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Spotsylvania County Schools 2012 1 Grade 2 Science Instruction Curriculum Mapping

Grade 2 Science Curriculum Objectives

For Use in Mapping Science Instruction

Spotsylvania County Science Curriculum Objectives

Planning Guide and Scope and Sequence

Essential Skills as Determined by the VA Department of Education

Blank Template for Lesson Planning

Introduction

Curriculum Mapping for Instruction


Mapping for Instruction Curriculum Objectives for Science

The August 2012 Science Curriculum Mapping for Instruction document reflects a long process involving analysis and incorporation of

teacher and administrator feedback, analysis of test data, and state standards into the Spotsylvania County Science Curriculum. The

document was based on the 2010 Virginia Standards of Learning for Science.

Improving the alignment for classroom instruction to district benchmarks and state standards can dramatically improve the quality and

equity of education (Marzano, 2000). Curriculum mapping is a process for collecting and recording curriculum-related data that

identifies core skills and content taught, processes employed, and assessments used for each subject area and grade level. The

completed curriculum map then becomes a tool that helps teachers keep track of what has been taught and plan what will be taught.

The purpose of a curriculum map is to document the relationship between every component of the curriculum and to use it as an

analysis, communication and planning tool. A curriculum map:

Allows educators to review the curriculum to check for unnecessary redundancies, inconsistencies, misalignment, weaknesses,

and gaps;

Documents the relationships between the required components of the curriculum and the intended student learning outcomes;

Helps identify opportunities for integration among disciplines;

Provides a review of assessment methods; and

Identifies what students have learned, allowing educators to focus on building on previous knowledge.

In addition, this mapping document provides science teachers with the curriculum framework upon which to base daily science

instruction. The mapping document provides specificity in curriculum objectives through critical attributes and through the skills

students are expected to demonstrate as a result of science instruction. In addition, a clear articulation of objectives for each science

strand is included.

Marzano, R.J. (2000). A new era of school reform: Going where the research takes us. Aurora, CO: Mid-continent Research for Education and Learning.

Planning Guide for Second Grade Science


Topic Overview of Curriculum Suggested Time Allocation

Strand Supporting SOL

Scientific Investigation, Reasoning, and Logic

Differentiate observations from personal interpretation; repeat observations; classify objects, measure time, measure using metric and English units; construct physical models; recognize unusual results; communicate data and draw conclusions, use current applications of concepts

Beginning of the 1st nine weeks and Infused throughout the year with content specific objectives.

Science Process Skills

2.1/Infused

Investigating the Life Cycles of Flowering

Plants

Plant life cycles (orderly and identifiable changes; some have distinct stages, others do not)

Beginning of the 1st nine weeks 2-3 weeks

Life Cycles of Living Things

2.1/Infused 2.4b/Change from the formation of the flower to the development of fruit in flowering plants

Investigating Magnets

and Metals

Properties of magnets (characteristics, applications, poles) End of the 1st

nine weeks 4 weeks

Force, Motion, Energy, and Matter

2.1 a-h /Reasoning and Logic 2.2a /Vocabulary related to Magnets 2.2b /Important Applications of Magnets

Investigating Solids, Liquids, and Gases

Identification, characteristics, measurement and phase changes of solids, liquids, and gases

Beginning of the 2nd

nine weeks 4 weeks

2.1a –h /Reasoning & Logic 2.3 a /Mass & Volume 2.3 b /Processes involved with changes in matter from one state to another

Investigating Ecosystems

and Habitats (Adaptations)

Interdependence and change-Living things as a part of a system (interdependence in living and nonliving things; habitats; influence of change)

Middle of the 2nd

nine weeks 3 weeks

Life Processes and Living Systems

2.1/Infused 2.5 a /Interdependence of Living and Nonliving Things 2.5 b /Influence of Change on Habitats and Living Things

Effects of Weather and Seasonal Change on Plants and Animals (migration, hibernation, camouflage, adaptation, dormancy); changes in land surfaces

Continued in the 2nd

nine weeks 2-3 weeks

Earth Space Systems

2.1/Infused 2.7 a /Effects of Weather and Seasonal Change on Plants and Animals

How Animals Use Plants-Importance of plants (classification and important products); erosion prevention

End of the 2nd

nine weeks 2 weeks

2.1/Infused 2.8 c/How Animals Use Plants)


Investigate, measure, classify, and observe

weather conditions and patterns

Investigating Weather-Types, changes, and patterns (common storms and phenomena, collecting, recording, and interpreting data, tracking over time)

Beginning of the 3rd


Earth Space Systems

2.1e – h /Measurements in metric and English units length, volume, mass, temperature 2.6/Investigate, measure, classify, and observe weather conditions and patterns 2.7b /Effects of Weathering and Erosion 2.8d/Plants Prevent Erosion

Weathering and Erosion-Effect of weather on plants and animals; Importance of plants as erosion prevention

End of the 3rd


Investigating Life Cycles

Life cycle of animals- animal life cycles (orderly and identifiable changes; some have distinct stages, others do not)

Beginning of the 4th


Life Cycles of Living Things

2.1/Infused 2.4a – b /Life Cycle of Animals and plants

Life cycle of plants- Plant life cycles (orderly and identifiable changes; some have distinct stages, others do not)

Investigating Plant Resources

Importance of plants (classification and important products); erosion prevention

End of the 4th


Life Processes

2.1/Infused 2.8a /Plants


K-5 SCOPE AND SEQUENCE: Scientific Reasoning and Logic Objectives

SKILL Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

Observing

SOL k.1a—identify basic characteristics or objects by observation SOL k.1b—make observations from multiple perspectives SOL k.2 a & b—five senses, sensory organs, sensory descriptions used to describe common objects

SOL 1.1a—observe differences in physical properties SOL 1.1b—observations are made from multiple positions to achieve a variety of perspectives and are repeated to assure accuracy

SOL 2.1a—observations and predictions are made SOL 2.1c—repeat observations for accuracy SOL 2.1b—differentiate observation from personal interpretation

SOL 3.1a—observations and predictions are made SOL 3.1a—repeat observations for accuracy

SOL 4.1a—make distinctions among observations, conclusions, inferences, predictions

Communicating

SOL k.1i—picture graphs are constructed SOL k.1k—objects are described pictorially and verbally SOL k.1h—observations are recorded

SOL 1.1i—communicate data (record, analyze, …) and observations with graphs, pictures, statements, and numbers

SOL 2.1k—observations and data are communicated

SOL 3.1k—data are communicated

SOL 4.1k—data are communicated with simple graphs, pictures, written statements, and numbers)

SOL 5.1g—collect and report data using appropriate graphical representations

Classifying and

Sequencing

SOL k.1c—sequence a set of objects according to size SOL k.1d—separate a set of objects into groups based on one characteristic

SOL 1.1c—classify objects or events according to characteristics

SOL 2.d—use two or more characteristics or properties to classify items

SOL 3.1e—classify objects with similar characteristics or properties into two sets and two subsets SOL 3.1d—sequence natural events chronologically

SOL 4.1b—objects or events are classified and arranged according to characteristics or properties

SOL 5.1a—classify rocks, minerals, organisms using a classification key

Measuring

SOL k.1e—use nonstandard units to measure the length, mass, and volume of common objects

SOL .1.—measure length, mass, volume, &temperature using nonstandard units SOL 1.1d—use simple tools to enhance observation

SOL 2.1e—measure in metric and English units (length, volume, mass, temperature) SOL 2.1f—time is measured using the proper tools

SOL 3.1e—measure volume, length, mass, temperature, and time

SOL 4.1c—collect appropriate metric measurements SOL 4.1d—select appropriate measurements and measure elapsed time

