, size, shape, mass or weight,temperature, texture, flexibility, reflectiveness of light. (D)

4.K-4.PS3.1d Measurements can be made with standard metric units andnonstandard units. (Note: Exceptions to the metric system usageare found in meteorology.) (I)

4.K-4.PS3.1f Objects and/or materials can be sorted or classified according totheir properties. (D)

4.K-4.PS3.2 Describe chemical and physical changes, including changes in statesof matter.

4.K-4.PS3.2a Matter exists in three states: solid, liquid, gas. (D)• solids have a definite shape and volume• liquids do not have a definite shape but have a definite volume• gases do not hold their shape or volume

4.K-4.PS3.2b Temperature can affect the state of matter of a substance. (D)4.K-4.PS3.2c Changes in the properties of materials or objects can be

observed and described. (D)Also see Process skills from Unit 1

Big Ideas:The state of matter can change.Matter has properties that can be observed, measured and recorded.Matter can be mixed and change

Essential Questions:What is matter

What are the states of matter?How does temperature affect the state of matter of a substance?Why can you change the way matter looks?


to sort and classify objects by a given attribute.to recognize and identify different states of matterto explain that temperature affects the state of matter.


to recognize and state the properties of objectsto develop and state a clear definition of matterto identify the five senses and how they can be used to observe their environment.to describe the properties of a solid, liquid and gasto identify how matter can be mixed and changed

Resources:Scott Foresman Science Text- Chapter 1 (Physical Science), Lessons 1-5

Vocabulary:Matter Properties Sort States of matter LiquidsSolids Gases senses

Unit 8 Force and MagnetsLength: 3 weeksTimeframe: Late April to early May

State Standards: (I = Introducing, D = Developing, M = Mastery, R = Review)Physical SettingKey Idea 5: Energy and matter interact through forces that result in changes in

motion.Students should be able to observe and describe relative positions

between objects in their world. Exploring the observable effects of gravityand magnetism may help students develop an understanding of the reasonfor the direction of an object’s motion. Manipulation and application ofsimple tools and machines may help students learn about the relationshipsbetween forces and motion.

4.K-4.PS5.1 Describe the effects of common forces (pushes and pulls) on objects,such as those caused by gravity, magnetism, and mechanical forces.

4.K-4.PS5.1a The position of an object can be described by locating it relativeto another object or the background (e.g., on top of, next to, over,under, etc.). (R)

4.K-4.PS5.1b The position or direction of motion of an object can be changedby pushing or pulling. (R)

4.K-4.PS5.1c The force of gravity pulls objects toward the center of Earth. (D)4.K-4.PS5.1e Magnetism is a force that may attract or repel certain materials.

(M)4.K-4.PS5.1f Mechanical energy may cause change in motion through the

application of force and through the use of simple machines suchas pulleys, levers, and inclined planes. (I)

4.K-4.PS5.2 Describe how forces can operate across distances.4.K-4.PS5.2a The forces of gravity and magnetism can affect objects through

gases, liquids, and solids.• Magnetism (M)

4.K-4.PS5.2b The force of magnetism on objects decreases as distanceincreases. (M)


Big Ideas:Forces are working all around us.Gravity is a force that pulls objects towards the center of the earthMagnetism is a force that attracts or repels.Forces may work through matter.Forces weaken as distance from the object increases.

Essential Questions:How can you describe where something is located in relation to another object.What is gravity? What does it do?

What is magnetism? What can it do?Are gravity and magnetism the same thing?Can gravity and magnetism work through all matter?What weakens the forces of gravity and magnetism?


to recognize forces all around us.to explain that magetism is a forceto recognize that gravity is a force that affects all of us.to recognize that the force of a magnet decreases as distance increases


to recognize and describe cause-and-effect relationshipsto identify ways to make an object moveto describe how gravity affects objectsto identify when magnets attract and repel each otherto identify objects attracted by a magnet and the qualities that they share

Resources:Scott Foresman Science Text – Unit B Chapter 2

Vocabulary:Magnetism Force Gravity Pole Attract Repel

Unit 9 Health and NutritionLength: 5 weeksTimeframe: Early May to mid-June

State Standards: (I = Introducing, D = Developing, M = Mastery, R = Review)Living EnvironmentKey Idea 5: Organisms maintain a dynamic equilibrium that sustains life.

(See Unit 2 for additional detail on Key Idea 5)4.K-4.LE5.3 Describe the factors that help promote good health and growth in

humans.4.K-4.LE5.3a Humans need a variety of healthy foods, exercise, and rest in

order to grow (D)4.K-4.LE5.3b Good health habits include hand washing and personal

cleanliness; avoiding harmful substances (including alcohol,tobacco, illicit drugs); eating a balanced diet; engaging in regularexercise and maintain good health. (D)

Key Idea 6: Plants and animals depend on each other and their physical environment(See Unit 2 for additional detail on Key Idea 6)

4.K-4.LE6.1 Describe how plants and animals, including humans, depend uponeach other and the nonliving environment.

4.K-4.LE6.1a Green plants are producers because they provide the basic foodsupply for themselves and animals. (I)


Big Ideas:We can make choices to help promote good health and growth.

Essential Questions:How does the brain, lungs and heart work together?How does exercise affect your body?How can we take care of ourselves?What are germs and how can the affect you?


to recognize that all parts of our body work together.to recognize that our choices and actions affects our healthto explain reasons for healthy diets and exercise.


to identify and describe the essential needs of humansto describe aspects of a healthy lifestyleto identify choices we can make and actions we can take to avoid illnessesto identify and describe substances harmful to our bodiesto describe where our body gets its energy

Resources:Growing Healthy CurriculumScott Foresman Science Text - Unit D Chapter 1 and Chapter 2

Vocabulary:Systems Health Diet Digestion Stomach BrainLungs Heart Germs Exercise Food Guide

General Web Resources

http://www.nyiteez.org/MarcoPoloNY/standards_Science.php?GRADEDESC=Elementary

http://www.mtlakes.org/ww/tech/webtools/sci.htm

http://www.abcteach.com/search.php?q=science

http://pbskids.org/zoom/activities/sci/

Documents

Grade 2 Science Curriculum Table of Contentsdistrict.auburn.cnyric.org/departments/science/Grade2SciCurr.pdfGrade 2 Science Curriculum Table of Contents: ... Unit 3 Animals ... nutrients,