LAke county School 2015-2016 second grade Science ... · 2015-2016 SECOND GRADE SCIENCE CURRICULUM BLUEPRINTS ... Explore asking probing questions and redirecting any investigations

LAKE COUNTY SCHOOL

2015-2016

SECOND GRADE

SCIENCE CURRICULUM BLUEPRINTS

Stephanie Burnett

K-5 Science Program Specialist

Lake County Schools

[email protected]

Lake County Schools 2015-2016

TABLE OF CONTENTS

C2 Instructional Framework

Levels of Content Complexity for Science

Science and Engineering Practices

Engineering Design Process

Scientific Method

5 E Model Chart

Making Cross Curricular Connections

Big Idea Comparison Chart

Long Range Science Instructional Planner

2015-2016 Scope and Sequence

2015-2016 Blueprints



Levels of Content Complexity for Science*

Interpreting and assigning Depth of Knowledge levels to objectives within science standards and assessment items is an essential requirement of alignment analysis. Please note that, in science, “knowledge” can refer to content knowledge, knowledge of science processes, and nature of science.

Level 1 (Recall) is the recall of information such as a fact, definition, or term, as well as performing a simple science process or procedure. Level 1 only requires students to demonstrate a rote response, use a well-known formula, follow a set well-defined procedure (like a recipe), or perform a clearly defined series of steps. Standards that lend themselves to simple word problems that can be directly translated into and solved by a formula are considered Level 1. Some examples that represent but do not constitute all of Level 1 performance are:

Recall or recognize a fact, term, or property.

Represent in words or diagrams a scientific concept or relationship.

Provide or recognize a standard scientific representation for simple phenomena.

Perform a routine procedure such as measuring length.

Identify familiar forces (e.g. pushes, pulls, gravitation, friction, etc.)

Identify objects and materials as solids, liquids, or gases.

Level 2 (Basic Application of Concepts & Skills) includes the engagement of some mental processing beyond recalling or reproducing a response. The content knowledge or process involved is more complex than in Level 1. Level 2 requires that students make some decisions as to how to approach the question or problem. Level 2 activities include making observations and collecting data; classifying, organizing, and comparing data; representing and displaying data in tables, graphs, and charts. Some action verbs, such as “explain,” “describe,” or “interpret,” may be classified at different DOK levels, depending on the complexity of the action. For example, interpreting information from a simple graph, requiring reading information from the graph, is at Level 2. An activity that requires interpretation from a complex graph, such as making decisions regarding features of the graph that should be considered and how information from the graph can be aggregated, is at Level 3. Some examples that represent, but do not constitute all of Level 2 performance, are:

Specify and explain the relationship among facts, terms, properties, and variables.

Identify variables, including controls, in simple experiments.

Distinguish between experiments and systematic observations.

Describe and explain examples and non-examples of science concepts.

Select a procedure according to specified criteria and perform it.

Formulate a routine problem given data and conditions.

Organize, represent, and interpret data.


Level 3 (Strategic Thinking & Complex Reasoning) requires reasoning, planning, using evidence, and a higher level of thinking than the previous two levels. The cognitive demands at Level 3 are complex and abstract. The complexity does not result only from the fact that there could be multiple answers, a possibility for both Levels 1 and 2, but because the multi-step task requires more demanding reasoning. In most instances, requiring students to explain their thinking is at Level 3; requiring a very simple explanation or a word or two should be at Level 2. An activity that has more than one possible answer and requires students to justify the response they give would most likely be a Level 3. Experimental designs in Level 3 typically involve more than one dependent variable. Other Level 3 activities include drawing conclusions from observations; citing evidence and developing a logical argument for concepts; explaining phenomena in terms of concepts; and using concepts to solve non-routine problems. Some examples that represent, but do not constitute all of Level 3 performance, are:

Identify research questions and design investigations for a scientific problem.

Design and execute an experiment or systematic observation to test a hypothesis or research question.

Develop a scientific model for a complex situation.

Form conclusions from experimental data.

Cite evidence that living systems follow the Laws of Conservation of Mass and Energy.

Explain how political, social, and economic concerns can affect science, and vice versa.

Create a conceptual or mathematical model to explain the key elements of a scientific theory or concept.

Explain the physical properties of the Sun and its dynamic nature and connect them to conditions and events on Earth.

Analyze past, present, and potential future consequences to the environment resulting from various energy production technologies.

Level 4 (Extended Thinking & Complex Reasoning) standards and assessment items have the same high cognitive demands as Level 3 with the additional requirement that students work over an extended period of time or with extended effort. Students are required to make several connections—relating ideas within the content area or among content areas—and have to select or devise one approach among many alternatives for how the situation or problem can be solved. Standards, goals, and objectives can be stated in such a way as to expect students to perform extended thinking. Many, but not all, performance assessments and open-ended assessment activities requiring significant thought will be level 4. Level 4 requires complex reasoning, and an extended period of time either for a science investigation relevant to a standard, or for carrying out the complex analysis and synthesis required of an assessment item. For example, a standard or performance task that calls for the student to use evidence from multiple fields of scientific inquiry in supporting a scientific claim might represent a level 4, depending upon the complexity of the analysis. In any event, an activity or performance task associated with a level 4 standard will require an extended period of time for a student to accomplish. It is important to reiterate that the extended time period is not a distinguishing factor if the required work is only repetitive and does not require the application of significant conceptual understanding and higher-order thinking. For example, an activity that calls upon a student to measure the water temperature from a river each day for a month before constructing a graph would be classified as a level 2. On the other hand, an activity that calls upon a student to conduct a complex river study that requires taking into consideration a number of variables would be a level 4. Some examples that represent but do not constitute all of a Level 4 performance are:

Based on provided data from a complex experiment that is novel to the student, deduce the fundamental relationships among several variables.

Conduct an investigation, from specifying a problem to designing and carrying out an experiment, to analyzing its data and forming conclusions.

Explain how a particular scientific theory (e.g., evolution, plate tectonics, atomic theory, etc.) is supported by evidence from multiple lines of inquiry.

Produce a detailed report of a scientific experiment or systematic observation and infer conclusions based upon evidence obtained.

Write a detailed history of the development of an important scientific concept (e.g., atomic theory, gravitation) and explain how current conceptions developed from prior ones.

*Adapted from CPALMS


Science and Engineering Practices*

Engaging in the practices of science helps students understand how scientific knowledge develops; such direct

involvement gives them an appreciation of the wide range of approaches that are used to investigate, model, and

explain the world. Engaging in the practices of engineering likewise helps students understand the work of engineers,

as well as the links between engineering and science. Participation in these practices also helps students form an

understanding of the crosscutting concepts and disciplinary ideas of science and engineering; moreover, it makes

students’ knowledge more meaningful and embeds it more deeply into their worldview.

The eight practices of science and engineering that the Framework identifies as essential for all students to learn and

describes in detail are listed below:

1. Asking questions (for science) and defining problems (for engineering)

2. Developing and using models

3. Planning and carrying out investigations

4. Analyzing and interpreting data

5. Using mathematics and computational thinking

6. Constructing explanations (for science) and designing solutions (for engineering)

7. Engaging in argument from evidence

8. Obtaining, evaluating, and communicating information

*Adapted from Appendix F Science and Engineering Practices in the NGSS


Engineering Design Process

1. Ask

Identify a need or a problem

2. Imagine

Brainstorm and choose the best idea.

3. Plan

Develop a plan and gather needed

materials.

4. Create

Follow your plan and test.

5. Improve

Think about what worked and what could

work better. Repeat steps 1-5 as needed.


Scientific Method

Ask a question

Do background research

Construct a hypothesis

Test your hypothesis by

doing an experiment

Analyze your data and draw a conclusion

Report your results.


The 5 E Instructional Model

•First, students are ENGAGED in the concepts through a short activity or relevant discussion.

•This will initiate the learning goal and activate students' prior knowledge.

•The teacher should generate curiosity and pose thoughtful questions or problems.Engage•Next, students EXPLORE the concepts with others to develop a common set of experiences.

•This is a time students can use critical thinking skills to generate new predictions and hypotheses.

•This is a time for collaborative student learning. Teachers should facilitate learning by asking probing questions and redirecting any investigations the students are engaged in.

Explore•In the EXPLAIN phase, the teacher guides the students as they develop an explanation for the concepts they have been exploring.

•Students generate an explanation of the investigation they are working on.

•This phase provides teachers an opportunity to introduce a concept, process or skill to students.

Explain

•In the ELABORATE phase, the students extend their understanding or apply what they have learned in a new setting.

•Students should be challenged to extend new learning and understanding of experiences. The students develop a deeper understanding of concepts and academic vocabulary.

Elaborate

•In the EVALUATE phase, the students and the teacher have an opportunity to evaluate the students' understanding of the concepts.

• Students may demonstrate understanding of concepts by answering open-ended questions relating to their experiences.

•Teachers should observe students as they apply new concepts and skills. Evaluate


Making Cross-Curricular Connections

ELA LAFS.2.RI.1.3 Describe the connections between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. LAFS.2.RI.4.10 By the end of 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. LAFS.2.RI.2.4 Determine the meanings of words and phrases in a text relevant to a grade 2 topic or subject area. LAFS.2.SL.1.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). b. Build on others’ talk in conversations by linking their comments to the remarks of others. c. Ask for clarification and further explanation as needed about the topics and texts under discussion.

Writing LAFS.2.W.3.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). LAFS.2.W.3.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Math MAFS.2.MD.4.9 Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units. MAFS.2.MD.4.10 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 using information presented in a bar graph.

Health HE.2.C.1.6 Recognize the locations and functions of major human organs. HE.2.B.3.2 Name healthy options to health-related issues or problems.


Big Idea Comparison Chart

The Next Generation Sunshine State Standards (NGSSS) for Science are divided into 4 Bodies of Knowledge. These are

Nature of Science, Physical Science, Earth and Space Science, and Life Science. Those Bodies of Knowledge are then

divided into 18 Big Ideas which interweave throughout all grade levels. Each Big Idea has its own specific benchmarks

each student must master at every grade level. It is critical that each student master each benchmark for the grade

they are in. In some Big Ideas a concept is taught once and that student will not have exposure to that Big Idea for

several years. It is the responsibility of each grade level to teach the full intent and rigor of all benchmarks. The

NGSSS are the mandated curriculum. Textbooks are a resource only.