SOL 5.1b—make accurate measurements with tools-thermometer, meter stick, balance, graduated cylinder SOL 5.1 c—elapsed time

Inferring

SOL 1.1f—make inferences and conclusions about objects

SO 2.1b—differentiate observation from personal interpretation

SOL 3.1j—make inferences and conclusions

SOL 4.1e—make inferences and draw conclusions from a variety of sources

SOL 5.1i—make inferences and draw conclusions


Predicting

SOL k.1f—observations and predictions are made from one or more observations

SOL 1.1h—make predictions based on observations, not guesses

SOL 2.1g—conditions are identified and inferences are made that influence a change

SOL 3.1a—make predictions & repeat to ensure accuracy SOL 3.1b—formulate predictions using a variety of sources of information

SOL 4.1e—make inferences and draw conclusions from a variety of sources

SOL 5.1h—use patterns and generate data to predict SOL 5.1b—make estimations of length, mass, volume, and temperature

Hypothesizing

SO k.1g— develop questions and make predictions from one or more observations

SOL 1.1g—develop questions and make predictions from one or more observations

SOL 2.1a—make observations and predictions and form questions

SOL 3.1g—formulate hypotheses

SOL 4.1h—base hypotheses on cause/effect relationships

SOL 5.1d—form hypothesis from testable questions

Using Variables in

Experimentation

SOL 1.1j—conduct simple experiments and investigations to answer questions

SOL 4.1f-identify independent and dependent variables SOL 4.1g—hold variables constant

SOL 5.1e-identify independent and dependent variables SOL 5.1g—identify constants

Interpreting,

Analyzing, and Evaluating Data

SOL k.1j—recognize unusual or unexpected results

SOL 2.1h—data are collected & recorded to construct graphs using numbered axes SOL 2.1i— analyze data to recognize unexpected or unusual data

SOL 3.1h—gather, chart, graph, and analyze data SOL 3.1i—analyze data to recognize unexpected or unusual data

SOL 4.1e—make inferences and draw conclusions from a variety of sources SOL 4.1i—collect, record, analyze, and display data on bar and line graphs SOL 4.1j—recognize contradictory data

SOL 5.1h—use patterns and generate data to predict

Designing &

Constructing, & Using Models

SOL 2.1l—design and construct simple physical models to clarify explanations & show relationships

SOL 3.1l—design and build models

SOL 4.1l—construct models to clarify explanations, demonstrate relationships, and solve needs

SOL 5.1j—construct models to clarify explanations, demonstrate relationships, and solve needs

Nature of Science SOL k.1—demonstrate an understanding of the nature of science by planning &conducting investigations

SOL 1.1—demonstrate an understanding of the nature of science by planning &conducting investigations

SOL 2.1—demonstrate an understanding of the nature of science by planning & conducting investigations




Current Applications

SOL 2.1m—current applications are used to reinforce science concepts



SOL 5.1k—current applications are used to reinforce science concepts


SCOPE AND SEQUENCE: Earth and Space Science Objectives


Weather

SOL k.9a—weather observations can be observed

SOL 1.7a,b,c—changes in temperature, light, and precipitation affect plants and animals, including humans; there are relationships between daily and seasonal changes; changes in temperature, light, and precipitation can be observed and recorded over time

SOL 2.6a,b,c—identify common storms and other weather phenomena; record and interpret data: track weather data over time SOL 2.7a,b—animals and plants react to weather and seasonal changes SOL 2.3—water cycle

SOL 4.6 a,b,c—use weather measurements and weather phenomena (air temperature, pressure, humidity, wind speed, fronts, clouds, and storms) to make weather predictions

Earth-Moon-Sun

Relationships

SOL 1.6a,b—sun is source of energy and light; rotation and sun’s relative position in the morning is east and in the late afternoon is west

SOL 3.8a—sequences and patterns-night/day, seasonal changes, phases of the moon and tides SOL 3.11a—the sun as a source of energy

SOL 4.7a-c—organization of solar system SOL 4.8 a-e—relationships among Earth/Moon/Sun-revolution & rotation; causes of seasons & phases of moon: size, position, age E/M/S

Oceanography

SOL 4.9a—watershed and water resources

SOL 5.6a-c—characteristics of the ocean environment

Earth’s Surface Motions and

Changes (Geology)

SOL 2.5d—fossils

provide information about living systems that were on Earth years ago

SOL 5.7 a-f—changes

in the Earth’s crust due to plate tectonics-rock cycle history, weather/ erosion, human impact

Environmental

Science (Earth’s Resources)

SOL k.11—Earth Resources Conservation and recycling

SOL 1.8—Natural Resources are limited

SOL 2.8—resources SO 2.8d—plants can

help erosion by preventing soil from washing away

SOL 3.7d—basic

concepts, soil SOL 3.10—human impact SOL 3.11d—sources of energy

SOL 4.3—human influence SOL 4.9a-d—Virginia Natural Resources

SOL 5.7g--deposition


K-5 SCOPE AND SEQUENCE: Life Science Strand Objectives


Cycles/Patterns

SOL K.9a-c—there are simple repeating patterns in daily life; shapes, growth, routines SOL k.10a-b—natural changes occur over time and can be observed

SOL 1.7—relationship between weather and seasonal changes and life processes; activities of plants (growth, budding, falling leaves, and wilting), animals (behaviors, hibernation, migration, body covering, and habitat), people (dress, recreation and work)

SOL 2.4a-b—life cycles of plants and animals (specific—frog, butterfly, flowering plants); comparison of gradual vs. distinct change SOL 2.7a—effects of weather and seasonal changes on plants and animals

Sol 3.4b—adaptations (behavioral-- learned, instinctive –and physical)

SOL 3.8a-c—plant and animal life cycles in specific environments

SOL 4.5e—Virginia plant and animal life cycles; changes in an organism’s niche at various stages in its life cycle

Life Needs

SOL K.7a-d—basic needs of living things (animals and plants) the concept of life cycles

SOL 1.4a—plant needs SOL 1.5a—animal needs

Physical

Characteristics/ Adaptations of Living Things

SOL k.6—the differences between living organisms and nonliving objects

SOL 1.4b,c—plant parts and classification by characteristics SOL 1.5b, c—physical characteristics and classification by characteristics

SOL 3.4a—physical and behavioral adaptations

SOL 4.4a-b—general plant anatomy; plant structures and their functions; classification SOL 4.4c-d—plant processes, adaptations SOL 4.5a—Virginia organisms; adaptations

SOL 5.5a-d—cell anatomy, classification, structure/function, survival traits, five kingdoms; general plant and animal groupings (vascular/ nonvascular, vertebrate’ invertebrate )

Interrelationships

SOL 1.7a-c—changes in temperature, light, and precipitation effect plants and animals; relationships between daily and seasonal changes; observe and record changes over time

SOL 2.5a-c—living things are a part of a system (interdependence ) extinction; habitats include adequate food, water, shelter, and space

SOL 3.5a-c—Aquatic and terrestrial food chain; producer/ consumer; predator/ prey; herbivore/ carnivore

SOL 4.5b-d—Virginia food webs, habitats, niches, communities, populations, and ecosystems

Environments

SOL 3.6a-d—types of ecosystems, terrestrial and aquatic; population and community; diversity of life

SOL 4.5f—human influences on Virginia ecosystems


K-5 SCOPE AND SEQUENCE: Physical Science Strand Objectives


Matter SOL k.4a-c—objects can be described (colors, shapes, textures, relative size, weight, position (speed). SOL k.5a-water occurs in states; flow is downhill, float/sink.

SOL 1.3a-c—materials interacted with water (liquids, solids, effect of temperature)

SOL 2.3a-c—basic properties and distinguishing characteristics of solids, liquids, gases (measurement of mass and volume, processes-condensation, evaporation, melting, freezing)

SOL 3.3a-c—objects are made of one or more materials, can be composed of small parts, physical properties remain the same when reduced in size, identify visible and physical changes

SOL 5.4a-e—organization of matter (atoms, elements, molecules, compounds), mixtures and solutions, effect of temperature on states, chemical/ physical change, mass, volume, density, properties of each phase of matter

Force, Motion, and Energy

SOL k.4e—words used to describe position (over-under; in-out; above-below, left-right, and speed (fast-slow)

SOL 1.2a-c—motions of objects; pushes/pulls; playground applications

SOL 4.2a-d—characteristics and interactions of moving objects (cause of motion, change in motion, friction, kinetic energy)

Machines

SOL 3.2a-d—types of simple machines, functions, compound machines, examples

Electricity

SOL 4.3a-f—conductors and insulators, circuits, static electricity, ability to transform electrical energy to other forms, historical contributions

Magnets

SOL k.3a-b—words to describe properties, applications

SOL 2.2a-b—magnets (vocabulary and applications)

Light and

Sound

SOL k.7a-d—basic concepts related to light and shadows (occur naturally, can be produced)

SOL 1.2b—vibrations can cause sound

SOL 5.2a-d—concepts related to sound compression waves (basic characteristics) SOL 5.3a-e—visible spectrum transverse waves, reflection, refraction, reflection transmission through materials, historical contributions


Curriculum Mapping Grade 2 Science Instruction

Concept: Science Process Skills—Scientists make observations, ask questions, and record data to help them formulate questions, make hypotheses, and come to conclusions in science investigations. Strand: Scientific Investigation, Reasoning, and Logic Suggested Time Allocation: Beginning of the 1st nine weeks and infused throughout the year with specific content objectives.

SOL: 2.1/Infused * Safety is an ongoing concern and should be addressed during every 9-weeks as appropriate. Scientific Reasoning and Logic The Student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which:

a) observations and predictions are made and questions are formed;

b) observations are differentiated from personal interpretation;

c) observations are repeated to ensure accuracy;

d) two or more characteristics or properties are used to classify items;

e) length, volume, mass, and temperature are measured in metric units and standard English units using the proper tools;

f) time is measured using the proper tools;

g) conditions that influence a change are identified and inferences are made;

h) data are collected and recorded, and bar graphs are constructed using numbered axes;

i) data are analyzed, and unexpected or unusual quantitative data are recognized;

j) conclusions are drawn;

k) observations and data are communicated;

l) simple physical models are designed and constructed to clarify explanations and show relationships; and

m) current applications are used to reinforce science concepts.

The Nature of Science The nature of science refers to the foundational concepts that govern the way scientists formulate concepts a) the natural world is understandable; b) science is based on evidence, both observational and experimental; c) science is a blend of logic and innovation; d) scientific ideas are durable yet subject to change as new data are collected; e) science is a complex social endeavor; and f) Scientists try to remain objective and engage in peer review to help and avoid bias.

* In grade three, an emphasis should be placed on concepts a, b, c, and e.

Suggested Assessments: * The .1 Standards of Learning are infused throughout with content-specific objectives.

Formative Assessments: Teacher observation of students engaged in cooperative learning investigations, KWL, class created science rubrics, science notebooks, informal assessment through observation of students’ participating in hands-on activities, use of vocabulary in the classroom discussions and as they carry out science investigations. Assess ability of students to formulate a hypothesis, draw conclusions, and collaborate with others. Summative Assessments: Tests and quizzes, successful and accurate reading and making of graphs, and proper use of simple tools within scientific investigations.

* k-1 grade SOLs are considered prerequisites for 2.1. Review Science content k.1 and 1.1 as necessary throughout the year.


What Students Will Know (Critical Attributes)

What Students Will Be Able To Do (Essential Skills)

Essential Questions: · Why are investigations important? · How can we investigate? · What are some of the ways we can gather data in an investigation? · Why is it important to conduct an investigation more than once?

* Safety is an ongoing concern and should be addressed during each 9-weeks as appropriate.

Critical Attributes The student will continue to build proficiency with basic science process skills to plan and conduct investigations. Key concepts include: Observations and predictions are made and questions are formed {2.1a} Observations are differentiated from personal interpretation {2.1b} Observations are repeated to ensure accuracy {2.1c} Classifying items by two or more characteristics or properties {2.1d} Measuring length, volume, mass, and temperature using metric units and Standard English units {2.1e} Time is measured using the proper tools {2.1f} Conditions that influence a change are identified and inferences are made {2.1g} Data are collected and recorded, and bar graphs are constructed using numbered axes {2.1h} Data are analyzed, and unexpected or unusual quantitative data are recognized {2.1i} Conclusions are drawn {2.1j}

Vocabulary: Measurement and Investigation Skills observations, characteristics, properties, bar graph, classify, size, shape, color, texture, weight, scientific investigations, picture graphs, infer, models, predict, classify, draw conclusions, hypothesis, data, Metric units (centimeters, meters, liters, degrees Celsius, grams, kilograms), Standard English units (inches, feet, yards, cups, pints, quarts, gallons, degrees Fahrenheit, ounces, pounds)

The students will: Observe and make predications and form questions.

Differentiate among simple observations and personal interpretations. This requires students to comprehend what an observation is and apply the term in novel situations related to Grade 2 concepts.

Conduct simple experiments, make predictions, gather data from those experiments, repeat observations to improve accuracy, and draw conclusions.

Classify items using two or more characteristics or properties.

Use centimeters, meters, liters, degrees Celsius, grams, and kilograms, inches, feet, yards, pints, quarts, gallons, degrees Fahrenheit, ounces, and pounds in measurement.

Measure time using both digital and analog clocks.

Given a simple set of circumstances, determine the condition that might influence a change and make inferences.

Collect data, record data, and construct bar graphs using numbered axes.

Analyze data and recognize unexpected or unusual quantitative data

Draw conclusions

Communicate their observations and data

Design, and construct simple models to clarify explanations and show relationships.

Apply the concepts learned to a real world situation.


Observations and data are communicated {2.1k} Simple physical models are designed and constructed to clarify explanations and show relationships {2.1l} Current applications are used to reinforce science concepts {2.1m} The Nature of Science Science assumes that the natural world is understandable. Scientific inquiry can provide explanations about nature. This expands students’ thinking from just knowledge of facts to understanding how facts are relevant to everyday

life. Science demands evidence. Scientists develop their ideas based on evidence and they change their ideas when new evidence becomes available or the old evidence is viewed a different way. Science uses both logic and innovation. Innovation has always been an important part of science. Scientists draw upon their creativity to visualize how nature works, using analogies, metaphors, and mathematics. Scientific ideas are durable yet subject to change as new data are collected. The main body of scientific knowledge is very stable and grows by being corrected slowly and having its boundaries extended gradually. Scientists themselves accept the notion that scientific knowledge is always open to improvement and can never be declared absolutely certain. New questions arise, new theories are proposed, new instruments are invented, and new techniques are developed. Science is a complex social endeavor. It is a complex social process for producing knowledge about the natural world. Scientific knowledge represents the current consensus among scientists as to what is the best explanation for phenomena in the natural world. This consensus does not arise automatically, since scientists with different backgrounds from all over the world may interpret the dame data differently. To build a consensus, scientists communicate their findings to other scientists and attempt to replicate one another’s findings. In order to model the work of professional scientists, it is essential for fifth-grade students to engage in frequent discussions with peers about their understanding of their investigations.