Body of Knowledge

Nature of Science

Earth and Space

Physical Science Life Science

Big Idea 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

The P

racti

ce o

f Scie

nce

The C

hara

cte

rist

ics

of

Scie

nti

fic K

now

ledge

The R

ole

s of

Theori

es,

Law

s, H

ypoth

ese

s, a

nd

Models

Scie

nce a

nd S

ocie

ty

Eart

h in S

pace a

nd T

ime

Eart

h S

tructu

res

Eart

h S

yst

em

s and

Patt

ern

s

Pro

pert

ies

of

Matt

er

Change in M

att

er

Form

s of

Energ

y

Energ

y T

ransf

er

and

Tra

nsf

orm

ati

ons

Moti

on o

f O

bje

cts

Forc

es

and C

hange in

Moti

on

Org

aniz

ati

on a

nd

Develo

pm

ent

of

Liv

ing

Org

anis

ms

Div

ers

ity a

nd E

volu

tion

of

Liv

ing O

rganis

ms

Here

dit

y a

nd

Repro

ducti

on

Inte

rdependence

Matt

er

and E

nerg

y

Tra

nsf

orm

ati

on

Kindergarten K K K K K K K K

Grade 1 1 1 1 1 1 1 1 1 1

Grade 2 2 2 2 2 2 2 2 2 2 2

Grade 3 3 3 3 3 3 3 3 3 3 3 3

Grade 4 4 4 4 4 4 4 4 4 4 4 4 4

Grade 5 5 5 5 5 5 5 5 5 5 5 5 5


LONG RANGE SCIENCE INSTRUCTIONAL PLANNER

SECOND GRADE

2015 - 2016

BODY OF KNOWLEDGE STARTING ENDING

NATURE OF SCIENCE 8.24.2015 9.11.2015

PHYSICAL SCIENCE 9.14.2015 12.18.2015

EARTH AND SPACE SCIENCE 1.4.2016 2.26.2016

LIFE SCIENCE 2.29.2016 6.9.2016

NON INSTRUCTIONAL DAYS

AUGUST SEPTEMBER OCTOBER NOVEMBER DECEMBER JANUARY

S M T W T F S

1

2 3 4 5 6 7 8

9 10 11 12 13 14 15

16 17 18 19 20 21 22

23 24 25 26 27 28 29

30 31

S M T W T F S

1 2 3 4 5

6 7 8 9 10 11 12

13 14 15 16 17 18 19

20 21 22 23 24 25 26

27 28 29 30

S M T W T F S

1 2 3

4 5 6 7 8 9 10

11 12 13 14 15 16 17

18 19 20 21 22 23 24

25 26 27 28 29 30 31

S M T W T F S

1 2 3 4 5 6 7

8 9 10 11 12 13 14

15 16 17 18 19 20 21

22 23 24 25 26 27 28

29 30

S M T W T F S

1 2 3 4 5

6 7 8 9 10 11 12

13 14 15 16 17 18 19

20 21 22 23 24 25 26

27 28 29 30 31

S M T W T F S

1 2

3 4 5 6 7 8 9

10 11 12 13 14 15 16

17 18 19 20 21 22 23

24 25 26 27 28 29 30

31

FEBRUARY MARCH APRIL MAY JUNE JULY

S M T W T F S

1 2 3 4 5 6

7 8 9 10 11 12 13

14 15 16 17 18 19 20

21 22 23 24 25 26 27

28 29

S M T W T F S

1 2 3 4 5

6 7 8 9 10 11 12

13 14 15 16 17 18 19

20 21 22 23 24 25 26

27 28 29 30 31

S M T W T F S

1 2

3 4 5 6 7 8 9

10 11 12 13 14 15 16

17 18 19 20 21 22 23

24 25 26 27 28 29 30

S M T W T F S

1 2 3 4 5 6 7

8 9 10 11 12 13 14

15 16 17 18 19 20 21

22 23 24 25 26 27 28

29 30 31

S M T W T F S

1 2 3 4

5 6 7 8 9 10 11

12 13 14 15 16 17 18

19 20 21 22 23 24 25

26 27 28 29 30

S M T W T F S

1 2

3 4 5 6 7 8 9

10 11 12 13 14 15 16

17 18 19 20 21 22 23

24 25 26 27 28 29 30

31


Second Grade Scope and Sequence

Date Range

District Unit

Body of Knowledge

Big Idea

Focus Standard

Unit Description

8/24/15 – 9/11/15

1 Nature of Science 1 SC.2.N.1.1: (DOK3) SC.2.N.1.2: (DOK2) SC.2.N.1.3: (DOK 3) SC.2.N.1.4: (DOK3) SC.2.N.1.5: (DOK 2) SC.2.N.1.6: (DOK2)

In this Big Idea, students will gain an understanding of the practice of science by organizing and carrying out investigations.

9/14/15 – 12/18/15

2 Physical Science 8 & 9 SC.2.P.8.1:(DOK1) SC.2.P.8.2:(DOK1) SC.2.P.8.3:(DOK1) SC.2.P.8.4(DOK1) SC.2.P.8.5:(DOK2) SC.2.P.8.6:(DOK2) SC.2.P.9.1:(DOK2)

The students make observations and measurements of objects based on their physical attributes. Identification of the states of the material will be made based on similar physical characteristics. Students will recognize and list the physical properties of objects. Through investigations, students will engage in the measurement and comparison of the volume of liquids in different containers.

9/14/15 – 12/18/15

3 Physical Science 10 SC.2.P.10.1(DOK2)

In this unit, students will learn to identify the sources energy that humans use. Student will explain, with examples, how people use energy in their everyday lives and the source of that energy. Student will communicate the results of their investigations.

9/14/15 – 12/18/15

4 Physical Science 13 SC.2.P.13.1:(DOK3) SC.2.P.13.2:(DOK1) SC.2.P.13.3:(DOK1) SC.2.P.13.4:(DOK2)

Students will learn that forces, pushes and pulls, can cause objects to move. That the speed at which an object moves is related to the strength of the push or pull that initiated the movement of the object. Some forces act by touching, while others can act without touching. Magnetic force can either repel (push) or attract (pull) certain objects.

1/4/16 – 2/26/16

5 Earth and Space Science

6 SC.2.E.6.1:(DOK2) SC.2.E.6.2:(DOK3) SC.2.E.6.3:(DOK3) SC.2.N.1.1:(DOK3)

In this Big Idea, students will gain an understanding of the Earth’s structure by identifying the formation and various characteristics of rocks and soil.

1/4/16 – 2/26/16

6 Earth and Space Science

7 SC.2.E.7.1:(DOK2) SC.2.E.7.2:(DOK3) SC.2.E.7.3:(DOK3) SC.2.E.7.4:(DOK3) SC.2.E.7.5:(DOK1) SC.2.N.1.1:(DOK3)

In this Big Idea students will gain an understanding of nature patterns; how the sun lights and warms the Earth; what the air is made of and how it moves; evaporation; and how to prepare for severe weather.

2/29/16 – 6/9/16

7 Life Science 14 SC.2.L.14.1 (DOK2)

In this Big Idea, students will gain an understanding of various human body parts (brain, heart, lungs, stomach, muscles, and skeleton) and their basic functions.

2/29/16 – 6/9/16

8 Life Science 16 SC.2.L.16.1:(DOK2)

In this Big Idea, students will gain an understanding of the life cycles of various plants and animals.

2/29/16 – 6/9/16

9 Life Science 17 SC.2.L.17.1(DOK2) SC.2.L.17.2(DOK2)

In this Big Idea, students will gain an understanding of the basic needs of all living things and the habitats in which they live.


Instructional Blueprints

2015-2016

The following Instructional Blueprints were designed as a resource to reinforce and guide

teachers in the successful implementation of the Next Generation Sunshine State Standards for

Science. Please use professional discretion when delivering your units, taking into consideration

the needs of your particular group of students.


Big Idea Overview In this Big Idea, students will gain an understanding of the practice of science by organizing and carrying out investigations.

Essential Questions for Big Idea 1 How can our knowledge of the practice of science help us organize and carry out an investigation?

What do we need to do to investigate problems like a scientist?

Why is it important to know which measurement tool is good for which job?

Learning Goal

Students will be able to ask questions about scientific investigations, make observations to infer and draw conclusions, and know the importance of working in groups to solve problems.

Unit Professional Development *Intended as a resource to build the teacher’s background knowledge for the current unit

Teacher Hints: This unit lends itself to the introduction and creation of the science fair project. Digital Resources: Brainpopjr.com – Scientific Method and Science Projects Safari Montage – Real World Science: The Scientific Method

Science Misconceptions Some students think scientists are men who dress in white coats and use potions.

Children may think that if a scientist’s conclusions support a hypothesis, then the hypothesis will be accepted by all other scientists. Children need to understand before a hypothesis can be accepted by the scientific community, the experiment must be repeated and the results checked many times by scientists around the world.

Children may hear the word technology, and think of computers. Technology includes a wide range of objects that people use every day and may not be electronic.

Let’s Activate Students Prior Knowledge

Think/pair/share: Students will discuss what a scientist is and does.

Nature of Science – District Second Grade Unit 1

Big Idea 1 – The Practice of Science


Vertical Progression: 1st Grade: Students raised questions, investigated them in teams through free exploration, and generated appropriate explanations. Used the five senses as tools to make observations, described objects and compared their observations with others. Appropriate record keeping with pictures and written records. Asked “how do you know?” in appropriate situations. 3rd Grade: Students will raise questions, investigate them individually and in teams through free exploration and a systematic investigations and generated appropriate explanations. Compare observations from different groups using the same tools and seek reasons to explain differences. Use pictorial, written, or simple charts and graphs to keep records of conducted investigations.

Recursive Standards for Big Idea 1 *This is a recursive standard that should be integrated though all standards for this unit.

SC.2.N.1.1 Students will understand that scientists ask questions and look for answers

Standards of Instructional Focus

SC.2.N.1.1: (DOK3) Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations.

Engage: Think/pair/share: What is a scientist?

Explore: Place objects on the table. Have students make observations

Explain: Scientists use their five senses to make observations to answer questions using the scientific method.

Elaborate: Have students elaborate on the natural world by writing and comparing their observations with each other.

Evaluate: Evaluate students understanding of free exploration and observation.

FCAT 2.0 Content Limits:

Items may include a table used to match the five senses to scientific observations made by those senses. (For example, matching ear with an experiment related to sound.) SC.2.N.1.2: (DOK2) Compare the observations made by different groups using the same tools.

Engage: Place scientific inquiry tools on the table; have students discuss how they think each tool is used

Explore: Use the tools on the table correctly or use a matching activity to match the tool to the correct usage

Explain: Discuss the names of the tools and their uses to confirm students’ thoughts

Elaborate: Write a sentence that describes a scenario in which each tool might be used

Evaluate: Evaluate students understanding of how to safely use tools to observe FCAT 2.0 Content Limits:

Items may include a chart of observations or measurements made by several students within the same experiment. Students will circle only the reasonable answers and exclude answers that would not be considered within the scope of normal variation or error. Items may not use the term error to express variations in measurement; or use the term anomaly.

SC.2.N.1.3: (DOK 3) Ask "how do you know?" in appropriate situations and attempt reasonable answers when asked the same question by others.

Ask, “How do you know?” when they hear another student give an explanation for something observed in a scientific activity or investigation

When asked, “How do you know?” students will “argue” the point and validate the explanation by giving details of the observations that were used in the formation of the explanation

Engage: Envision It pg 18 or online resource: “Using your sense, tell what you can learn about this market.”

Explain: Discuss the words: observe, predict, classify, and compare and contrast

Explore: Use Explore it! Pg 18. In this lesson, children will learn to collect and record data as part of the scientific method

Elaborate: Science notebook: Students describe and make conclusions about the data they collected.

Evaluate: Use vocabulary smart cards to review; End of lesson check up; share their conclusions from the notebooks


Items will not include having students explain conclusions about something they have not observed.

Items may include a list of possible explanations for a particular inference or conclusion where students have to pick the most probable explanation based on the data given in a particular investigation.

http://www.cpalms.org/Public/PreviewStandard/Preview/1596

http://www.floridastandards.org/Standards/PublicPreviewBenchmark1596.aspx




SC.2.N.1.4: (DOK3) Explain how particular scientific investigations should yield similar conclusions when repeated.

Explain that conducting similar scientific investigations based on the same concept should result in similar conclusions when repeated

Engage: Use Explore It! Pg 22. In this lesson, students will to draw conclusions based on repeated investigations.

Explain: Discuss why it is important to repeat investigations

Explore: Plant experiment on scientific method on page 24 in the student text.

Elaborate: Science notebook: flow map the s steps in the scientific method

Evaluate: Use vocabulary smart cards to review; End of lesson check up


Students will not be expected to form conclusions but understand that scientists repeat experiments and compare the results with other experiments to see whether the results/conclusions are similar. SC.2.N.1.5: (DOK 2) Distinguish between empirical observation (what you see, hear, feel, smell, or taste) and ideas or inferences (what you think).

read about and explain that observations are based on the five senses, which are seeing, hearing, feeling, smelling, and tasting

explain that an inference is what a person thinks

give an example of an observation and an example of an inference and compare the two

explain why, although both an observation and an inference could be wrong, it is more likely that an inference would be wrong than an observation.

Engage: Show a picture of a raincoat and umbrella; ask what the weather will be?

Explain: Watch the brainpopjr video on inferring

Explore: Use Explore it! Pg 26 in student text

Elaborate: Work with a partner: use photos of animals. Children will infer as much as they can based on the photo

Evaluate: End of lesson check up

FCAT 2.0 Content Limits: Items will not discuss the idea that many things in science cannot be proven but must be inferred.

Items may include diagrams of observations and inferences that can be labeled as one or the other. SC.2.N.1.6: (DOK2) Explain how scientists alone or in groups are always investigating new ways to solve problems.

read about and recognize that scientists can work alone or in groups to solve problems

explain that one of a scientist’s jobs is to solve problems by first asking questions

explain that scientists want to find simpler, faster, and more efficient ways to solve problems that will yield reproducible results and trustworthy answers

recognize that a reason scientists look for new ways to solve problems may be because they couldn’t solve the problem they set out to answer

Engage: Use Explore it! Pg 30. This lesson will help students understand how working in groups can help solve a problem.

Explain: Discuss how people have worked together to solve problems. Read the timeline on technology pgs 32-33

Explore: Use the timeline on page 32-33 to have students infer what problems have been solved by the inventions

Elaborate: Lightning lab, pg 32. Have students explain how they think people wrote before pencils and pens were invented.