Resources: 2010 Curriculum Framework http://www.doe.virginia.gov/testing/sol/standards_docs/science/cf_final_web_version/framewk_science2.pdf

21st Century Skills Critical Thinking and Problem Solving Problem Solving: Entering--Tools, charts, and graphs are useful for documentation and allows students to structure problem solving

Drawing Conclusions: Adopting, Infusing, and Transforming

Books

What’s the problem?: How to start your scientific investigation. By Kyle Burns

How to think like a scientist: Answering questions by the scientific method. By Stephen P. Kramer

Classroom critters and the scientific method. By Sally Stenhouse Kneidel

Creepy crawlies and the scientific method. By Sally Stenhouse Kneidel

Master the scientific method with fun life projects. By Ann Benbow

Investigating the scientific method with Max Axiom, Super scientist. By Donald Lemke

http://www.doe.virginia.gov/testing/sol/standards_docs/science/cf_final_web_version/framewk_science2.pdf



Concept: Flowering plants undergo many changes, from the formation of the flower to the development of the fruit. Strand: Life Processes Suggested Time Allocation: Beginning of the first nine weeks

VA SOL Objective: 2.4 Suggested time per unit: 2-3 weeks (additional time spend on investigating plants during the 4th

nine weeks)

* The .1 Standards of Learning are infused throughout with content-specific objective. The student will investigate and understand flowering plants undergo many changes, from the formation of the flower to the development of the fruit. Key concepts include

Plant life cycles {2.4b} * Safety is an ongoing concern and should be addressed during each 9-weeks as appropriate. Assessment: Formative Assessments: Teacher observation of students engaged in cooperative learning investigations, KWL, class created science rubrics, science notebooks, informal assessment through observation of students’ participating in hands-on activities and use of vocabulary in the classroom discussions Summative Assessments: Tests and quizzes, successful completion of flashcard and review games



Essential Questions: What do we call the series of orderly changes living things go through? What are the different patterns in life cycles of living organisms? How does a plant grow from flower to fruit?

Critical Attributes: It is intended that students will actively develop and utilize scientific investigation, reasoning and logic skills (2.1) in the context of the key concepts presented in this standard.

Living things go through a life cycle. They are born, they grow, they make new living things, and then they die. This cycle then happens to the new things that are born and continues over and over.

Plants go through orderly changes in their life cycles. They begin life as seeds, which grow into plants with roots, stems, and leaves. As seasonal changes occur, they may flower and produce fruits that contain new seeds. {2.4b}

Vocabulary: blossom, flower, fertilization, food, fruit, germination, growth, leaves, plant, pollination, roots, seeds, stems

The students will: Identify the stages in the life cycle of a flowering plant. Construct and interpret models/diagrams of plant life cycles.





Scope and Sequence VDOE Suggested Activities:

Investigating Life Cycles

Looking at Life Cycles, p. 72


http://www.doe.virginia.gov/VDOE/EnhancedSandS/scigrade5.pdf



Concept: Natural and artificial magnets have certain characteristics and attract specific types of metals. Strand: Force, Motion and Energy Suggested Time Allocation: End of the 1st nine weeks

VA SOL Objective: 2.2 Suggested time per unit: 4-5 weeks * The .1 Standards of Learning are infused throughout with content-specific objectives.

The student will investigate and understand natural and artificial magnets have certain characteristics and attract specific types of metals. Key concepts include:

magnetism, iron, magnetic/nonmagnetic, poles, attract/repel {2.2a} important applications of magnetism {2.2b}

It is intended that students will actively develop and utilize scientific investigation, reasoning and logic skills (2.1) in the context of the key concepts presented in this standard. Focus on 2.1 a, b, c, g, j, k (Investigation Skills). * Safety is an ongoing concern and should be addressed during each 9-weeks as appropriate. Assessment: Formative Assessments: Teacher observation of students engaged in cooperative learning investigations, KWL, class created science rubrics, science notebooks, informal assessment through observation of students’ participating in hands-on activities and use of vocabulary in the classroom discussions Summative Assessments: Tests and quizzes



Essential Questions: What can magnets do? What kinds of objects do magnets affect? How do magnets react to other magnets? What is a magnetic compass and what does it do? Critical Attributes: Magnets contain iron and produce a magnetic field around them that pushes

or pulls on other materials containing iron or nickel. {2.2a}

Magnets push (repel) or pull (attract) metals. If they do not contain iron or

nickel (are non-metal), they cannot be pushed or pulled by a magnet. {2.2a}

Vocabulary: attract, classify, compass, define, experiment, hypothesis, iron, magnetic, magnetism, nickel, nonmagnetic, observe opposites, predict, poles, repel, scientific investigation, variable The students will: Predict which materials will be attracted to magnets, test the predictions,

and create a chart that shows the results. Classify materials as to whether they are attracted to magnets or not.

Compare natural magnets (lodestone or magnetite) and artificial magnets.

Identify the north and south magnetic poles of magnets.


A magnet has two ends called positive and negative poles. Located at the

poles of a magnet is where the magnet’s pull is the strongest. Magnets will

react with each other. Opposite ends of two magnets—the positive pole of

one and the negative pole of the other—attract each other—or two negative

poles—repel each other. {2.2a}

The two ends of the Earth—the North Poles and the South Pole—have

opposite magnetic fields. A compass has an iron-contains needle or pointer

that is allowed to swing freely and is attracted to the North Pole by aligning

with the Earth’s magnetic field. A compass can help us find north, south,

east, and west directions by turning it so the needle points to the “north” on

the compass. {2.2b}

Magnets are used in everyday life. Examples include refrigerator magnets

and chalkboard letters, toys, door latches, and paper clip holders. {2.2b}

Use magnetic compasses to determine directions of north and south poles.

Identify important applications of magnets in everyday life: o Refrigerator magnets and chalkboard letters o Toys o Door latches o Paper clip holder

Create a new application for using a magnet.

Design an investigation to determine how the different poles of magnets react to the poles of other magnets.




Scope and Sequence VDOE Suggested Activities: Investigating Magnets and Metals

Which Way is North?, p. 47

Magnetic Barbershop, p. 54

Magnetic Fishing, p. 58

North and South Poles, p. 62




K-5 Curriculum Mapping Grade2 Science Instruction

Concept: Description, physical properties, and basic structure of matter. The major topics developed in this strand include concepts related to the basic description of objects, phases of matter (solids, liquids, and gases – especially water), phase changes, mass and volume, and the structure of classification of matter. This strand includes science standards K.4, K.5, 1.3, 2.3, 3.3, 5.4, 6.4, 6.5, and 6.6.

Strand: Matter Suggested Time Allocation: Beginning of the 2nd nine weeks (start earlier if more time is needed) VA SOL Objective: 2.3 Suggested time per unit: 4 weeks *The .1 standards of Learning are infused throughout with content-specific objectives. The Student will investigate and understand basic properties of solids, liquids, and gases. Key concepts include:

identification of distinguishing characteristics of solids, liquids, and gases. {2.3a}

measurement of the mass and volume of solids and liquids. {2.3b}

changes in phases of matter with the addition or removal of energy. {2.3c} It is intended that students will actively develop and utilize scientific investigation, reasoning and logic skills (2.1) in the context of the key concepts presented in this standard. * Safety is an ongoing concern and should be addressed during each 9-weeks as appropriate. Assessment:

Formative Assessments: Teacher observation of students engaged in cooperative learning investigations, KWL, class created science rubrics, science notebooks, informal assessment through observation of students’ participating in hands-on activities, use of vocabulary in the classroom discussions Summative Assessments: Tests and quizzes

What Students Will Know

(Critical Attributes) What Students Will Be Able To Do

(Essential Skills) Essential Questions: What are the three basic types of matter? What are the characteristics of solids, liquids, and gases? How can we describe each of these 3 types of matter? What are mass and volume? What are the processes that allow matter to change from one state to the other?

Critical Attributes: Identify the distinguishing characteristics of solids, liquids, and gases.{2.3a}

Vocabulary: observe, classify, communicate, predict, experiment, variables, hypothesis, define, mass, volume, matter, evaporation, condensation, melting, precipitation, freezing, changing state, solid, liquid, gas, properties

The students will: Classify materials as to whether they are liquids, solids, or gases.

Measure the mass of solids and the volume of liquids in metric and Standard English units.

Describe the transformation of a solid (ice) to a gas (water vapor).


Every object and substance on Earth, including air, is made of matter. Matter is anything that takes up space and has mass. We can measure the mass and the volume (the amount of space the matter occupies). {2.3b} There are three basic types of matter around us. A solid has a definite shape, and the material it is made of is packed tightly together. The matter of a liquid is not as tightly packed together, so the liquid can flow and when poured into a container, will fill the container’s shape. The matter of gases is spread even farther apart than a liquid. It also has no definite shape and will spread out to fill its container. {2.3c} The space between materials in matter can change. When this happens, the matter can change its state (solid, liquid, or gas). We can change the amount of space in matter by changing the temperature of the matter. When we apply heat energy to a solid (like ice), it melts into a liquid. When we apply more heat energy, the liquid expands (becomes larger) and evaporates and becomes a gas (water vapor). As water vapor cools, condensation takes place. When we cool a gas down (like water), it contracts (becomes smaller) and changes into a liquid, and when we cool the liquid some more, it freezes into a solid (ice). {2.3c}

Design an investigation to observe the condensation of water.

Describe and identify condensation, evaporation, melting, freezing, expanding, and contracting of water.

Design an investigation to determine basic factors that affect the evaporation of water.

Identify the uses of water in the home and at school.




Scope and Sequence VDOE Suggested Activities: Investigating Solids, Liquids, and Gases

Water Cycle, p. 34

Mix It Up: It’s Refreshing, p. 39

Disappearing Water, p. 41





Concept: Kingdoms of living organisms and a general classifying of organisms; relationships among organisms in a food chain, different types of environments and the organisms they support, and the relationship between organisms and their nonliving environment.

Strand: Living Systems Suggested Time Allocation: Middle of the 2nd nine weeks VA SOL Objective: 2.5 Suggested time per unit: 3 weeks

* The .1 Standards of Learning are infused throughout with content-specific objective. The student will investigate and understand that living things are part of a system. Key concepts include

living organisms are interdependent with their living and nonliving surroundings. {2.5a}

an animal’s habitat includes adequate food, water, shelter or cover, and space. {2.5b}

habitats change over time due to many influences. {2.5c}

fossils provide information about living systems that were on Earth years ago. {2.5d} It is intended that students will actively develop and utilize scientific investigation, reasoning and logic skills (2.1) in the context of the key concepts presented in this standard. * Safety is an ongoing concern and should be addressed during each 9-weeks as appropriate. Assessment:

Formative Assessments: Teacher observation of students engaged in cooperative learning investigations, KWL, class created science rubrics, science notebooks, informal assessment through observation of students’ participating in hands-on activities, use of vocabulary in classroom discussions, Summative Assessments: Tests and quizzes

What Students Should Know (Critical Attributes)

What Students Should Be Able To Do (Essential Skills)

Essential Questions: What is the system of interaction between living and nonliving things called? How are the living organisms dependent upon one another and on the non-living parts of their environment? How are habitats influenced? What causes living things to adapt to their environment? Why do some living things become extinct? Critical Attributes: It is intended that students will actively develop and utilize scientific investigation, reasoning and logic skills (2.1) in the context of the key concepts

Vocabulary: living, non-living, organisms, environment, system, survival, food, shelter, cover, water, space, habitat, change, season, forest, grassland, river, stream, dependent, surroundings, fossils, extinct

The students will: classify objects as to whether they are living or nonliving.

describe the basic components of an animal habitat (food, water, shelter or cover, and space).

classify the parts of an animal’s habitat as living or nonliving.


presented in this standard. Content: Investigating Ecosystems and Habitats Living things depend on the other living things and on the parts of the environment that are not alive for food, water, air, space, shelter, and reproduction. All of the interactions between and among living things and their non-living surroundings are referred to as an ecosystem. {2.5a} The shelter a living thing seeks may be living (such as a tree or coral) or non-living (such as caves or houses). {2.5a} An animal’s habitat includes adequate food, water, shelter or cover, and space. {2.5b} The Earth is constantly changing, and change affects ecosystems. The habitats (places where animals and plants naturally live) of living things, such as forests, grasslands, rivers, and streams, change due to many influences. Habitats change from season to season. Some changes happen naturally such as flooding, and humans cause some changes as well. Natural changes include environmental influences such as weather. Since the parts of an ecosystem depend on each other, when one part is affected by a change, other parts are also affected. {2.5c} Fossils provide information about living systems that were on Earth years ago. {2.5d}

construct and interpret simple models of different kinds of habitats, including a forest and a stream.

predict and describe seasonal changes in habitat and their effects on plants and animals, for example, how trees change through the seasons and how animals respond to changes in the seasons.

describe how animals are dependent on their surroundings, for example, how squirrels and other animals are affected by the loss of forest habitat.

describe how scientists use the study of fossils to show past weather/climate conditions and environmental characteristics.




Scope and Sequence VDOE Suggested Activities: Investigating Habitats

There’s No Place Like Home, p. 77





Concept: Weather and seasonal changes affect plants, animals, and their surroundings. Strand: Earth Patterns, Cycles, and Change Suggested Time Allocation: Continued in the 2nd nine weeks VA SOL Objective: 2.7 Suggested time per unit: 2-3 weeks

* The .1 Standards of Learning are infused throughout with content-specific objective. The student will investigate and understand that weather and seasonal changes affect plants, animals, and their surroundings. Key concepts include

effects of weather and seasonal changes on the growth and behavior of living things {2.7a} It is intended that students will actively develop and utilize scientific investigation, reasoning and logic skills (2.1) in the context of the key concepts presented in this standard. * Safety is an ongoing concern and should be addressed during each 9-weeks as appropriate. Assessment: Formative Assessments: Teacher observation of students engaged in cooperative learning investigations, KWL, class created science rubrics, science notebooks, informal assessment through observation of students’ participating in hands-on activities, use of vocabulary in classroom discussions Summative Assessments: Tests and quizzes



Essential Questions: xxxx Critical Attributes: Content: The students investigate and understand that weather and seasons affect plants, animals, and their surroundings. The effects of weather and seasonal changes on weathering and erosion of the land surface are included in 2.7. Living things change as they interact with their surroundings. As seasons change, plants and animals, including humans, respond to changes in temperature, the amount of light, and type of precipitation. We call the changes in response to the environment adaptations. {2.7a} We can observe some of the patterns of behavior in plants and animals as they adjust to seasonal changes in weather. Some environments undergo extreme changes in weather. Some environments undergo extreme changes in temperature or other conditions during the year. Living things that live in

Vocabulary: Migrate, hibernate, camouflage, adaptation, erosion

The students will: Identify growth and behavioral responses of plants and animals to

weather and seasonal changes. Examples of responses that are adaptive include migration, hibernation, camouflage, and dormancy.

Identify animals that migrate, hibernate, or show other changes throughout the seasons or in the presence of adverse environmental conditions.

Evaluate the usefulness of camouflage in an animal’s habitat (for example, coloration patterns of frogs).