Evaluate: End of lesson check FCAT 2.0 Content Limits:

Items will not discuss details of hypotheses and theories.

SC.2.P.8.1: (DOK 1) Observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets.

explain that objects can be identified by their physical (observable) properties (characteristics)

relate that objects are also known as matter, and matter is anything that has mass (weight) and takes up space

identify some physical (observable) properties such as size, shape, and color

record observations and measurements of several objects (including the size, shape, color, temperature, weight, and texture) and predict whether an object will sink or float in water and whether it is attracted (pulled) or repulsed (pushed away) by magnets







Opportunity for Cross-Curricular Connections *This section is intended to provide resources for Science integration into other areas of instruction.

Literacy Connections

5 Senses by Tracy West

The Secret Science Project That Almost Ate the School by Judy Sierra

Big, Bigger, Biggest by Nancy Coffelt

Oscar and the Snail: A Book About Things We Use by Geoff Waring

Floating and Sinking by Ellen Sturm Niz

Writing/Thinking Map/Graphic Organizer Connections:

Circle map/graphic organizer – define scientist

Flow map/graphic organizer – science steps

STEM Connection(s):

Double Bubble Science Activity that uses science and math, as students investigate the scientific method

http://www.pdesas.org/module/content/resources/16037/view.ashx


Textbook Support

*Be selective in choosing content from the textbook resource that meets the full intent of the focus standard(s). Using only the textbook will NOT

cover all areas of the focus standard.

Pearson Interactive Science: Chapter 1, Lessons 1,2,3,4,5,6

Lessons: Try IT! Explore it! and Directed, Guided, and Open Inquiry

Pearson online resources (must be signed in)

Differentiated Instruction BL: Practice of Science OL: Using Technology AL: Flight

Academic Language/Vocabulary

Inquiry – asking questions and looking for answers.

Investigate – to look for answers.

Hypothesis – a possible answer to a question

Tool – something that is used to do work.

Conclusion – What you decide after you think about all you know.

Infer – to use what you know to explain something

Observe – to use your senses to find out about something.

Technology – the use of science to solve problems

Invent – to make something for the first time

Additional Teacher Resources *The intent of this section is to provide teachers with additional resources to teach to the

full intent of the standard. They are suggested resources, please use professional discretion to plan your lesson based on your specific classroom needs.

All About Apples Lesson activity showing jobs that use the scientific method

Safari Montage Video: Real World Science – Scientific Method

PowerPoint: What is a Scientist

Brainpop jr: Inferring; Scientific Method; Science Projects; Making Observations; Senses

http://www.pearsonsuccessnet.com/

http://www.successlink.org/GTI/lesson_unit-viewer.asp?lid=5331

http://www.lake.k12.fl.us/cms/lib05/FL01000799/Centricity/domain/17/elementary%20science%20blueprints%202014-2015/2nd%20grade/unit%201/What%20is%20a%20Scientist%20PPT%20for%20Unit%201.pdf


Higher Order Questions Link to Webb’s DOK Guide *Question stems should be utilized to create text dependent questions to encourage close reading, speaking, listening, and writing throughout the unit. The following are

suggested Higher Order Questions, please use professional discretion to plan your lesson based on your specific classroom needs.


How are questions raised by scientists used in investigations?

SC.2.N.1.4 Students will describe why scientists repeat investigations

Why should the results of investigations be the same when scientists use similar methods and tools?

SC.2.N.1.5 Students will demonstrate how to observe and infer

Why should proof (evidence) be used to back up scientific explanations? SC.2.N.1.6 Students will explain why scientists work alone and in groups, and how technology can help people solve problems

How can empirical observations lead to inferences?

In what situations do scientists work collaboratively or alone to solve problems?

http://intranet.staff.lakeschools.local/cms/lib/FL01000800/Centricity/Domain/11/math/WebsDepthofKnowledgeFlipChart.pdf






Suggested Formative Assessment Strategy * Strategy may be used as a tool to observe progress toward mastery of standard(s) taught in this unit.

Strategy: A & D Statements

Description:

A & D Statements analyze a set of “fact or fiction” statements. First, students may choose to agree or disagree with a statement or identify whether they need more information. Students are asked to describe their thinking about why they agree, disagree, or are unsure. In the second part, students describe what they can do to investigate the statement by testing their ideas, researching what is already known, or using other means of inquiry.

Example:


Big Idea Overview

The students make observations and measurements of objects based on their physical attributes. Identification of the states of the material will be made based on similar physical characteristics. Students will recognize and list the physical properties of objects. Through investigations, students will engage in the measurement and comparison of the volume of liquids in different containers.

Essential Question for Big Idea 8 and 9

What are properties of matter? How would you measure and compare objects?

Learning Goal

Students will identify properties of matter; identify solids, liquids, and gases

Science Misconceptions

Children may think that mass and weight mean the same thing

Some children think all solids will dissolve into a liquid.

Many children think that melting and dissolving are the same thing.

Unit 3 Professional Development *Intended as a resource to build the teacher’s background knowledge for the current unit

Teacher Hints: Children need a lot of hands-on experiences to explore matter and its properties. The additional resources section contains various activities to assist with these learning opportunities. States of Matter:

Students do not need to know about the particle arrangement of each state of matter.

Volume:

Volume is another measurable property of matter. It is introduced here in conjunction with learning about the states of matter. All matter has mass and takes up space (volume).

Foldables and Thinking Maps® are great tools to use when helping students organize their thinking on this topic.

Changes in Matter:

At this grade level, students do not need grapple with differentiating between physical and chemical changes. The expectation is that students are able to make observations of changes and communicate their observations clearly and efficiently with their teacher and classmates.

Water is an example of matter that can exist as a solid, liquid, or gas.

Digital Resources:

Physical Science – District Second Grade Unit 2 Big Idea 8 – Properties of Matter

Big Idea 9 – Change in Matter


Vertical Progression:

1st Grade: Big Idea 8 and 9 not addressed. 3rd Grade: Students will measure and compare the temperature and mass of various solids and liquids. Students will compare materials and objects according to their properties size, shape, color, texture, and hardness. Students will describe the changes in water when heated and cooled using scientific terms such as melting, freezing, boiling, evaporation, and condensation.

Recursive Standards for Big Idea 8 & 9 *This is a recursive standard that should be integrated though all standards for this unit.

SC.2.N.1.1 Students will understand that scientists ask questions and look for answers SC.2.N.1.2 Students will demonstrate an understanding of how to safely use tools to observe SC.2.N.1.3 Students will explain how they know what they know SC.2.N.1.4 Students will describe why scientists repeat investigations SC.2.N.1.5 Students will demonstrate how to observe and infer


SC.2.P.8.1 (DOK1) Observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets.

explain that objects can be identified by their physical (observable) properties (characteristics)

relate that objects are also known as matter, and matter is anything that has mass (weight) and takes up space

identify some physical (observable) properties such as size, shape, and color

record observations and measurements of several objects (including the size, shape, color, temperature, weight, and texture) and predict whether an object will sink or float in water and whether it is attracted (pulled) or repulsed (pushed away) by magnets

Engage Safari Montage: Properties of Matter

Explain: My Planet Diary: Fact or Fiction student text page 108

Explore: Brainpop jr sorting activity from the Solids, Liquids, and Gases video

Elaborate: Children describe classroom objects according to their properties

Evaluate: Vocabulary smart cards; Brainpop jr partner game from Changing State of Matter video; end of lesson check teacher edition


Items should not discuss chemical properties.

Items may include a table in which objects are grouped together by a single physical (observable) attribute such as size or color.

The term weight rather than mass may be used at this grade level even though it is not technically correct.

Items should use the phrase things you can observe rather than physical properties for this age group; and the terms pushed or pulled instead of repulsed or attracted.

SC.2.P.8.2 (DOK1) Identify objects and materials as solid, liquid, or gas.

explain that the reason scientists classify things into groups is to identify common or similar properties (characteristics)







http://lakesafari.lake.k12.fl.us/?a=3408&d=00094AA



sort a variety of objects and materials into three categories (solid, liquid, and gas) based on similar physical characteristics

Engage: Brainpop jr video Solids, Liquids, and Gases

Explain: explain that scientists classify things into groups according to common or similar

Explore: sort objects (matter) and materials into three categories (solid, liquid or gas) based on similar physical characteristics (e.g., shape, flow, ability to be compressed).

Elaborate: explain the reasons objects/materials were put into each category

Evaluate: Smart card review, end of lesson check, or Got It! Quiz pearsonsuccessnet.com (must be signed in) -chapter 4 lesson- view lesson- evaluate


The scientific definitions of solid, liquid, and gas will not be used as they are a part of a different standard.

Items may include a group of objects to be classified as solid, liquid, or gas.

The words state or states of matter should not be used; instead, use groups or forms.

SC.2.P.8.3 (DOK1) Recognize that solids have a definite shape and that liquids and gases take the shape of their container.

explain that a physical characteristic of a solid is that it has a definite shape

explain that a solid’s shape can be changed only if a force like hammering, slicing, or twisting is applied to it

explain that solids can be hard, soft, bouncy, or stretchy

pour a liquid into containers of different shapes and observe that a liquid does not have its own shape

explain that liquids can flow from one place to another

Engage: Brainpop jr – solid, liquid, gas game

Explain: explain that one of the physical characteristic of a solid is that it has a definite shape; explain that one of the physical characteristic of a liquid is

that it takes the shape of its container; explain that one of the physical characteristic of a gas is that it takes the shape of its container

Explore: investigate how the shape of a solid can be changed by applying energy or a force to it (e.g., fold, cut, hammer, slice, twist, heat); investigate

how a liquid flows from one place to another when it is not contained.

Elaborate: compare (similarities and differences) any two forms of matter.

Evaluate: Smart card review, end of lesson check, or Got It! Quiz pearsonsuccessnet.com (must be signed in) FCAT 2.0 Content Limits:

Items will not include changes in the states of matter.

Items may include a chart with objects or materials to be identified as keeps its shape or takes on the shape of the container.

The words state or states of matter should not be used; instead, use groups or forms. SC.2.P.8.4 (DOK1) Observe and describe water in its solid, liquid, and gaseous states.

observe ice cubes melting and explain that changes in temperature can cause a substance to change states;

recognize that even though a substance has changed states, it still remains the same substance;

observe and describe that when water is in its solid form, it is ice;

observe and describe that when water is found as a gas, it is water vapor (like the steam coming from boiling water).

Engage: observe and describe water in its solid, liquid and gaseous state.

Explain: describe water in its solid, liquid, and gaseous state

Explore: investigate how a change in temperature changes the physical properties of water (heating, cooling, freezing, boiling, melting, evaporating). Elaborate: explain that water is still water even when it changes from a solid to a liquid to a gas and vice versa.

Evaluate: Smart card review, end of lesson check, or Got It! Quiz pearsonsuccessnet.com (must be signed in)





Items will be restricted to the three states of water.

Items may include a chart in which students label the words ice, liquid water, and water vapor with the words solid, liquid, or gas. SC.2.P.8.5 (DOK2) Measure and compare temperatures taken every day at the same time.

recognize that temperature is a physical property or characteristic that can be used to describe substances

measure temperatures of different substances every day at the same time, e.g., sand (solid), water (liquid), and air (gas)

compare the temperatures Engage: define volume as the amount of space a substance (solid, liquid, or gas) takes up. Explore: recognize volume as a physical characteristic of all forms of matter (solid, liquid, gas) that can be measured and measure the volume of liquids using a variety of scientific tools (e.g., beakers, graduated cylinders). Explain: discuss how the shape of a liquid may change when placed in different containers even though the volume of the liquid does not. Elaborate: compare equal volumes of liquids using containers of various shapes and sizes. Evaluate: Smart card review, end of lesson check FCAT 2.0 Content Limits:

Items will not discuss weather. SC.2.8.6 (DOK2) Measure and compare the volume of liquids using containers of various shapes and sizes. explain that the amount of space a substance takes up is called volume

note that volume is a physical characteristic of substances

explain that a liquid takes on the shape of its container

compare the volume of liquids using containers of various shapes and sizes

note that even though the shape FCAT 2.0 Content Limits:

The various units of volume in the English and metric systems will not be directly assessed. SC.2.P.9.1 (DOK 2) Investigate that materials can be altered to change some of their properties, but not all materials respond the same way to any one alteration.

observe and explain that matter can be changed physically (crushed, bent, broken, melted, frozen, etc.) while remaining the same substance

explain that matter can be changed into a new substance when it goes through a chemical change (burning, rusting)

observe and explain that when a change (alteration) is made, different materials respond in different ways. (For example, cooking an egg changes it from a liquid to a solid, but warming water does not change its state unless it is heated to evaporation.)