Compare and contrast the responses of plants and animals to weather and seasonal changes.


such conditions have special responses that help them adjust. Migration is when animals move from one place to another as a result of temperature changes. We refer to the inactive periods of animals in the cold temperatures of winter as hibernation. Adverse conditions of weather may slow the growth and development of plants and animals (dormancy), whereas optimal weather conditions may accelerate growth and development. {2.7a} Many familiar trees produce new leaves in the spring and lose them in the fall due to seasonal changes in temperature and light. Trees that lose their leaves are dormant in winter. {2.7a} Some animals blend in with the environment for protection and will change coloring as the seasons change. This outward coloration that allows animals to appear similar to the plants and places in which they live is known as camouflage. The coloration patterns in frogs are useful examples of camouflage in an animal’s habitat. {2.7a}




Scope and Sequence VDOE Suggested Activities:

Investigating the Effects of Seasonal Changes

What Changes When the Seasons Change?, p. 30 Investigating Habitats






Concept: Plants produce oxygen and food, are a source of useful products, and provide benefits in nature. Strand: Earth Resources Suggested Time Allocation: End of the 2nd nine weeks VA SOL Objective: 2.8 Suggested time per unit: 2 weeks

* The .1 Standards of Learning are infused throughout with content-specific objective. The student will investigate and understand plants produce oxygen and food, are a source of useful products, and provide benefits in nature. Key concepts include:

plants provide oxygen, homes, and food for many animals. {2.8c} It is intended that students will actively develop and utilize scientific investigation, reasoning and logic skills (2.1) in the context of the key concepts presented in this standard. * Safety is an ongoing concern and should be addressed during each 9-weeks as appropriate. Assessment: Formative Assessments: Teacher observation of students engaged in cooperative learning investigations, KWL, class created science rubrics, science notebooks, informal assessment through observation of students’ participating in hands-on activities, use of vocabulary in classroom discussions Summative Assessments: Tests and quizzes



Essential Questions: What useful purposes do plants serve? How do many living things, including humans, need plants? What ways do animals use plants as homes and shelter?

Critical Attributes: Content: Plants are one of the natural resources we rely on to meet our needs and wants. Plants benefit human beings as well as other living things by providing many useful products and materials.

Many living things depend on plants for the oxygen they produce and use them as a source of food (fruit, nuts, berries, spices, herbs, vegetables). {2.8c}

Plants provide homes for many animals. {2.8c}

Plants are also important in preventing soil from washing away. {2.8c}

What ways do animals use plants as homes and shelters?

Vocabulary: plant, develop, essential, oxygen, shelter, home, use

The students will:

Comprehend that plants produce oxygen and food. Construct and interpret a chart illustrating the plant foods consumed by

different animals. Compare and contrast different ways animals use plants as homes and

shelters.




Drawing Conclusions: Adopting, Infusing, and Transforming Scope and Sequence VDOE Suggested Activities:

Investigating Habitats





Curriculum Mapping Grade 2 Science Instruction Concept: Investigate and understand types of weather and weather patterns and measure and record current

weather data. Students also explore the uses of tracking weather data over time. Strand: Interrelationships in Earth/Space Systems Suggested Time Allocation: Beginning of the 3rd nine weeks VA SOL Objective: 2.6 Suggested time per unit: 3-4 weeks

* The .1 Standards of Learning are infused throughout with content-specific objective. The student will investigate and understand basic types, changes, and patterns of weather. Key concepts include

identification of common storms and other weather phenomena. {2.6a}

the uses and importance of measuring, recording, and interpreting weather data. {2.6b}

the uses and importance of tracking weather data over time {2.6c} It is intended that students will actively develop and utilize scientific investigation, reasoning and logic skills (2.1) in the context of the key concepts presented in this standard. * Safety is an ongoing concern and should be addressed during each 9-weeks as appropriate. Assessment: Formative Assessments: Teacher observation of students engaged in cooperative learning investigations, KWL, class created science rubrics, science notebooks, informal assessment through observation of students’ participating in hands-on activities, use of vocabulary in classroom discussions Summative Assessments: Tests and quizzes



Essential Questions: What is weather? How can weather be described? What causes precipitation? What are the specific cloud types? What are some types of severe weather?

Critical Attributes: It is intended that students will actively develop and utilize scientific investigation, reasoning and logic skills (2.1) in the context of the key concepts presented in this standard.

Vocabulary: observe, classify, communicate, predict, experiment, variables, hypothesis, define, mass, volume, water cycle, snow, tornado, flood, drought, seasons, changing states, gas, liquid, matter, evaporation, condensation, precipitation, clouds, hail, hurricane, rain, snow, sleet, hail, sunny, cloudy, windy, thermometer, rain gauge, weather vane, blizzard, thunderstorm, cirrus, cumulus, stratus

The students will:

observe and describe seasonal weather patterns and local variations.


Content: Investigating Weather Weather can sometimes be described in terms of cloudiness, or amount of clouds in the sky. Cloudiness is observed directly and described with phrases like “partly cloudy,” “mostly cloudy,” and “overcast.” {2.6a} Weather consists of all the conditions surrounding the Earth. Weather can be described in terms of temperature (how hot or cold); wing (moving air); types of clouds in the sky; and precipitation (the form of water that falls from the clouds, such as rain, sleet, snow, hail, and ice). These conditions change from day to day and from place to place. {2.6a} The air around Earth contains water. Water enters the air from the oceans. When the sun heats the water in the oceans and lakes, it changes from a liquid to water vapor. This process is called evaporation. Air can hold more vapor when it is warm than when it is cool. As the air cools, some of the vapor changes into droplets of water. This changing process is called condensation. Condensation droplets join together to make larger, heavier drops that fall to the ground in various forms of precipitation (rain, snow, or sleet.) {2.6a} There are three main types of clouds. Cirrus clouds are thin and wispy. They are so high in the sky that they contain ice crystals. Cumulus clouds are white and puffy and can produce rain. Stratus clouds are in low sheets or layers that can also produce a light, steady rain called drizzle. The names of some clouds are a combination of the names of two main types. These clouds have characteristics similar to both of their namesakes. For example, cumulonimbus is a combination of cumulus and nimbus. Clouds with nimbus in their names are thick, dark, towering storm clouds. Cumulonimbus clouds warn a thunderstorm is coming or perhaps even a tornado. {2.6a} Weather data is collected and recorded using instruments such as a thermometer, rain gauge, and weather vane (We can use standard English and metric measurements to collect data). {2.6b} Weather influences human activity (personal activities and dress). {2.6b} Sometimes weather conditions can be severe. Lack of rain for long periods of time can cause droughts, which can ruin crops and cause hardship for other plants and animals. Too much rain can cause destructive floods. Storms can

observe and record daily weather conditions, such as sunny, cloudy, windy, rainy, or snowy.

record and interpret daily temperature, using a graph with numbered axes.

measure and record weather data, using weather instruments, including a thermometer, rain gauge, and weather vane (standard English and metric measures).

describe weather in terms of temperature, wind, and precipitation.

observe and describe precipitation in terms of evaporation and condensation of water.

observe and describe types of precipitation, including rain, snow, and ice (sleet and hail).

describe how tracking weather data over time helps scientists make future weather predictions.

evaluate the influence of daily weather conditions on personal activities and dress.

identify common types of storms. Examples include hurricanes, tornadoes, blizzards, and thunderstorms.

compare and contrast droughts and floods.


make travel dangerous and cause death and property damage. There are four types of storms. Thunderstorms are brief, intense storms that affect a small area; hurricanes are huge, rotating storms formed over the ocean that produce strong winds, heavy rain, and large, powerful waves. Tornadoes are whirling, violent windstorms accompanied by a funnel cloud that travels a narrow path over land, and winter storms include blizzards (with strong winds, cold temperatures and snow) and ice storms (where rain freezes at the Earth’s surface, coating everything with ice). {2.6a} Weather patterns usually occur during specific seasons. {2.6a} Scientists collect weather data over time to study trends and patterns. These trends and patterns help them to make future weather predictions {2.6c}




Scope and Sequence VDOE Suggested Activities: Investigating the Weather

Backyard Weather, p. 19

Weather Instruments, p. 22

Collecting Weather Data, p. 25




Curriculum Mapping Grade 2 Science Instruction Concept: Weather and seasonal changes affect plants, animals, and their surroundings. Strand: Earth Patterns, Cycles, and Change Suggested Time Allocation: End of the 3rd nine weeks VA SOL Objective: 2.7 Suggested time per unit: 3-4 weeks

* The .1 Standards of Learning are infused throughout with content-specific objective. The student will investigate and understand basic types, changes, and patterns of weather. Key concepts include:

weathering and erosion of land surfaces. {2.7b} It is intended that students will actively develop and utilize scientific investigation, reasoning and logic skills (2.1) in the context of the key concepts presented in this standard. * Safety is an ongoing concern and should be addressed during each 9-weeks as appropriate. Assessment: Formative Assessments: Teacher observation of students engaged in cooperative learning investigations, KWL, class created science rubrics, science notebooks, informal assessment through observation of students’ participating in hands-on activities, use of vocabulary in classroom discussions Summative Assessments: Tests and quizzes



Essential Questions: What is erosion? How does the weather contribute to erosion? How do plants prevent erosion? How do different types of soil affect plant growth?

Critical Attributes: Content: Weathering and Erosion

Land surfaces are subject to the agents of weathering and erosion. Land surfaces that are not covered with or protected by plants are more likely to be subject to the loss of soil by wind and rain. {2.7b} Weathering is the breaking down of rocks. {2.7b} Erosion is the process by which the products of weathering are moved from one place to another. {2.7b}

Vocabulary: agents, erosion, prevent, soil, weathering

The students will: Design an investigation to compare how different types of soil affect

plant growth. This includes organizing data in tables and constructing simple graphs.

Model the effects of weathering and erosion on land surfaces.

Construct and interpret a model that demonstrates how plants prevent soil from washing away.


Resources:



Scope and Sequence Investigating Plant Resource: We Need Plants, p. 66



Curriculum Mapping Grade 2 Science Instruction Concept: Plants affects on erosion Strand: Earth Resources Suggested Time Allocation: End of the 3rd nine weeks VA SOL Objective: 2.8 Suggested time per unit: 3-4 weeks

* The .1 Standards of Learning are infused throughout with content-specific objective. The student will investigate and understand that plants produce oxygen and food, are a source of useful products, and provide benefits in nature. Key concepts include:

plants can help reduce erosion.{2.8d} It is intended that students will actively develop and utilize scientific investigation, reasoning and logic skills (2.1) in the context of the key concepts presented in this standard. * Safety is an ongoing concern and should be addressed during each 9-weeks as appropriate. Assessment: Formative Assessments: Teacher observation of students engaged in cooperative learning investigations, KWL, class created science rubrics, science notebooks, informal assessment through observation of students’ participating in hands-on activities, use of vocabulary in classroom discussions Summative Assessments: Tests and quizzes



Essential Questions: How do plants reduce erosion? What useful products do plants produce?

How does weathering and erosion effect land surfaces?

Critical Attributes: Plants are important in preventing soil from washing away. (2.8d)

Vocabulary: agents, erosion, prevent, soil, weathering The students will: Model the effects of weathering and erosion on land surfaces.

Construct and interpret a model that demonstrates how plants prevent soil from washing away.




Drawing Conclusions: Adopting, Infusing, and Transforming Scope and Sequence VDOE Suggested Activities: Investigating Plant Resources

We Need Plants, p. 66




Curriculum Mapping Grade 2 Science Instruction Concept: Investigate Animal and Plant Life Cycles Strand: Life Processes Suggested Time Allocation: Beginning of the 4th nine weeks VA SOL Objective: 2.4 Suggested time per unit: 3-4 weeks

* The .1 Standards of Learning are infused throughout with content-specific objective. The student will investigate and understand that plants and animals undergo a series of orderly changes as they mature and grow. Key concepts include

animal life cycles {2.4a}

plant life cycles {2.4b} It is intended that students will actively develop and utilize scientific investigation, reasoning and logic skills (2.1) in the context of the key concepts presented in this standard. * Safety is an ongoing concern and should be addressed during each 9-weeks as appropriate. Assessment: Formative Assessments: Teacher observation of students engaged in cooperative learning investigations, KWL, class created science rubrics, science notebooks, informal assessment through observation of students’ participating in hands-on activities, use of vocabulary in classroom discussions Summative Assessments: Tests and quizzes



Essential Questions: What do we call the series of orderly changes living things go through? What are the different patterns in life cycles of living organisms? What are the specific stages of the butterfly, grasshopper, and frog life cycles? How does a plant grow from flower to fruit?

Critical Attributes: Living things go through a life cycle. They are born, they grow, they make new living things, and then they die. New things that are born repeat the cycle. Life cycles do not necessarily follow the same pattern for all plants and animals. Some plants and animals do not resemble their parents as they go through the stages of their life cycles (such as butterflies and frogs). Other plants and animals look very much like their parents throughout their life cycles (such as grasshoppers). {2.4a}

Vocabulary: life cycle, stage, change, time, plant, flower, blossom, fruit, sprout, seed, bud, fertilize, animal, frog, egg, tadpole, butterfly, chrysalis, pupa, larva, caterpillar, mature, young, birth The students will: Compare and contrast life cycles of a frog, a butterfly, and a grasshopper.

Describe changes in the development of a frog and a butterfly.

Identify and describe changes in a plant from flower to fruit.

Construct and interpret models/diagrams of animal and plant life cycles.


Butterflies and frogs go through dramatic changes during the stages of their life cycles. The change in form and appearance through the stages from young to adult is called metamorphosis. Butterflies go through complete metamorphosis. They begin life as an egg then develop into a worm like larva form called a caterpillar. Dramatic changes happen to the larvae when they pupate (form a chrysalis) then emerge as adult butterflies with wings. {2.4a} Frogs go through complete metamorphosis, but the stages are a bit different and have different names. Eggs hatch into young called tadpoles with tails and gills for swimming. As arms and legs emerge, they change into adult frogs that have lungs and can live both in water and on land. {2.4a} Animals that do not have distinct stages from birth to maturity go through incomplete metamorphosis. These animals usually resemble their parents and grow larger but do not drastically change in appearance. An example of an animal that resembles its parent throughout its life is a grasshopper. {2.4a} Plants go through orderly changes in their life cycles. They begin life as seeds, which grow into plants with roots, stems, and leaves. As seasonal changes occur, they may flower and produce fruits that contain new seeds. {2.4b}



Drawing Conclusions: Adopting, Infusing, and Transforming Scope and Sequence VDOE suggested activities: Investigating Life Cycles

Looking At Life Cycles, p. 72




Curriculum Mapping Grade 2 Science Instruction Concept: Investigate Plant Resources Strand: Earth Resources Suggested Time Allocation: End of the 4th nine weeks VA SOL Objective: 2.8 Suggested time per unit: 3-4 weeks

* The .1 Standards of Learning are infused throughout with content-specific objective. The student will investigate and understand that plants produce oxygen and food, are a source of useful products, and provide benefits in nature. Key concepts include:

important plant products are identified and classified. {2.8a}

the availability of plant products affects the development of a geographic area. {2.8b}

plants provide oxygen, homes, and food for many animals. {2.8c}

It is intended that students will actively develop and utilize scientific investigation, reasoning and logic skills (2.1) in the context of the key concepts presented in this standard. * Safety is an ongoing concern and should be addressed during each 9-weeks as appropriate. Assessment: Formative Assessments: Teacher observation of students engaged in cooperative learning investigations, KWL, class created science rubrics, science notebooks, informal assessment through observation of students’ participating in hands-on activities, use of vocabulary in classroom discussions Summative Assessments: Tests and quizzes



Essential Questions: What useful purposes do plants serve?