Engage: Investigate ways to change solid and liquid materials (e.g., cut, break, bend, cook, tear, freeze, melt, burn, soak, dissolve, evaporate, heat, rust).

Explore: Oobleck lesson (see Literacy connections below)

Explain: explain that not all materials change the same way when undergoing the same change

Elaborate: Discuss conclusions from the Oobleck lesson

Evaluate: Smart card review, end of lesson check






Literacy Connections: Matter by Christine Webster

Pop! A book about Bubbles by Kimberly Bradley

Everything is Matter by David Bauer

Make it Change by David Evans and Claudette Williams

Precious Water – A Book of Things by Brigitte Weninger

Oobleck o This lesson has a Literacy component. Using the book by Dr. Seuss, "Bartholomew and the Oobleck," the students will be using observing, and communicating during

our reading activities. The students will be using Oobleck to observe the characteristics of solids and liquids. The students will make their own predictions, conclusions on whether Oobleck is a solid or liquid by using focus observations, conducting focus explorations, raise questions, clarify questions and make conclusions about Oobleck.


Interactive Science Multi-disciplinary Center Flip Chart pg 3 “Describing Properties”

PowerPoint: Matter (writing connection)

a. At slides 4 and 5, have the students a Tree map or a classification organizer that describes the three state of matter

b. Slides 6 – 8 to review and discussion on the completion of the Tree map or organizer.

STEM Connection(s): States of Matter Slushies

http://serc.carleton.edu/sp/mnstep/activities/26393.html

http://www.lake.k12.fl.us/cms/lib05/FL01000799/Centricity/domain/17/elementary%20science%20blueprints%202014-2015/2nd%20grade/Unit%202/Properties%20of%20Matter%20Grade%202.pdf

http://betterlesson.com/community/lesson/42562/states-of-matter-slushies


Textbook Support *Be selective in choosing content from the textbook resource that meets the full

intent of the focus standard(s). Using only the textbook will NOT cover all areas of the focus standard.

Pearson Interactive Science: Chapter 4, Lessons 1-4

Differentiated Instruction BL: Matter and Energy OL: Matter and Its Properties AL: What is Air?


Solid – matter that keeps its own size and shape

Matter – anything that takes up space and has weight

Liquid – matter that has its own volume but takes the shapes of its container

Property – something about an object that you can observe with your senses

Gas – matter that does not have its own size or shape

Thermometer – the tool that measures temperature

Physical change – a change to matter without making it a new kind of matter

Volume – amount of space matter takes up

Additional Teacher Resources *The intent of this section is to provide teachers with additional resources to teach to the full intent of

the standard. They are suggested resources, please use professional discretion to plan your lesson based on your specific classroom needs.

Brainpop jr: Changing States of Matter; Physical and Chemical Changes; Solid, Liquids, and Gases

Properties of Matter (CPALMS teaching ideas)

Safari Montage Video: All About Properties of Matter; Real World Science: Matter – Solids, Liquids, and Gases

PowerPoint - Matter

Scholastic Study Jams - Solids, Liquids, and Gases fun game teaching about the states of matter

The Mystery Book This lesson allows students to explore the importance of text features to learn and locate in formation all while learning about the three forms of matter. Students use text features as clues to figure out the title of “The Mystery Book.”

Response of Solids to Heating and Freezing This is a game, demonstrating the effects of heating and freezing. Be sure to click the “direct link” when you are on the site)

Kitchen Materials game

Scholastic Study Jams Physical and Chemical Changes

http://www.cpalms.org/Public/PreviewIdea/Preview/505

http://www.lake.k12.fl.us/cms/lib05/FL01000799/Centricity/domain/17/elementary%20science%20blueprints%202014-2015/2nd%20grade/Unit%202/Properties%20of%20Matter%20Grade%202.pdf

http://studyjams.scholastic.com/studyjams/jams/science/matter/solids-liquids-gases.htm

http://www.cpalms.org/Public/PreviewResource/Preview/44249

http://www.cpalms.org/Public/PreviewResourceUrl/Preview/10323

http://www.bbc.co.uk/bitesize/ks1/science/changing_materials/play/

http://studyjams.scholastic.com/studyjams/jams/science/matter/changes-of-matter.htm


Higher Order Questions Link to Webb’s DOK Guide *Question stems should be utilized to create text dependent questions to encourage close reading, speaking, listening, and writing throughout the unit. The following are suggested Higher

Order Questions, please use professional discretion to plan your lesson based on your specific classroom needs.

SC.2.P.8.1 (DOK1) Observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets.

What are properties of matter?

How can we measure and compare objects?

SC.2.P.8.2 (DOK1) Identify objects and materials as solid, liquid, or gas.

What are solids, liquids, and gases?

SC.2.P.8.4 (DOK1) Observe and describe water in its solid, liquid, and gaseous states.; SC.2.P.8.5 (DOK2) Measure and compare temperatures taken every day at the same time.; SC.2.8.6 (DOK2) Measure and compare the volume of liquids using containers of various shapes and sizes. explain that the amount of space a substance takes up is called volume

How can we compare volumes?


Strategy: I Used to Think… But Now I Know…

Description: I Used to Think…But Now I Know is a self-assessment and reflection exercise that helps students recognize if and how their thinking has changed at the end of a sequence of instruction. An additional column can be added to include…And This Is How I Learned It to help students reflect on what part of their learning experiences helped them change or further develop their ideas.

Example:








Big Idea 10 Overview In this unit, students will learn to identify the sources energy that humans use. Student will explain, with examples, how people use energy in their everyday lives and the source of that energy. Student will communicate the results of their investigations.

Essential Question for Big Idea 10 What are the sources of the energy that we use?

What are the different forms of energy?

How are the different forms of energy helpful to us?

How do we use alternative energy sources such as; sun, wind, or water?

Learning Goal

Students will identify the sources of energy.

Students will identify how people use different forms of energy.


Teacher Hints: Forms of Energy:

Grade 2 students focus on the ways energy impacts our lives (electrical energy, solar energy, light energy, heat energy, and sound energy).

Energy is the ability to do work. Energy causes motion and causes change.


Many children believe that hats and warm coats produce heat, and this heat keeps their bodies warm. In reality, hats and coats trap the heat from their bodies.


Help children brainstorm a list of ways they use energy at home or at school.

Physical Science – District Second Grade Unit 3

Big Idea 10 – Forms of Energy



First Grade: Big Idea 10 is not Addressed. Third Grade: Students will identify basic forms of energy such as light, heat, sound, electrical, and mechanical. Recognize that energy has the ability to cause motion or create change. Demonstrate that light travels in a straight line until it strikes an object to travels from one medium to another. Demonstrate that light can be reflected, refracted, and absorbed.




SC.2.P.10.1 (DOK2) Discuss that people use electricity or other forms of energy to cook their food, cool or warm their homes, and power their cars.

read about and identify some sources of energy humans can use (such as electricity, wind, water, and sun) to cook food, cool or warm homes, and power cars;

identify ways people use electricity in their lives; and

identify ways people use the energy from the Sun, wind, or water.

Engage: match an object with its energy source (e.g., hair dryer-electricity, animals-food, car-gas, calculator-sun).

Explore: identify ways people use the energy from the sun, wind, and water.

Explain: explain various ways people need and use energy (e.g., cooking food, heating/cooling homes, powering cars).

Elaborate: Science notebook: students write the energy sources for cooking food.

Evaluate: Smart vocabulary cards; end of lesson checkup; or 60-Second got It! Quiz on pearsonsuccessnet FCAT 2.0 Content Limits:

Items may include photos of objects to be matched with the source of energy used by the object.

Items will not discuss whether sources or forms of energy are renewable or nonrenewable; or include the transmission of various forms of energy.





Literacy Connections:

Millicent and the Wind by Robert Munsch

“Energy Sources” pages 416 423, Florida Reading/Writing Workshop, could be used as an introduction to energy and begin the design of the Tree Map or similar classification graphic organizer.

While reading “Pedal Power” pages 420-423, Florida Reading/Writing Workshop, focus on text evidence through rereading and author’s purpose.


“Energy Sources” pages 416 423, Florida Reading/Writing Workshop, could be used as an introduction to energy and begin the design of the Tree Map or similar classification graphic organizer.

While reading “Pedal Power” pages 420-423, Florida Reading/Writing Workshop, focus on text evidence through rereading and author’s purpose.

Sources of Energy PPT: This PowerPoint explains the different sources of energy and the possible uses. While viewing the PPT the students will create a Tree Map to record, in the “My Science Journal”, the different source of energy, how they are used and an example of how each is used in our everyday lives.

STEM Connection(s): Energized - Make a solar oven – Click on Energized Lesson Plan

http://www.lake.k12.fl.us/cms/lib05/FL01000799/Centricity/domain/17/elementary%20science%20blueprints%202014-2015/2nd%20grade/unit%203/Sources%20of%20Energy.ppt

http://www.cpalms.org/Public/PreviewResourceUpload/Preview/13411


Textbook Support *Be selective in choosing content from the textbook resource that meets the full intent of the focus standard(s). Using only the textbook will NOT cover all areas

of the focus standard.

Pearson Interactive Science: Chapter 4, Lessons 5

Pearsonsuccessnet.com (must be signed in)

Differentiated Instruction BL: Matter and Energy OL: Matter and its Properties AL: What is Air


Energy – the ability to do work or cause change

Electricity – a kind of energy that can flow through wires and make light and heat



Brain pop jr: Energy; Heat

Safari Montage Video: All about Conservation of Energy; Magic School Bus: Getting Energized; All about Electricity; What is Energy?

Electricity: A fun activity to help children learn about electricity

Sources of Energy PPT: This PowerPoint explains the different sources of energy and the possible uses.

Teacher edition pg 133: 21st Century Learning Communication Skills. Students will make a poster on electrical safety rules that they can display at home.


http://www.bbc.co.uk/bitesize/ks1/science/electricity/play/

http://www.lake.k12.fl.us/cms/lib05/FL01000799/Centricity/domain/17/elementary%20science%20blueprints%202014-2015/2nd%20grade/unit%203/Sources%20of%20Energy.ppt


Higher Order Questions Link to Webb’s DOK Guide *Question should be utilized to create text dependent questions to encourage close reading, speaking, listening, and writing throughout the unit. The following are suggested Higher Order

Questions, please use professional discretion to plan your lesson based on your specific classroom needs. SC.2.P.10.1 (DOK2) Discuss that people use electricity or other forms of energy to cook their food, cool or warm their homes, and power their cars.

How do we use energy?

What would a day in your life be like without electricity?

How does the Sun warm our homes?

What are some heat sources?


Strategy: Question Generating

Description: Question Generating is a technique that switches roles from the teacher as the question generator to the student as the question generator. The ability to formulate good questions about a topic can indicate the extent to which a student understands ideas that underlie the topic. This technique can be used any time during instruction. Students can exchange or answer their own questions, revealing further information about the students’ ideas related to the topic.

Example: Question Generating Stems:

Why does___?

How does___?

What if___?

What could be the reason for___?

What would happen if___?

How does___compare to___?




Big Idea Overview Students will learn that forces, pushes and pulls, can cause objects to move. That the speed at which an object moves is related to the strength of the push or pull that initiated the movement of the object. Some forces act by touching, while others can act without touching. Magnetic force can either repel (push) or attract (pull) certain objects.

Essential Question for Big Idea 13 What are forces?

How do forces make objects move?

What are magnets? How strong is a magnet?

How can motion be described? How does friction affect movement?

What kinds of forces act by touching?

How can a force act upon an object without touching it?

Why is gravity important in our daily life?

Learning Goal

The student will understand the effects of various pushes and pulls on objects and be able to demonstrate that the greater the force on the object, the greater the motion of the object.

Science Misconceptions Children may think that a magnet attracts anything made of metal.

Many children believe that heavy objects will fall faster than lighter ones. See pg. 158 teachers edition


Teacher Hints: Forces and Changes in Motion:

A force is a push or a pull. Forces are acting upon you all day.

Gravity, mass/weight, buoyancy, magnetism, and friction are common forces that can act upon us.

Magnets:

An assortment of magnets is recommended for magnet investigations (horseshoe, ring, bar, wand, etc.).

Magnets have a north and south pole even though they may not be marked as such.

The main emphasis for Grade 2 students is to have a solid understanding of the types of objects that are attracted to magnets. Note: They will quickly build a misconception about metallic objects. Aluminum foil and pennies do not have magnetic properties.

Students will need time to discover that repulsion (act of repelling) MAY occur when two magnets are brought together.

Explore the use of contact and non-contact forces to move objects and other magnets with a magnet.

Physical Science – District Second Grade Unit 4

Big Idea 13 – Forces and Change in Motion



First Grade: Students will observe and describe objects can move in different ways using everyday objects. Students will be able to demonstrate that a force (push or pull) must be applied to change an object’s motion and observe that motion can be altered. Third Grade: Big Idea 13 not addressed.

Recursive Standards for Big Idea 13

*This is a recursive standard that should be integrated though all standards for this unit. SC.2.N.1.1 Students will understand that scientists ask questions and look for answers

Standards of Instructional Focus SC.2.P.13.1: (DOK3) Investigate the effect of applying various pushes and pulls on different objects.

observe that pushing or pulling on an object causes it to move

observe that pushing or pulling on an object changes the directional movement of that object, which uses energy

explain that pushing or pulling on an object with more force can cause the object to move faster or farther

Engage: Brainpop jr Pushes and Pulls or use Envision It! Student edition pg 148

Explore: predict and investigate how a push or pull will affect the motion of an object (speed and direction).

Explain: discuss that energy is required for a push or pull to occur.

Elaborate: Science notebook: record observations of motion investigations in a science notebook; discuss with partner how the movement may be altered

Evaluate: Vocabulary smart cards; end of lesson check; or Got It! Quiz on pearsonsuccessne.com (must be signed in) – Chapetr 5, Lesson 1 – view lesson – Got It!


Items will not discuss the effect of friction on pushing and pulling objects.

Items may include a list of examples that students label with pushing or pulling. SC.2.P.13.2:(DOK1 ) Demonstrate that magnets can be used to make some things move without touching them.

use magnets and demonstrate that magnets can be used to move some things without touching them

observe and explain that the amount of movement a magnet can cause on a magnetic object is affected by the strength of the magnet and its distance from the object

explain that magnets can cause change in motion with or without touching some objects

recognize that the change in motion (pushing or pulling on the object) is dependent on the direction the magnet is facing

Engage: investigate how magnets work (attract vs. repel).

Explore: investigate and classify objects that are attracted/not attracted to magnets (wood, plastic, metal).

Explain: observe and explain that the amount of movement a magnet can cause on a magnetic object is affected by the strength of the magnet and its distance from the object.

Elaborate: Discuss with a partner, ways to change the motion of an object (including a magnet) by using a magnet

Evaluate: Vocabulary smart card; end of lesson check; 60 Second Got It! Video Pearsonsuccessnet.com – Chapter 5, Lesson 2 – view lesson – Got It!


Items will not include the uses of magnets.

Items may include a chart of items that students will label as magnetic or nonmagnetic based on whether the magnet caused an object to move.





SC.2.P.13.3:(DOK 1) Recognize that objects are pulled toward the ground unless something holds them up.

demonstrate that an object will fall to the ground when dropped

explain that when something is falling it is actually being pulled by Earth with a force called gravity

relate that the gravity of Earth is strong and pulls objects without touching them

observe falling objects (feathers, papers, balls, keys) and identify things that either slow down the pull of Earth or prevent the objects from reaching the ground altogether (e.g., a helium-filled balloon)

Engage: Have students predict what will happen as various items are dropped

Explore: demonstrate and explain gravity’s effect on objects when dropped (when something is falling it is actually being pulled to Earth by a force called gravity).

Explain: demonstrate and explain how to overcome gravity (e.g., student sitting in a chair, pencil on a desk, helium-filled balloon on a string, grasshopper jumping, raft floating on water).

Elaborate: Write a story about what life on Earth would be like with know gravity.


FCAT 2.0 Content Limits: Items may include pictures that students can identify as pulled to Earth quickly, pulled to Earth

slowly, or being held up.

Items may use the word weight instead of mass. Even though weight is not technically correct, it is a better word choice for this age group.

Items will not discuss the gravitational pull of other planets or how Earth’s gravity affects other planets.

Items will not discuss scientists who made discoveries in this field, such as Newton or Einstein. SC.2.P.13.4: (DOK2) Demonstrate that the greater the force (push or pull) applied to an object, the greater the change in motion of the object.

explain that force is a push or pull on an object that causes it to stop, change speed, or change direction

demonstrate that the greater the force (push or pull) applied to an object, the greater the change in motion of the object

observe and explain that the more massive the object being pulled or pushed, the more force it takes to change its motion

Engage: Show examples of objects being moved. Ask students to make observations

Explore: Provide objects of varying weights for the students to move with one finger. They will discover that it takes more force (push or pull) to change the motion of an object with more weight.

Explain: demonstrate that the greater the force (push or pull) applied to an object, the greater the change in motion of the object

Elaborate: compare findings with others from the moving objects activity



Items will not discuss the concepts of kinetic or potential energy. Items may include an animation of an object being given a soft or hard pull or push.

Students would then indicate whether the object would move to a closer or farther position.






What Makes a Magnet by Franklyn Branley

Amazing Magnetism by Rebecca Carmi

Forces Make Things Move Kimberly Bradley

Push and Pull by Patricia Murphy

What is Gravity Lisa Trumbauer

Why Can’t I jump Very High? A Book About Gravity by Kamal Prasad Writing/Thinking Map/Graphic Organizer Connections:

“Wonders - Literature Anthology”, after reading “I Fall Down” (pages 212- 219), students will use their Science Journal to record information about force, gravity as they conduct the mini lab experiments to answer the essential question

Physics Motion Activities for Second Grade: As the students participate in the students will list in their journal two forces that move the truck and write at least one sentence telling about what they learned from the activity.

The Power of Magnets: After reading the pdf booklet, the students will conduct the experiment on page 14-15 and record their results/data and answers to the questions in their journal.

“Wonders – Florida Reading/Writing Workshop”, while reading, “Magnets Work!” on pages 182 – 187, students will discuss in collaborative groups: uses of magnets in their lives and when magnets are used to push (repel) and pull (attract).

What is Gravity? After reading the passage either as an individual or groups, students will answer the 5 questions in complete sentences.

“Wonders - Literature Anthology”, after reading “Move It!” pages 230 and 231, students will take a tour of the playground, with their journals, while n the they will record items that use push and pull to cause motion and explain how. Students will explain, with examples, how force and speed are used in our daily lives.

Forces and Movement: While completing the interactive site, the students will record the data for each of the simulations and the answers to the quiz in the “My Journal”. STEM Connection(s):

Three Billy Goats Gruff Build a Bridge - An Engineering Design Challenge – Could be used as a culminating activity: CPALMS lesson plan for this entire unit. Science, Mathematics and Writing included in this lesson plan.


http://www.lake.k12.fl.us/cms/lib05/FL01000799/Centricity/domain/17/elementary%20science%20blueprints%202014-2015/2nd%20grade/unit%204/The%20Power%20of%20Magnets.pdf

http://www.k12reader.com/reading-comprehension/Gr2_Wk9_Gravity.pdf

http://www.bbc.co.uk/schools/scienceclips/ages/6_7/forces_movement.shtml





Pearson Interactive Science: Chapter 5, Lessons 1-4

Lessons 5: Try IT! Explore it! and Directed, Guided, and Open Inquiry

Differentiated Instruction BL: Force and Motion OL: Exploring Motion and Force AL: Fun with Magnets


Repel – to push away Motion – the act of moving

Gravity – a force that pulls things toward the center of the Earth

Force – a push or pull that makes something move

Speed – how fast or slow an object moves

Attract – a pull toward



Brainpop jr: Push and Pulls; Gravity; Magnets

Safari Montage Video: All About Forces and Gravity; Pushing and Pulling Forces; Forces and Movement; Magnets; All About Magnets; Magic School Bus Plays Ball; Real World Science: Forces; Real World Science: Magnetism

Physics Motion Activities for Second Grade:

Students will observe and discuss motion in learning stations or in demonstration. They will observe and discuss push and pull affects motion.

The Power of Magnets:

What is Gravity? LAFS.2.W.3.8

Forces and Movement: This interactive site will have the students select items to complete a circuit. There is a 10 question quiz that could be used for a center or whole group review.

Friction Ramp: Center Activity – Interactive site (Use this activity to introduce the concept of friction.)

Rock and Roll –a fun activity to teach about forces

Study Jams - Force and Motion - game


http://www.lake.k12.fl.us/cms/lib05/FL01000799/Centricity/domain/17/elementary%20science%20blueprints%202014-2015/2nd%20grade/unit%204/The%20Power%20of%20Magnets.pdf

http://www.k12reader.com/reading-comprehension/Gr2_Wk9_Gravity.pdf

http://www.bbc.co.uk/schools/scienceclips/ages/6_7/forces_movement.shtml

http://www.learninggamesforkids.com/motion-games/friction-ramp.html

http://www.bbc.co.uk/bitesize/ks1/science/forces/play/

http://studyjams.scholastic.com/studyjams/jams/science/forces-and-motion/force-and-motion.htm


Higher Order Questions Link to Webb’s DOK Guide *Question should be utilized to create text dependent questions to encourage close reading, speaking, listening, and writing throughout the unit. The following are suggested Higher Order

Questions, please use professional discretion to plan your lesson based on your specific classroom needs.

SC.2.P.13.1: (DOK3) Investigate the effect of applying various pushes and pulls on different objects.

What knowledge do I already have about force and motion?

What is an example of a force?

Can nature act as a force to move objects? If so, what are some examples?

How do forces change motion?

What makes objects move?

How do I describe the position of an object as it moves?

SC.2.P.13.2:(DOK1 ) Demonstrate that magnets can be used to make some things move without touching them.

Can you design an experiment to show how magnets move objects without touching them?

SC.2.P.13.3:(DOK 1) Recognize that objects are pulled toward the ground unless something holds them up

What is gravity and how does it affect the motion of an object?


Strategy: Two-Minute Paper

Description: Two-Minute Paper is a quick way to collect feedback from students about their learning at the end of an activity, field trip, lecture, video, or other type of learning experience. Teacher writes two questions on the board or on a chart to which students respond in two minutes. Responses are analyzed and results are shared with students the following day.

Example: What was the most important thing you learned today?

What did you learn today that you didn’t know before?

What important question remains unanswered for you?

What would help you learn better tomorrow?






Big Idea Overview In this Big Idea, students will gain an understanding of the Earth’s structure by identifying the formation and various characteristics of rocks and soil.

Essential Question for Big Idea 6

How can our knowledge of rocks and soil help us better understand the Earth’s Structure?

Learning Goal

Students will recognize that the Earth is made up of rocks and that rocks come in many

shapes and sizes. Students will be able to describe how soil is formed and classify soil types

based on color, texture, the ability to retain water and the ability to support the growth of

plants.

Earth Structure Scale

Unit 5 Professional Development

*Intended as a resource to build the teacher’s background knowledge for the current unit

Annenberg Learner: Earth and Space Science

National Geographic: Minerals and Gems

National Geographic: Rocks

Rice University: Soil Properties

National Geographic: Weathering


Children may confuse human-made rock like materials, such as concrete, terrazzo, Formica, or ceramic tile with geologically formed rocks.

Children may think that only color determines soil type.


Think Pair Share – Students will describe an experience they have had with rocks or being in a rocky setting.

Students can create a KWL to show what they Know, Want to know, and have Learned about Rocks and/or Soil

Vertical Progression: First Grade: SC.1.E.6.1 Recognize that water, rocks, soil, and living organisms are found on Earth's surface. SC.1.E.6.2 Describe the need for water and how to be safe around water.

SC.1.E.6.3 Recognize that some things in the world around us happen fast and some happen slowly.

Third Grade: SC.3.E.6.1 Demonstrate that radiant energy from the Sun can heat objects and when the Sun is not present, heat may be lost.

Earth and Space Science

District Unit 5 - Big Idea 6

http://www.lake.k12.fl.us/cms/lib05/FL01000799/Centricity/domain/17/elementary%20science%20blueprints%202014-2015/2nd%20grade/Unit%205/U4_2_Scale_Earth_Structures.pdf

http://www.learner.org/resources/series195.html

http://science.nationalgeographic.com/science/earth/inside-the-earth/minerals-gems/

http://science.nationalgeographic.com/science/earth/inside-the-earth/rocks-article/

http://rescu.rice.edu/scope/94/teacher_background

http://education.nationalgeographic.com/education/encyclopedia/weathering/?ar_a=1





http://www.cpalms.org/Public/search/Search

http://www.cpalms.org/Public/search/Search



SC.2.N.1http://www.cpalms.org/Public/PreviewStandard/Preview/1621.1 : (DOK3) Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations.

This is a recursive standard that should be integrated though all standards for this unit.


SC.2.E.6.1: (DOK2) Recognize that Earth is made up of rocks. Rocks come in many sizes and shapes.

Engage in a discussion about what rocks are and where they can be found, activating prior knowledge.

Explain how rocks come in a variety of shapes, sizes (sand, gravel, or boulders), and colors and can be found in many different places. Explain that the Earth is made of rocks. Explain appropriate Academic Language/Vocabulary.

Explore the various places rocks can be found e.g. sand, soil, streams, lakes, and oceans.

Elaborate on the different types of rock formations.

Evaluate student understanding of rock characteristics. FCAT 2.0 Content Limits:

Items should NOT include the details of the classification of rocks.

Items MAY include a chart with varying sizes of rocks such as sand, gravel, or boulders that students can match to their rock samples.

SC.2.E.6.2:(DOK3) Describe how small pieces of rock and dead plant and animal parts can be the basis of soil and explain the process by which soil is formed.

Engage students by asking how soil helps flowers and illustrate something found in soil.

Explain how soil is the top layer of the Earth and it begins to form when rocks break down into small pieces and mix with dead plants and animals, water, and air. Explain that the decay process is attributed to organisms called decomposers. Explain appropriate Academic Language/Vocabulary.

Explore different types of soil e.g. clay, loam, and sandy soil

Elaborate on various soil types and their location geographically. Give explanation and examples of each by using a multitude of resources.

Evaluate students understanding of soil composition and formation. FCAT 2.0 Content Limits:

Items will NOT discuss the different types of soil that have unique components.

SC.2.E.6.3: (DOK 3) Classify soil types based on color, texture (size of particles), the ability to retain water, and the ability to support the growth of plants.

Engage students by asking what do we already know about soil?

Explain soil classification based on color, texture, the ability to retain water, and the ability to support plant growth. Explain the difference between the three types of soil. (clay, sand, and silt).

Explore characteristics by conducting a soil experiment to observe color, texture, and water retention.

Elaborate on soil classification i.e. characteristics and geographical location.

Evaluate student progress utilizing new skills and academic language.







Items will NOT assess the origin and erosion of soils.

Items MAY include a chart containing the types and descriptions of soil.

SC.2.E.6.1: (DOK2) Recognize that Earth is made up of rocks. Rocks come in many sizes and shapes.

Engage: observe rocks using a hand lens; sort rocks by size, shape, color, texture, and weight.

Explore: compare observations of rocks to observations made by classmates; record observations and measurements of rocks in their science notebooks.

Explain: “how they know?” that Earth is made up of rocks

Elaborate: discuss the many uses of rocks (e.g., tile countertops, aquarium, landscaping, jewelry, seawall, sidewalk).

Evaluate: Vocabulary smart cards; end of lesson check; 60 Second Got It! Quiz pearsonsuccessnet. SC.2.E.6.2: (DOK3) Describe how small pieces of rock and dead plant and animal parts can be the basis of soil and explain the process by which soil is formed.

Engage: Observe different types of soil

Explore: draw observations of soil as seen through a hand lens in their science notebooks.

Explain: how soil is formed from the process of weathering rock and decaying remains of plants and animals; explain that the decay process is attributed to organisms called decomposers.

Elaborate: compare observations of soil made by different groups using the same tools.

Evaluate: Vocabulary smart cards; end of lesson check; 60 Second Got It! Quiz pearsonsuccessnet. SC.2.E.6.3: (DOK 3) Classify soil types based on color, texture (size of particles), the ability to retain water, and the ability to support the growth of plants.

Engage: sort and classify soil types (clay, sand, silt, and peat) based on color, texture, and size of particles.

Explore: investigate the ability of different soils to hold water; investigate which soil types best support plant growth.

Explain: record observations and measurements collected during the soil investigation.

Elaborate: communicate findings with classmates and record changes in thinking after listening to the ideas of classmates.

Evaluate: Vocabulary smart cards; end of lesson check; 60 Second Got It! Quiz pearsonsuccessnet.







Comprehension Passage – Rock Cycle

Comprehension Passage - How Rocks Are Like Dessert

Comprehension Passage – What Is a Rock

Suggested Literary Text - Everybody Needs a Rock by Byrd Baylor and Peter Parnall

Suggested Literary Text - Stone Soup by Marsha Brown

Suggested Literary Text - A Handful of Dirt by Raymond Bial

Suggested Literary Text - Rocks in His Head by Carol Otis Hurst

Suggested Literary Text - Magic School Bus Inside the Earth by Joanna Cole

Suggested Literary Text - Let’s Look at Rocks by Jeri Cipriano

Suggested Literary Text - Henry Hikes to Fitchburg by D.B. Johnson

Suggested Literary Text - On Sand Island by Jacqueline Briggs


Create a tree map or graphic organizer classifying the types of soil and providing examples. Students should use their map to write an explanatory piece educating their reader on these types.

List 5 things you know about soil.

Students should write an opinion piece telling which type of soil they think would be the best to use when growing a garden.

Create a class KWL chart on rocks or soil

Students should use their 5 senses to write a descriptive story about an ordinary day as an earthworm.

Have students bring in or provide them with a rock. Have them place the rock in the center of their paper and create a bubble map

STEM Connections:

Suggested Activity - Video storybook from ThinkTV, David and Kayleen ask questions about digging, soil, and engineering. Through this video, investigate how engineers design stable structures by understanding

geology and earth science. Extend learning by stopping the video at strategic points to discuss complex vocabulary and hypothesize a solution to David and Kayleen’s problem. In collaborative groups have

students create a plan, design, and test their theory.

STEM Activity

Using only the given materials, challenge the students to build the tallest freestanding tower in

30 minutes. Encourage students to use what they know from David and Kayleen’s story to help them design a successful tower.

Materials: 20 pipe cleaners, 20 straws, and 20 paper clips

Ask: collaborate with your team and identify your goal

Imagine: decide what your tower will look like

Plan: sketch your tower and plan your use of materials

Create: create your tower with the given materials only

Improve: discuss ways you can improve your tower with the knowledge you now have

http://www.k12reader.com/worksheet/the-rock-cycle/

http://www.readworks.org/sites/default/files/lessons/610_how_rocks_are_like_dessert.pdf

http://www.readworks.org/sites/default/files/passages/670_what_is_a_rock.pdf

http://www.pbslearningmedia.org/resource/5b32692d-9645-4d9e-880c-498e0e09be35/david-and-kayleen-go-digging/




Pearson Interactive Science:

Chapter 2, Lessons 1 - 2

Lessons 1-2: Try IT! Explore it! and Directed, Guided, and Open Inquiry

Differentiated Instruction

BL: Earth’s Surface

OL: Rocks and Soil on Earth

AL: All About Crystals and Gems


Rock – a hard, solid part of Earth. Rocks are made up of minerals.

Mineral – a nonliving material that comes from the Earth

Loam – a kind of soil made from sand, silt, clay, and pieces of living things that have died

Soil – the top layer of Earth

Texture – How something feels

Weathering - the breaking down or dissolving of rocks and minerals on Earth’s surface

Metamorphic Rock - forms deep within the Earth when heat and pressure are applied to either igneous rocks or sedimentary rocks.

Sedimentary Rock -

Rock formed from

fragments of other

rocks or the remains of

plants or animals

Igneous rock - formed through the cooling and solidification of magma or lava.



Rock Resources:

Rock PowerPoint

Rock Identification and The Rock Cycle Activity

Safari Montage Video: All About Rocks & Minerals

Pictures of rocks

60 Second Science Exploration, Weathering Rocks

Rock On Fizzy Fun Experiment

Soil Resources:

Soil MEA

60 Second Science Exploration, Soil Makers

Interactive games, videos, and trivia for soil

60 Second Science Exploration, Taking Soil Apart

Underground Virtual Tour

Plant Facts and Activities

http://www.teacherspayteachers.com/Product/3-types-of-rock-ppt-92143



http://www.rocksforkids.com/RFK/Rocks&Minerals.html

http://www.pbslearningmedia.org/resource/84de0a97-75d7-47f2-8b0b-8e209d278c5c/84de0a97-75d7-47f2-8b0b-8e209d278c5c/

http://kids.nationalgeographic.com/kids/activities/funscience/rock-on/


http://www.pbslearningmedia.org/resource/73f5f9b0-7c95-45a1-ae64-40b215b8389b/73f5f9b0-7c95-45a1-ae64-40b215b8389b/

http://www.soil-net.com/primary/

http://www.pbslearningmedia.org/resource/b1c9725d-9f0e-45cb-b50c-b0daaccfe80b/b1c9725d-9f0e-45cb-b50c-b0daaccfe80b/

http://archive.fieldmuseum.org/undergroundadventure/virtual_tour/index.shtml

http://urbanext.illinois.edu/gpe/case2/index.html




SC.2.E.6.1: (DOK2)

Recognize that Earth is made up of rocks. Rocks come in many sizes and shapes.

What knowledge do I already have about the Earth’s Structure? (DOK1)

What do I know about rocks? (DOK 1)

How can you classify different rock types? (DOK 2)

Can you make an observation on where rocks are found? (DOK 2)

How are rocks used by people in everyday life? (DOK 2)

Can you create a graph to show different rock sizes? (DOK 2)

SC.2.E.6.2: (DOK3)

Describe how small pieces of rock and dead plant and animal parts can be the basis of soil

and explain the process by which soil is formed.

Can you investigate how rock weathering helps create soil? (DOK 3)

How can you compare different types of soil? (DOK 2)

How can you describe how soil is formed? (DOK 1)

Can you explain the importance of an earthworm living in soil? (DOK 3)

SC.2.E.6.3: (DOK 3)

Classify soil types based on color, texture (size of particles), the ability to retain water, and

the ability to support the growth of plants.

Does soil change depending on its geographical location? (DOK 3)

What is soil? Can you observe how it affects plant growth? (DOK 2)

What are the ways soil can be classified? (DOK 2)

How do you think soil will change when water is added to it? (DOK 3)







Strategy: K-W-L Variations

Description: K-W-L is a general technique in which students describe what they Know about a topic, what they Want to know about a topic, and what they have Learned about the topic. It provides an opportunity for students to become engaged with a topic, particularly when asked what they want to know. K-W-L provides a self-assessment and reflection at the end, when students are asked to think about what they have learned. The three phrases of K-W-L help students see the connections between what they already know, what they would like to find out, and what they learned as a result.

Example:


Big Idea Overview In this Big Idea students will gain an understanding of nature patterns; how the sun lights and warms the Earth; what the air is made of and how it moves; evaporation; and how to prepare for severe weather.

Essential Question for Big Idea 7 How can my understanding of weather conditions help me understand the importance of preparing for severe weather?

Learning Goal(s)

Students will understand that changing patterns in nature that repeat themselves are called weather conditions.

Students will investigate through observation and measurement that the Sun’s energy directly and indirectly warms the water, land, and air.

Students will understand evaporation. Students will investigate air and identify moving air as wind.

Students will understand and be able to state the importance of preparing for severe weather, lightning, and other weather related events.

Unit 6 Professional Development

*Intended as a resource to build the teacher’s background knowledge for the current unit Teacher Hints: Sun’s Energy:

mass of water in a container.

occurring when we see tiny water droplets appear on the sides of the container. While this is actually the process of condensation, evaporation must have occurred in order for condensation to appear.

Teacher Resources:

eather and Climate


Children may confuse weather with the more general concept of climate.

Children may think of the water cycle in terms of a set of linear steps rather than a repeating cycle

Vertical Progression First Grade – Standards not covered

Third Grade – Standards not covered


Present the questions: What is severe weather? What is an example of severe weather? Have students write their answers then use this to guide instruction.

Round Robin – Share a time that the weather affected your day.

Create a circle map or graphic organizer to show different types of weather

Safari Montage Video – Powerful Weather - this video will help introduce weather, severe weather, weather safety and how the sun effects weather

Safari Montage Video – Bill Nye: Storms - this video will help introduce weather, severe weather, weather safety and how the sun effects weather

Earth and Space Science – District Second Grade Unit 6

Big Idea 7 – Earth Systems and Patters



SC.2.N.1.1 : (DOK 3) Raise questions about the natural world, investigate them individually and in teams through free exploration and systematic investigations, and generate appropriate explanations based on those explorations.


Big Idea 7 Focus Standard(s) and Suggested Tasks: SC.2.E.7.1 : (DOK2) Compare and describe changing patterns in nature that repeat themselves, such as weather conditions including temperature and precipitation, day to day and season to season.

Engage students by discussing what weather is and how weather can change.

Explain changing patterns in nature such as temperature, precipitation, daily and seasonal changes. Explain that a weather pattern also occurs season to season.

Explore local weather conditions.

Elaborate on changing patterns by sequencing seasons according to temperature. Coldest to hottest – winter, fall, spring, summer or hottest to coldest – summer, spring, fall, winter.

Evaluate students understanding of changing weather patterns.

SC.2.E.7.2 : (DOK3) Investigate by observing and measuring, that the Sun's energy directly and indirectly warms the water, land, and air.

Engage students by asking what does the Sun’s energy directly and indirectly warm.

Explain that the more direct exposure to the Sun causes a greater increase in temperature.

Explore direct heat by placing objects in the Sun’s direct rays. Explore indirect heat by placing object(s) in a solar oven, paper bag, box etc. Compare the results with peers.

Elaborate on your investigation by using a thermometer to show heat from the sun can increase temperature.

Evaluate students understanding of direct and indirect energy from the Sun SC.2.E.7.3: (DOK3) Investigate, observe and describe how water left in an open container disappears (evaporates), but water in a closed container does not disappear (evaporate).

Engage students by asking them to hypothesize if water would disappear if it was in a closed container. Hypothesize what would happen to water in an open container.

Explain evaporation and how water can be effected by the sun’s energy.

Explore water left in an open container and water in a closed container.

Elaborate that air and water are in constant motion as water changes from a liquid to a water vapor.

Evaluate students understanding of water evaporation. SC.2.E.7.4 : (DOK3) Investigate that air is all around us and that moving air is wind.

Engage students by asking them to name one thing that is always all around us.

Explain that air is all around us and that it is made of gases we cannot see.

Explore how air moves and how we call that movement wind. Conduct an experiment holding an object outside (flag, leaves, pinwheel, sand etc.). Discuss with students why the object moves and reinforce new vocabulary words.

Elaborate that air takes up space and has weight. Wind can also be a source of great power and can cause damage and dangerous storms (e.g. hurricane, tornado).

Evaluate students understanding of air being all around us and that moving air is called wind. SC.2.E.7.5 : (DOK1) State the importance of preparing for severe weather, lightning, and other weather related events.

Engage students by asking what an example of severe weather is and to give a personal experience with severe weather.

Explain severe conditions such as hail, lightning, floods, and fires associated with severe weather events specific to this area (e.g., thunderstorms, tornadoes, hurricanes).

Explore each type of severe weather and details to identify each type. Explore what an emergency kit is and the items that would be included. Elaborate about severe weather safety and precautions students can take to stay safe in severe weather situations at home and at school. Discuss the procedures the school has in place to prepare students and staff for severe weather events.

Evaluate students understanding of what severe weather is and what they can do to protect themselves in a severe weather situation




Comprehension Passage – Spinning Storms

Comprehension Passage – Wild Weather

Suggested Literary Text - Energy from the Sun by Allan Fowler

Suggested Literary Text - Energy by Christine Webster

Suggested Literary Text - The Sun, the Wind and the Rain by Lisa Westberg

Suggested Literary Text - Weather Patterns by Monica Hughes

Suggested Literary Text - Cloudy With a Chance of Meatballs by Judi Barrett

Suggested Literary Text - Snow by Marian Dane Bauer

Suggested Literary Text - Autumn: An Alphabet Acrostic by Steven Schnur

Suggested Literary Text - Weather Patterns by Monica Hughes Writing/Thinking Map/Graphic Organizer Connections:

Create a tree map or graphic organizer for Severe Weather– Is, Has, I can stay safe by

List 3 examples of severe weather

Students may write a hypothesis on how the roadways would be affected if it rained for 5 days in a row.

Create a class KWL chart on the Sun

Students may observe the video Sunrise and Sunset and use a circle map to describe what they see. Use the map to write a narrative on their observations.

Students may observe how water left in an open container disappears (evaporates). Students may write an opinion piece explaining what they think will happen to the water. At completion of the experiment students can go back and discuss if they were correct in their original prediction.

Create a Bubble Map or graphic organizer on the characteristics of severe weather

Create a Double Bubble or graphic organizer comparing two types of severe weather

Create a Tree Map or graphic organizer (4 seasons)

Create a Bubble Map or graphic organizer (describing wind)

Crate a Double Bubble Map or graphic organizer to compare tornados and hurricanes

Create a Circle Map or graphic organizer with the different types or severe weather. Have students circle one type of weather. Next, have students create a Bubble Map or graphic organizer to describe that particular severe weather. They can then use their bubble map to write an explanatory paper on characteristics of their chosen weather and ways to stay safe during that severe weather.

STEM Connection(s): Suggested Activity – Be Prepared Industries MEA STEM activity investigating severe weather Science Lab: Demonstrate that energy from the sun can heat objects and when the sun is not present, heat may be lost. Students will:

Predict how the sun’s presence, visible or not visible, will impact objects (e.g., size, shape, state, color, temperature).

Investigate the effects of the sun’s heat on different objects (e.g., chocolate, sand, crayons, water, rocks).

Record observations of investigations involving heat.

Compare observations with those of different groups discussing any differences.

Explain that heat is lost when the sun is not visible



intent of the focus standard(s). Using only the Pearson Interactive Science:

Chapter 3, Lessons 1 - 4


Differentiated Instruction BL: Weather OL: Understanding the Weather AL: Our Changing Seasons


Water Vapor – a form of water in the air

Pattern – the way something repeats itself

Wind – moving air

Precipitation – water that falls to Earth

Severe Weather – dangerous weather

Evaporate – a change from liquid to a gas

Lightning - a bright flash of electricity produced by a thunderstorm

Hurricane – a large storm that starts over warm ocean water

Tornado – a small but very strong wind that comes down from thunderstorm clouds



Weather Resources:

Weather Wiz Kids – this website has a lot of weather information, lesson plans, printables, weather safety tips and experiments.

UCAR – weather website

Safari Montage Video – Bill Nye: Storms;

Real World Science: Weather and Climate (this is a higher level video) Consider the class you have to decide if this is appropriate for your students

http://www.weatherwizkids.com/index.htm

http://eo.ucar.edu/webweather/




SC.2.E.7.1 : (DOK2) Compare and describe changing patterns in nature that repeat themselves, such as weather conditions including temperature and precipitation, day to day and season to season.

What knowledge do I already have about weather conditions?

Can you classify seasons by their different weather conditions?

How can you differentiate between different types weather conditions? SC.2.E.7.2 : (DOK3) Investigate by observing and measuring, that the Sun's energy directly and indirectly warms the water, land, and air

How can you prove that the Sun directly affects water?

How can you compare the different changes to water, land and air from the Sun?

How can you identify an indirect effect of the Sun’s energy? SC.2.E.7.3: (DOK3) Investigate, observe and describe how water left in an open container disappears (evaporates), but water in a closed container does not disappear (evaporate).

What is the meaning of evaporation?

Can you prove that water will evaporate if left in an open container?

What information is needed

SC.2.E.7.4 : (DOK3) Investigate that air is all around us and that moving air is wind.

How can you prove air is all around us if you cannot see it?

What are different ways wind can be made (naturally produced or man produced)?

Can you demonstrate a way to make wind?

How is air related to wind?

SC.2.E.7.5 : (DOK1) State the importance of preparing for severe weather, lightning, and other weather related events.

Can you explain why it is important to prepare for severe weather? Can you classify different safety procedures?

Can you list items that would be in a severe weather emergency kit?




Strategy:

Four Corners

Description: Description: Four Corners is a kinesthetic strategy. The four corners of the classroom are labeled: Strongly Agree, Agree, Disagree and Strongly Disagree. Initially, the teacher presents a science statement to students and asks them to go to the corner that best aligns with their thinking. Students then pair up to defend their thinking with evidence. The teacher circulates and records student comments. Next, the teacher facilitates a whole group discussion. Students defend their thinking and listen to others’ thinking before returning to their desks to record their new understanding

Example:


Big Idea Overview In this Big Idea, students will gain an understanding of various human body parts (brain, heart, lungs, stomach, muscles, and skeleton) and their basic functions.

Essential Question for Big Idea 14 How can our knowledge of human body parts help us to understand their basic functions?

Learning Goal

Students will investigate and distinguish between human body parts and their basic function.

Unit Professional Development *Intended as a resource to build the teacher’s background knowledge for the current unit

Teacher Hints:

This is the first exposure students have had to human body structures and functions outside the work they have done with body parts associated with senses.

Internal structures are limited to the following: brain, heart, lungs, stomach, muscles, and skeleton.

In Grade 5, this topic grows to include structures and functions of the following: pancreas, liver, gall bladder, small and large intestines, and such.

Systems of human body organs are now taught in midd


Some children may have the misconception that because their bellies rise and fall as they breathe, air goes into their stomachs.

Some children may not realize that bones are a living material. Bones are made of two things: a combination of millions of living cells that help bones grow and repair themselves and hard materials that provide strength. Blood brings food and oxygen to bones and removes waste.


Think Pair Share – students can talk in cooperative groups about body parts they know and use while playing on the playground and their functions.

Play Quiz Whiz from National Geographic Kids

Life Science – District Second Grade Unit 7 Big Idea 14 - Organization and Development of Living Organisms



First Grade: SC.1.L.14.1 Make observations of living things and their environment using the five senses. SC.1.L.14.3 Differentiate between living and nonliving things. Third Grade: Human Body not addressed in Third Grade


*This is a recursive standard that should be integrated though all standards for this unit. SC.3.N.1.1 : (DOK 3) Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. SC.2.L.14.1 Distinguish human body parts (brain, heart, lungs, stomach, muscles, and skeleton) and their basic functions.

Engage students in a teacher guided discussion about their body and the parts they know.

Explain the basic function of the brain, heart, lungs, stomach, muscles, and skeleton o Brain – control center of your body; gets information from your senses o Heart – pumps blood through your body o Lungs – takes in oxygen o Stomach – breaks down food and mixes it with digestive juices o Muscles – makes your body move (bones, heart, lungs, pupils of your eyes) o Skeleton – supports your body; gives it shape; protects interior organs

Explore how different body parts work together.

Elaborate on the parts you identified as inside or outside body parts.

Evaluate students understanding of basic human body parts.




Comprehension Passage – Bare Bones

Literary Text - More Parts by Tedd Arnold

Literary Text - The Very Hungry Caterpillar by Eric Carle

Literary Text - Magic School Bus: Inside the Human Body by Joanna Cole

Literary Text - How the Body Works (How It Works) by Steve Parker

Literary Text - DK Guide to the Human Body by Jayne Parsons

Literary Text - The Circulatory System by Helen Frost

Literary Text - Broken Bones by Jason Glaser

Literary Text - A Healthy Body by Angela Royston Writing/Thinking Map/Graphic Organizer Connections:

Create a tree map or graphic organizer classifying the parts of the human body (brain, heart, lungs, stomach, muscles, skeleton). Students should use their map to write an explanatory piece educating their reader on a chosen part.

List 5 things you know about a body part and the function it has.

Create a class KWL chart on body parts. STEM Connection(s):

Suggested MEA Activity: Body Book Business - Students must help Dr. Cate decide which topic he should write about first to educate young children on their body systems. Students will distinguish human body parts (brain, heart, lungs, stomach, muscles, and skeleton) and their basic functions.

PBS Learning – Balloon Brain: Designing a Helmet




Pearson Interactive Science: Chapter 6, Lesson 1

Lessons 1: Try IT! Explore it! and Directed, Guided, and Open Inquiry

Differentiated Instruction

Note: These books will also be used for Unit 8 BL: Living Things OL: Animals and Their Life Cycles AL: From Egg to Animal


Brain – control center of your body

Stomach – breaks down food and mixes it with digestive juices

Skeleton – supports your body; gives it shape; protects interior organs

Heart – pumps blood through your body

Lungs – takes in oxygen

Muscles – makes your body move



Human Body Resources: Safari Montage Video - Sid the Science Kid: That’s Using Your Brain! PBS Learning – Balloon Brain: Designing a Helmet National Geographic – Quiz Whiz: The Brain Kinetic City Brain Train 4 Kids.com Keeping Healthy Interactive Activity Kids Health – How the Body Works: Interactive Website (quizzes, articles, movies, activities, and word finds) Science Kids – videos, facts, quizzes, lessons, images and more A-Z Teacher Stuff – Time to Get Organ-Wised

Study Jams Life Cycles Animal Hospital

http://studyjams.scholastic.com/studyjams/jams/science/animals/animal-life-cycles.htm

http://www.bbc.co.uk/bitesize/ks1/science/health_and_growth/play/




SC.2.L.14.1 Distinguish human body parts (brain, heart, lungs, stomach, muscles, and skeleton) and their basic functions.

Can you compare and contrast the functions of inside and outside body parts?

Can your body function without (insert above body part)? Explain why or why not.

What is the function of the brain?

How does your stomach turn food into energy?

How does your brain work with your 5 senses?


Strategy: Fact First Questioning

Description: Fact First Questioning is a higher-order questioning technique used to draw out students’ knowledge. It takes a factual “what” question and turns it into a deeper “how” or “why” question. Teachers state the fact first and then ask students to elaborate, enabling deeper thinking processes that lead to a more enduring understanding of science concepts.

Example:



Big Idea Overview

In this Big Idea, students will gain an understanding of the life cycles of various plants and animals. Essential Question for Big Idea 16

How can our knowledge of life cycles help us to better understand living and non-living things?

Learning Goal Students will observe and describe major stages in the life cycles of plants and animals.

Unit xxProfessional Development *Intended as a resource to build the teacher’s background knowledge for the current unit

Teacher Hints:

This is the first year this topic is formally taught to children. Previous grade levels may have spent some time observing the growth and development of plants and animals.

Not all animals go through the same kind of change. Some grow from smaller to larger (kitten to cat, shark pup to shark, infant to adult). Some start as one animal and change to something completely different (mealworm to beetle, tadpole to frog, or caterpillar to butterfly).

Digital Resources: Annenberg Learning: Life Science


All living things have a life cycle; not just frogs and butterflies.

Students may be confused that a tadpole takes in air from the water.

Students may think that a butterfly lays only one egg.

Students may equate fast growth with large size, thinking plants that grow quickly are always tall and that plants that grow slowly are always small.

Students may think fruit is the part of the plant that makes the new

or loses its flowers.


Think Pair Share – students can talk in cooperative groups about what things have and do not have a life cycle

Vertical Progression: First Grade: SC.1.L.14.1 Make observations of living things and their environment using the five senses. SC.1.L.14.3 Differentiate between living and nonliving things. SC.1.L.16.1 Make observations that plants and animals closely resemble their parents, but variations exist among individuals within a population.

Third Grade: Life Cycles not addressed in Third Grade

Life Science – District Second Grade Unit 8

Big Idea 16 – Heredity and Reproduction



SC.2.N.1.1 : (DOK 3) Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations.

Big Idea 16 Focus Standard SC.2.L.16.1 Observe and describe major stages in the life cycles of plants and animals, including beans and butterflies.

Engage students in a teacher guided discussion about what a life cycle is and what types of things have a life cycle.

Explain that all living things have a life cycle not just frogs and butterflies.

Explore the major stages in the life cycle of a butterfly (egg, larva, pupa, adult)

Elaborate on the major stages by observing and describing the life cycle of: plants

bean plant (seed, seedling, mature plant)

marigolds

fern

pine tree

ivy

animals

cat

hamster

spider

fish

kangaroo

Evaluate students understanding of life cycles by comparing similarities and differences in two life cycles




Comprehension Passage – Pumpkin Time

Comprehension Passage – Pumpkins Popping Up Everywhere

Literary Text - How a Seed Grows by Helene J. Jordan

Literary Text - Planting a Rainbow by Lois Ehlert

Literary Text - Dandelions by Kathleen V. Kudlinski

Literary Text - Pumpkin Circle: The Story of a Garden by George Levenson

Literary Text - Starting Life: Butterfly by Claire Llewellyn

Literary Text - Mammals by Susan Ring Writing/Thinking Map/Graphic Organizer Connections:

Create a tree map or graphic organizer classifying the parts of a particular life cycle. Students should use their map to write an explanatory piece educating their reader on a chosen life cycle.

List 5 things that have a life cycle and five things that do not have a life cycle.

Create a class KWL chart on life cycles. STEM Connection(s): Suggested MEA Activity: Jack’s Magic Beans - Jack traded the family cow for some magic beans. The woman traded Jack the beans, said that if he planted the beans in the best soil, something magical would happen. Students will examine the properties of different types of soils to recommend the best soil for Jack to use to plant his beans.




Pearson Interactive Science: Chapter 6, Lessons 2 - 4

-4: Try IT! Explore it! and Directed, Guided, and Open Inquiry Differentiated Instruction BL: Living Things OL: Animals and Their Life Cycles AL: From Egg to Animal


life cycle – the way living things grow and change

Pupa – stage in an insect’s life between larva and adults

Seedling – a young plant

Germinate – when a seed begins to grow

Heredity - The passing on of genes and genetic traits from parent to offspring.

Offspring – The young of a person, animal, or plant

Larva – a young insect Tadpole – a very young frog

Metamorphosis-rather sudden change in the form and habits of some animals during transformation from an immature stage to an adult stage.



Life Cycle Resources:

*Please preview ALL resources before showing them to your class this will ensure appropriate content for your particular group of students.

Safari Montage Video – Bill Nye: Life Cycles

Safari Montage Video – Reading Rainbow: The Life Cycle of the Honeybee

PBS Learning Activity – Life Cycle of a Seed Plant

PBS Learning Video Clip – Dino Train: Nature Life Cycle

PBS Learning Science and Exercise Video – Butterfly Life Cycle Fitness

PBS Learning - Tree Life Cycle Clip Art

Science Kids – Life Cycle of a Plant Game

A-Z Teacher Stuff – Life Cycle of a Butterfly Pasta Activity

A-Z Teacher Stuff – Chicken Life Cycle Resources

Plant Life Cycle

http://www.prometheanplanet.com/en-us/Resources/Item/37759/life-cycle-of-a-plant#.VXm_HUXD_Dc




SC.2.L.16.1 Observe and describe major stages in the life cycles of plants and animals, including beans and butterflies.

Compare and contrast different life cycles.

Can you describe the major stages in the life cycle of a ________?

How can you describe the life cycle of plants?

What types of things have a life cycle?

How could you show your understanding of life cycles?


Strategy: First Word – Last Word

Description: First Word-Last Word is a variation of acrostic poetry. Students construct statements about a concept or topic before and after instruction that begins with the designated letter of the alphabet. The acrostic format provides a structure for them to build their idea statements off different letters that make up the topic word.

Example:



Big Idea Overview In this Big Idea, students will gain an understanding of the basic needs of all living things and the habitats in which they live.

Essential Question for Big Idea 17 How can our knowledge of basic needs help me better understand living things and their survival?

Learning Goal

Students will be able to compare the basic needs of two living organisms


Teacher Hints: In previous years students have learned about the basic needs of all living things. In grade 2, they focus on being able to compare the basic needs of two living organisims. Plants and animals are adapted to survive in different environments. Students should be able to discuss the features they have that allow them to survive in their specific environment. Digital Resources: Annenberg Learning: Life Science


Students may think that plants get nutrients from air or water.

Students may be confused about how oxygen, a gas, can be found in water.

Students may think that all deserts are hot.


Find Someone Who – Students circulate through the classroom, forming and reforming pairs, trying to find “someone who” knows an answer, then they become “someone who knows”

o Teacher should prepare a worksheet or questions for students.

Life Science – District Second Grade Unit 9 Big Idea 17 – Interdependence



First Grade: SC.1.L.17.1

Third Grade: SC.3.L.17.1, SC.3.L.17.2


*This is a recursive standard that should be integrated though all standards for this unit.

SC.2.N.1.1 : Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations.

SC.2.N.1.2 Compare the observations made by different groups using the same tools and seek reasons to explain the differences across groups.

Standards of Instructional Focus Big Idea 17

ts by asking what are some things they need to survive.

Explain the basic needs of plants (water, light, air, nutrients, space) and animals (water, air, food, shelter, space).

Explore these basic needs by comparing and contrasting the basic needs that all living things have for survival.

Elaborate how different animals and plants depend on each other and the environment to meet their basic needs.

Evaluate students understanding of basic needs of living things.

SC.2.L.17.2 Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs.

Engage students in a discussion about habitats around the world.

Explain different environments (ocean, rain forest, desert, tundra, prairie, marsh, woodland).

Explore matching plants and animals to their environments/habitats.

Elaborate that plants and animals live in habitats that meet their basic needs.

Evaluate students understanding of habitats that meet basic needs.




Comprehension Passage – We Need Water

Comprehension Passage – Where Will I Live?

Comprehension Passage – Saving the Rain Forests

Comprehension Passage – African Animals

Literary Text - On the Way to the Beach by Henry Cole

Literary Text - Garden by Robert Maass

Literary Text - The Emperor’s Egg by Martin Jenkins

Literary Text - In The Trees, Honeybees by Lori Mortensen

Literary Text - Animal Dads by Sneed Collard III

Literary Text - Someday a Tree by Eve


Create a Tree Map or similar graphic organizer classifying basic needs.

Create a Double Bubble Map or similar graphic organizer to compare and contrast the basic needs of two living organisms. STEM Connection(s): Suggested MEA Activity: A Home for Humphrey - This model eliciting activity is based on the book The World According to Humphrey by Betty G. Birney. In the story, Mrs. Brisbane's class spends a fun filled school year with their class pet, a hamster named Humphrey. In this MEA, Mrs. Brisbane needs the students' help getting Humphrey ready for the summer. First, the students need to design a cage for Humphrey and create a shopping list of all the supplies he will need to make it through the summer months. Then they need to sort through all of the applications Mrs. Brisbane receives to choose the best summer home for Humphrey the hamster.




Pearson Interactive Science: Chapter 7, Lessons 1 -4


Differentiated Instruction BL: Needs and Habitats OL: Different Habitats AL: Discovering Plants, Animals, and Their Habitats


Habitat – a place where a plant or animal lives

Hibernate – to be in a state of rest during the winter

Environment – the conditions that surround someone or something

Nutrient – a material that living things need to live and grow

Energy - what living things use to live and grow

Vitamins – nutrients your body must have to stay healthy

Lungs – an organ that animals use to breath air

Survive – to continue to live

Shelter – a place to live that provides protection

Producer –any living thing that produces its own food

Consumer – an animal that needs to eat plants or other animals to survive

Needs – things plants and animals need to survive



Plant Resources: *Please preview ALL resources before showing them to your class this will ensure appropriate content for your particular group of students. Safari Montage Video – Real World Science: Habitats Safari Montage Video – The Magic School Bus Hops Home Safari Montage Video – All About Deserts and Grasslands Safari Montage Video – Reading Rainbow: Is This a House for Hermit Crab? Biomes of the world CPALMS - Habitats

http://mbgnet.net/





SC.2.L.17.1 Compare and contrast the basic needs that all living things, including humans, have for survival.

How can you compare and contrast the basic needs of plants and animals?

How can you describe the needs of plants?

How can you explain why some living things need very little water while other living things need a lot of water?

How can you explain why a living thing would not survive if their basic needs

SC.2.L.17.2 Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs.

How can you describe why habitats are a basic need of living things?

Can you explain if plants can live in different environments?

How can you explain why some animals can live in very cold areas and some


Strategy: 3-2-1

Description: 3-2-1 is a technique that provides a structured way for students to reflect upon their learning. Students respond in writing to three reflective prompts. This technique allows students to identify and share their successes, challenges, and questions for future learning. Teachers have the flexibility to select reflective prompts that will provide them with the most relevant information for data -driven decision making

Example:


Documents

LAke county School 2015-2016 second grade Science ... · 2015-2016 SECOND GRADE SCIENCE CURRICULUM BLUEPRINTS ... Explore asking probing questions and redirecting any investigations