What are some products that are made of plants or plant parts?

Why do many living things, including humans, need plants?

Critical Attributes: Content: Investigating Plant Resources Plants are one of the natural resources we rely on to meet our needs and wants. Plants benefit human beings as well as other living things by providing many useful products and materials.

Vocabulary: resource, plant, develop, product, material, essential, oxygen, food, clothing, shelter, home, consume, geographic area, use, soil, erosion, prevention, Virginia, wood, fruits, vegetables, paper, source, fiber, cotton, oil, spices, lumber, rubber, medicine The students will: understand that plants produce oxygen and food.

classify and identify the sources and uses of plant products, such as fiber, cotton, oil, spices, lumber, rubber, medicines, and paper.

describe how the availability of certain plant products in a geographic area would affect the development of that area.

describe plant products grown in Virginia that are useful to people,


Plants can be used to make many important products. Plants contain cellulose, which is used to make paper and clothing (fiber and cotton). Their wood is used as a fuel source and for lumber for houses and furniture. Plant parts are also used in other commercial products, including paint thinner, rubber, chewing gum, spices, oil, and medicines. {2.8a} Plants may only grow well in certain geographic areas, thus enabling the production of plant products that allow humans to live in, as well as develop, those areas. {2.8b} Many living things depend on plants for the oxygen they produce and use them as a source of food (fruit, nuts, berries, spices, herbs, vegetables). {2.8c}

including wood, fruits, and vegetables. List and classify plant products (e.g., peanuts, cotton, soybeans, apples, evergreens).

compare and contrast different ways animals use plants as homes and shelters.

construct and interpret a chart illustrating the plant foods consumed by different animals.



Drawing Conclusions: Adopting, Infusing, and Transforming Scope and Sequence VDOE Suggested Activities: Investigating Plant Resources

We Need Plants, p. 66




Blank Template for Lesson Planning

VA SOL / SC: ________________ Concept/Test: ____________________ Strand:________________

Time Frame

Assessment Instructional Strategies Resources

Reflection/Teacher Notes:


Teaching Using the 5E Learning Cycle

The Learning Cycle, a 5E Model, is a method of structuring a science lesson that complements a constructivist view of learning, cognitive psychology,

and research-based best practices in science pedagogy. According to Piaget’s stages of cognitive development, children progress from concrete to

formal operations. Keeping this in mind, we realize that it is important to introduce a concept by providing a concrete, motivational experience before

introducing new information. When teachers plan lessons and units around the 5 stages of the Learning Cycle, students move from concrete

experiences, to the development of understanding, to the application of principles. This model is a recursive cycle of distinctive cognitive stages of

learning that include: engage, explore, explain, extend, and evaluate. The science lesson may take several days to complete.

Engage: During the first stage, the “engage” phase, the teacher sets the stage for learning. This is an introduction to the lesson that hooks or motivates

the students’ interest in the learning that will follow. Students observe, question, and investigate the concepts to develop fundamental awareness of

the nature of the materials and ideas. From a constructivist perspective, the engagement phase provides an opportunity for the teacher to activate

learning, assess prior knowledge, and have students share their prior knowledge about the topic.

Explore: This is followed with an “explore” activity that allows students to raise questions, develop hypotheses to test, and work without direct

stage (students are given freedom to explore) in order to develop fundamental awareness of the nature of the materials and ideas. This experience

is essential because students will enter the classroom with different levels of experience and knowledge about the topic being studied. Students

with diverse experiences have the opportunity to share their different understandings and broaden the perspective of the entire class.

Explain: The “explain” stage, sometimes called the concept development phase, allows evidence and newly developed concepts to be assimilated

into the cognitive structure of the student. During this stage students are encouraged to explain concepts and definitions in their own words and to

justify and clarify their ideas. Activities such as discussions, chalk talks, videos, and use of children’s literature can be used to provide formal

definitions, explanations, and labels.

Extend or Elaborate: In the “extend” stage the teacher helps reinforce the concept by extending or applying the evidence to new and real-world

situations outside of the classroom. This stage allows students to apply their new definitions, explanations, skills and labels in new, but similar

situations. It often involves problem solving, decision-making, investigative projects, and experimental inquiry.

Evaluate: During the “evaluate” stage the teacher brings closure to the lesson by helping students summarize the relationship between the variables

in the lesson and by posing higher-order questions that allow students to make analysis, evaluations, and judgments about their work. While

learning and teaching, a wide variety of informal and formal assessment strategies can be used that allow students to assess their own learning and

make connections.


Although the 5E’s were described in a linear order, it is often appropriate to loop back into the cycle before moving forward. For example, during the

extend stage; the teacher may find that several students need to re-examine an engage activity. Or, a series of explore and explain loops may be

required before students possess the full ability to advance into an extend session. During the course of the 5E’s Learning Cycle lesson or unit,

evaluation is an ongoing process. It is not generally left as an end activity. It is useful to envision the 5E’s Learning Cycle as recursive and looping back

upon itself. It is also possible for a single E to encompass or embed all of the other E’s within it. For example, an extend session may begin with

engage, followed by a brief explore and explain (in addition to the embedding of informal evaluations all along).

Lesson Components Activity Ideas

Engage Teacher and/or Student Demonstration

Read from a piece of literature, science journal or book, current media

release

Analyze a graphic organizer

Free write

Explore Manipulate materials

Design and/or perform an experiment

Construct a model

Solve a problem

Read authentic resources to collect information

Answer an open-ended question

Make a decision

Explain Read and discuss

Support ideas with evidence

Analyze and explain

Participate in Chalk Talk, power point presentation, or video (watch/discuss)

Extend Make a decision

Solve a problem

Thinking Skills Activities (classify, abstract data, conduct an error analysis)

Experimental inquiry

Evaluate Teacher and/or student generated scoring tools

Rubrics


Lesson Planning Sheet for Science

Grade Level: Topic: Time Needed:

Title:

SOL Objective and Content Standards: Essential Question(s):

Materials:

Investigate: Demonstrates the ability to employ scientific investigation, reasoning and logic.

This includes the language, instructions, methods and materials of science such

as observing, classifying, sequencing, communicating, measuring, predicting,

hypothesizing, inferring, and working with variables, models, or data.

Indicator:

Understand: Refers to the various levels of knowledge application. This includes the ability to recall,

explain, apply facts and principles to new situations, arrange, and make judgments.

Indicator:

Application of Science: Demonstrates the ability to extend or apply the evidence to new and real-

world situations outside of the classroom.

Indicator:

Technology: Demonstrates the ability to use current and emerging technologies when exploring

scientific concepts.

Indicator:

Web Sites:


Lesson Organizer for

The Learning Cycle

Engage

Explore Explain

Evaluate Extend or Elaborate


Grade Level: Topic:

Title:

Overview:

Engage

Explore

Explain

Extend

Evaluate

Objective:

Notes:

Time:

Materials:

Activity:


Engage

Explore

Explain

Extend

Evaluate

Objective:

Notes:

Time: Materials:

Activity:

Engage

Explore

Explain

Extend

Evaluate

Objective:

Notes:

Time: Materials:

Activity: