hamilton county department of education science curriculum...

*State CFU (Check for Understanding items are noted with state numbers)

Hamilton County Department of Education

Science Curriculum Guide

Second Grade

Embedded Inquiry and Technology

Embedded Inquiry Conceptual Strand: Understandings about scientific inquiry and the ability to conduct inquiry are essential for living in the 21st century. Guiding Question: What tools, skills, knowledge, and dispositions are needed to conduct scientific inquiry?

Grade/Course Level Expectations (GLE/CLE)

Assessment Formative/Summative

*(CFU)

State Performance Indicators

(SPI)

EXPLORE/PLAN/ACT K-12 Readiness Standards Instructional Strategies/Resources

GLE 0207.Inq.1 Observe the world of familiar objects using the senses and tools.

0207.Inq.1 Use senses and simple tools to

make observations.

S-SI: (16-19) Understand the methods and tools used in a simple experiment.

GLE 0207.Inq.2 Ask questions, make logical predictions, plan investigations, and represent data.

0207.Inq.2 Communicate interest in simple phenomena and plan for simple investigations.

S-EMIE: (20-23) Select a simple hypothesis, prediction, or conclusion that is supported by a data presentation or a model. S-SI: (33-36) Predict how modifying the design or methods of an experiment will affect results. S-SI: (24-27) Determine the experimental conditions that would produce specified

• Houghton Mifflin Reading Series (HM) Theme 2-Nature Walk, Theme 4-Amazing Animals, and Theme 5 Family Time SS/Science Flipchart 6, 7, 8, 9, 17, 19 Vocab. Flipchart Activities 6, 7, 8, 9, 16, 17

Websites: • www.internet4classrooms.com

Big Book of Science by Dinah Zike


Embedded Inquiry Conceptual Strand: Understandings about scientific inquiry and the ability to conduct inquiry are essential for living in the 21st century. Guiding Question: What tools, skills, knowledge, and dispositions are needed to conduct scientific inquiry?



*(CFU)


(SPI)


GLE 0207.Inq.3 Explain the data from an investigation.

0207.Inq.3 Communicate understanding of

simple data using age- appropriate vocabulary.

0207.Inq.4 Collect,

discuss, and communicate findings from a variety of

investigations.

S-ID: (13-15) Select a single piece of data (numerical or non-numerical) from a simple data presentations (e.g., a table or graph with two or three variables; a food web diagram) S-ID: (16-19) Understand basic scientific terminology. S-EMIER: (20-23) Select a simple hypothesis, prediction or conclusion that is supported by a data presentation or a model. R-SD: (13-15) Locate basic facts. R-SD: (20-23) Make simple inferences. S-ID:(24-27) Identify and/or use a simple (e.g. linear) mathematical relationship between data.

• HM Reading Series Theme 5 Family Time SS/Science Flipchart Activity 21, 22, 23, 24, 26 Vocab. Activities 21, 22, 24


Embedded Technology and Engineering Conceptual Strand: Society benefits when engineers apply scientific discoveries to design materials and processes that develop into enabling technologies. Guided Question: How do science concepts, engineering skills, and applications of technology improve the quality of life?



*(CFU)


(SPI)


GLE 0207.T/E.K-2.1 Recognize that both natural materials and human-made tools have specific characteristics that determine their uses.

0207.T/E.1 Explain how simple tools are used to extend the senses, make life easier,

and solve everyday problems.

S-SI: (16-19) Understand the methods and tools used in a simple experiment.

GLE 0207.T/E.2 Apply engineering design and creative thinking to solve practical problems.

0207.T/E.2 Invent designs for simple products.

0207.T/E.3 Use tools to

measure and construct simple products.

S-ID: (13 -15) Select a single piece of data from a simple data presentation.

• HM Reading Series Theme 1 Silly Stories SS/Science Activities 1, 3, 4, 5 Vocab. Flipchart Activities 1, 2, 3

*State CFU (Check for Understanding items are noted with state numbers) Page 1



Second Grade

Life Science

Standard 1-Cells Conceptual Strand 1: All living things are made of cells that perform functions necessary for life. Guiding Question 1: How are plant and animal cells organized to carry on the processes of life?



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(SPI)


GLE 0207.1.1 Recognize that plants and animals are made up of smaller parts and use food, water, and air to survive.

0027.1.1 Design a new living thing and explain how it would acquire food, water, and air.

S-EMIE: (28-32) Use new information to make a prediction based on a model. R-SCCER: (13-15) Recognize clear cause and effect relationships. R-SCCER: (20-23) Understand relationships between people and ideas.

• HMH Chapter 1,Lesson 1, 2, 3 • HM Reading Series Theme 4 Amazing

Animals SS/Science Flip Chart Activities 17, 19, 21, 26 Vocab. Activity 17

Read Alouds/Videos: • What do You Do with a Tail Like

This By Steve Jenkins & Robin Page

• Spy Hops & Belly Flops By L. Graham-Barber

• Discovery Education.com-Plant Life Cycles

• www.neok12.com/plants.htm Promethean Board Flips:

• All About Animals • Plant and Animal Habitats • Parts of a Plant • Living and Nonliving • Features of Living Things

Websites • www.iknowthat.com • http://school.discovery


Standard 1-Cells Conceptual Strand 1: All living things are made of cells that perform functions necessary for life. Guiding Question 1: How are plant and animal cells organized to carry on the processes of life?



*(CFU)


(SPI)


education.com/lessonplans/ programs/habitats/

Field Studies: • Chattanooga Nature Center • Tennessee Aquarium • Crabtree Farms


Standard 2- Interdependence Conceptual Strand 2: All life is interdependent and interacts with the environment. Guiding Question 2: How do living things interact with one another and with the non-living elements of their environment?



*(CFU)


(SPI)


GLE 0207.2.1 Investigate the habitats of different kinds of local plants and animals.

0207.2.1 Draw or use pictures of a local environment to label the plants and animals.

S-ID: (16-19) Understand basic terminology. S-ID: (24-27) Analyze given information when presented with new, simple information. S-EMIE: ( 24-27) Determine whether given information supports or contradicts a simple hypothesis or conclusion and why. S-SI: (24-27) Determine the experimental conditions that would produce specified results.

GLE 0207.2.2 Investigate living things found in different places

0207.2.2 Investigate basic ways plants and animals depend on each other.

S-ID: (20-23) Translate information into table, graph, or diagram.

GLE 0207.2.3 Identify basic ways that plants and animals depend on each other.

0207.2.3 Construct a flow chart that demonstrates how plants, animals and the environment interact to provide basic life requirements.

S-ID: (20-23) Translate information into table, graph, or diagram. S-ID: (24-27) Analyze given information when presented with new, simple information.

• HMH Chapter 3 Lesson 1,2,3,and 4 • HM Reading Series Theme 2 Nature

Walk SS/Science Flipchart Activities 8, 9

• HM Reading Series Theme 6 Talent Show Activity 27 Vocab. Flipchart Activities 7, 8, 9

Read Alouds/Videos: • Animal Lives: The Frog By

Sally Tagholm • Nature in the Neighborhood

By Gordon Morrison • Discovery Education-Habitats:

Homes for Living Things • www.neok12.com/Forests.htm • www.video.national

geographic.com/video (Habitats)

Promethean Board Flips: • TCEA Science Presentation • All About Animals • Animal Adaptation • Animal Habitats • Animals and their Homes • Animal Homes • Habitats • Changes in Habitats • Sonoran Desert • The Rainforest • Pond Animals


Standard 2- Interdependence Conceptual Strand 2: All life is interdependent and interacts with the environment. Guiding Question 2: How do living things interact with one another and with the non-living elements of their environment?



*(CFU)


(SPI)


Websites: • www.awesomelibrary.org search: animals • www.tryscience.org • www.awesomelibrary.com search: ecology www. jc-schools.net Field Studies:

• Chattanooga Nature Center • Tennessee Aquarium • Crabtree Farms

Standard 3- Flow of matter and energy Conceptual Strand: Matter and energy flow through the biosphere. Guiding Question 3: What specific information explains how matter and energy flow through the biosphere? Grade/Course Level

Expectations (GLE/CLE)


*(CFU)


(SPI)

EXPLORE/PLAN/ACTK-12 Readiness

Standards Instructional

Strategies/Resources

GLE 0207.3.1 Recognize that animals eat plants or other animals for food

0207.3.1 Describe the habitat of a particular organism based on its food, water, and air requirements.

0207.3.2 Design a model

of a habitat for an organism in which all of its needs would be met.

R-GC: (16-19) Draw generalizations and conclusions about ideas. S-EMIE:(24-27) Identify strengths and weaknesses in one or more models.

• HMH Chapter 3, Lesson 4 • HM Reading Series Theme 1, Theme 6

(# 30) Ways to Get Energy, Food Chain Read Alouds/Videos:

• Magic School Bus Hops Home: A Book about Animal Habitats by Joanna Cole

• Magic School Bus Butterfly and the Bog Beast by Joanna Cole


Standard 3- Flow of matter and energy Conceptual Strand: Matter and energy flow through the biosphere. Guiding Question 3: What specific information explains how matter and energy flow through the biosphere? Grade/Course Level

Expectations (GLE/CLE)


*(CFU)


(SPI)

EXPLORE/PLAN/ACTK-12 Readiness

Standards Instructional

Strategies/Resources

Promethean Board Flips: • What Animals Eat • Food Chains • Producers and Consumers • Basic Needs • Animals: Food Chains,

Characteristics, and Habitats Around the World

Websites: • www.bbc.co.uk/schools/ks2bitesi

ze/science Field Studies:

• Chattanooga Nature Center • Tennessee Aquarium • Crabtree Farms


Standard 4-Heredity Conceptual Strand: Plants and animals reproduce and transmit hereditary information between generations. Guiding Question 4: What are the principal mechanisms by which living things reproduce and transmit information between parents and offspring?



*(CFU)


(SPI)


GLE 0207.4.1 Compare the life cycles of various organisms.

0207.4.1 Compare and contrast the life cycles of different organisms such as a chicken, butterfly, meal worm, frog, or human.

S-ID: (16-19) Select two or more pieces of data from a simple data presentation. S-ID: (24-27) Analyze given information when presented with new simple information.

GLE 0207.4.2 Realize that parents pass along physical characteristics to their offspring.

0207.4.2 Sequence a collection of pictures or illustrations into the correct stages of an organism’s life cycle.

0207.4.3 Look for similarities in pictures of members from the same

human family. 0207.4.4 Create a graphic

organizer that compares observable traits that offspring share with their parents.

S-EMIE:(28-32) Use new information to make a prediction based on a model.

• HMH Chapter 2, Lesson 2, 3 • HM Reading Series Theme 4

Amazing Animals and Theme 5 Family Time SS/Science Flipchart 21 Look-A-Like #26 Grow A Bean

Read Alouds/Videos: • From Seed to Plant by Gail

Gibbons • Monarch Butterfly by Gail

Gibbons • Discovery Education-

Animal Life Cycles • Discovery Education –

Exploring the diversity of life: Not What They Seem

Promethean Board Flips: • Butterflies and Frogs • Butterfly Life Cycle • Butterfly Stages of Life • Bees • Life Cycles • Life Cycle of a Plant • Life Cycle and Parts of a

Plant • Silkworm Facts • Farm Animal and their

Offspring Websites:

www.enchantedlearning.com www.2scholastic.com


Standard 4-Heredity Conceptual Strand: Plants and animals reproduce and transmit hereditary information between generations. Guiding Question 4: What are the principal mechanisms by which living things reproduce and transmit information between parents and offspring?



*(CFU)


(SPI)


Field Studies: • Chattanooga Nature Center • Tennessee Aquarium


Standard 5-Biodiversity and Change Conceptual Strand: A rich variety of complex organisms have developed in response to a continually changing environment. Guiding Question 5: How does natural selection explain how organisms have changed over time?



*(CFU)


(SPI)


GLE 0207.5.1 Investigate the relationship between an animal’s characteristics and the features of the environment where it lives.

0207.5.1 Compare and contrast the characteristics of organisms from two different environments.

S-EMIER: (24-27) Select a data presentation or a model that supports or contradicts a hypothesis, prediction, or conclusion.

GLE 0207.5.2 Draw conclusions from fossils about organisms that lived in the past.

0207.5.2 Infer the characteristics needed by an organism to survive in a particular environment.

0207.5.3 Observe fossils or pictures of fossils and make inferences about the organisms from which they originated.

0207.5.4 Compare pictures of fossils with animals or plants that are living today.

S-EMIER: (24-27) Determine which model is supported or weakened by new information. S-EMIER: (20-23) Identify key issues or assumptions in a model.

• HMH Chapter 3, Lesson 3 • HMH Chapter 4 Lesson 3 Read Alouds/Videos:

• Fossils by Ann O. Squire • What Color Is Camouflage?

By Carolyn B. Otto • Camouflage by Tim Newark • How Do Animals Adapt by

Bobbie Kalman • Discovery Education –

Exploring: Dinosaurs • www.neok12.com/fossils.htm

Promethean Board Flips: • Migration, Hibernation,

Camouflage • Fossils • Fossil Hunt

Websites: • www.yahooligans.com Field Studies:

• Creative Discovery Museum

* State CFU (Check for Understanding items are noted with state numbers) Page 1



Second Grade

Earth Science Standard 6- The Universe Conceptual Strand 6: The cosmos is vast and explored well enough to know its basic structure and operational principles. Guiding Question 6: What big ideas guide human understanding about the origin and structure of the universe, Earth’s place in the cosmos, and observable motions and patterns in the sky?



*(CFU)


(SPI)


GLE 0207.6.1 Realize that the sun is our nearest star and that its position in the sky appears to change.

0207.6.1 Observe and collect data on the sun’s position at different times of the day.

S-ID: (16-19) Determine how the value of one variable changes the value of another variable. S-EMIE: (24-27) Identify similarities and differences between models.

• HMH Chapter 5 Lessons 2 and 4 • HM Reading Series Theme 2 (Nature)

SS/Science –Activity 6 Book-Star Gazing Read Alouds/Videos: • Sun Up Sun Down: The Story of Day and

Night by Jacqui Bailey • The Sun: Our Nearest Star by Franklyn M.

Branley • Discovery Education-A First Look: The

Sky Above • Discovery Education-A Closer Look at

Space: The Sun and Stars • www.neok12.com/sun.htm Promethean Board Flips:

• Day and Night • Earth, Sun, and Moon • Our Place in Space • Planets • Sun and Moon • Our Solar System


Standard 6- The Universe Conceptual Strand 6: The cosmos is vast and explored well enough to know its basic structure and operational principles. Guiding Question 6: What big ideas guide human understanding about the origin and structure of the universe, Earth’s place in the cosmos, and observable motions and patterns in the sky?



*(CFU)


(SPI)


• Space Websites: • http://www.bbc.co.uk/schools/ks2bitesize

/science/physical_processes/ Field Studies: • Challenger Center


Standard 7- The Earth Conceptual Strand 7: Major geological events that occur over eons or brief moments in time continually shape and reshape the surface of the Earth, resulting in continuous global change. Guiding Question 7: How is earth affected by long-term and short- term geological cycles and the influence of man?



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(SPI)






*(CFU)


(SPI)


GLE 0207.7.1 Compare and record the components of a variety of soil types.

0207.7.1 Sorts, analyzes, and compares a variety of soil types.

S-EMIER: (24-27) Identify similarities and differences between models. S-ID: (16-19) Select two or more pieces of data from a simple data presentation.

• HMH Chapter 4, Lesson 1 and 2 • HMH Chapter 4 Lesson 2 Read Alouds/Videos: • Dirt: The Scoop on Soil by Natalie

Rosinsky • Soil by Christin Ditchfield • Magic School Bus: Inside the Earth by

Joanna Cole • Planet Earth/Inside Out by Gail Gibbons • Discovery Education- Getting to Know Soil • Discovery Education- Learning About

Natural Resources • www.learner .org- Earth’s Solid

Membrane: Solid • www.learner.org- Every Rock Tells a Story

Promethean Board Flips: • Young Garden Helpers • Rocks • TCEA Science Presentation

Websites: • www.nationalgeographic.com/kids • http://www.bbc.co.uk/schools/ks2bitesize/sc

ience/materials/ Field Studies: • Rock City • Hamilton Co. Soil Conservation District-

Ruby Raindrop and Sammy Soil http://www.hamiltontn.gov/scd/





*(CFU)


(SPI)


GLE 0207.7.2 Describe rocks according to their origin, size, shape, texture, and color.

0207.7.2 Observe rocks of different sizes with a hand lens and describe these materials according to their basic features.

S-ID: (20-23) Translate information into a table, graph, or diagram.





*(CFU)


(SPI)


GLE 0207.7.3 Differentiate between renewable and non-renewable resources.

0207.7.3. Identify and categorize items in the classroom made from renewable or non-renewable resources.

0207.7.4 Identify simple methods for reusing the Earth’s resources.

S-EMIER: (24-27) Select a simple hypothesis, prediction, or conclusion that is supported by a data presentation or a model.


Standard 8 – The Atmosphere Conceptual Strand 8: The earth is surrounded by an active atmosphere and an energy system that controls the distribution of life, local weather, climate, and global temperature. Guiding Question 8: How do the physical characteristics and the chemical makeup of the atmosphere influence surface processes and life on Earth?



*(CFU)


(SPI)


GLE 0207.8.1 Associate temperature patterns with seasonal changes.

0007.8.1 Use records and graphs of seasonal temperature changes to draw conclusions about the weather during different times of the year.

S-ID: (13-15) Select a simple piece of data from a simple data presentation. S-ID: (24-27) Analyze given information when presented with new, simple information.

• HMH Chapter 6 Lessons 1 and 2 • HM Reading Series Teacher Guide Pg

251 Heat Waves • HM Reading Series Theme 5 Family

Time SS/Science Flip Chart-Activity 24-Wind

Read Alouds/ Videos: • The Best Book of Weather by Simon

Adams • The Seasons of Arnold’s Apple Tree

by Gail Gibbons • Discovery Education-Clouds, Weather

and Life • Discovery Education-A First Look:

Weather • www.neok12.com/seasons.htm Promethean Board Flips:

• Weather • Types of Clouds and Weather

Terms • December Weather Graph • A Study of Seasons • Autumn • Freezin in Season • Seasons • How Do We Know It’s Spring? • What is the Weather Today? • Weather and Seasons

Websites:


Standard 8 – The Atmosphere Conceptual Strand 8: The earth is surrounded by an active atmosphere and an energy system that controls the distribution of life, local weather, climate, and global temperature. Guiding Question 8: How do the physical characteristics and the chemical makeup of the atmosphere influence surface processes and life on Earth?



*(CFU)


(SPI)


• www.cotf.edu/ete/modules/k4/k4modules.html

• http://www.bbc.co.uk/schools/ks2bitesize/science/materials/

• http://eo.ucar.edu/webweather/ Field Studies: • Meteorologist in-school visit




Second Grade

Physical Science

Standard 9 – Matter Conceptual Strand 9: The composition and structure of matter is known, and it behaves according to principles that are generally understood. Guiding Question 9: How does the structure of matter influence its physical and chemical behavior?



*(CFU)


(SPI)


GLE 0207.9.1 Use tools to observe the physical properties of objects.

0207.9.1 Use tools such as hand lenses, measurement devices, and simple arm balances to gather data about the physical properties of different objects.

S-ID: (16-19, 20-23) Understand the tools and methods used in an experiment. S-EMIER: (24-27) Identify similarities and differences between models.

GLE 0207.9.2 Investigate how temperature changes affect the state of matter.

0207.9.2 Describe what happens when ice changes from a solid to a liquid.

S-EMIER: (20-23) Select a simple hypothesis, prediction, or conclusion that is supported by a data presentation or a model. S-ID: ID (20-23) Identify a control in an experiment.

GLE0207.9.3 Recognize that air takes up space.

0207.9.3 Describe when water is heated to

the point of evaporation. 0207.9.4 Explain what

happens when a balloon is blown up and pops.

S-EMIER: (24-27)Determine whether given information supports or contradicts a simple hypothesis, or conclusion, and why. S-SI:(24-27) Determine the experimental conditions that would produce specified

• HMH Chapter 7 Lessons 1, 2 and 3 • HM Reading Series Theme 1 Silly

Stories SS/Science Flipchart Activity 3 Vocab. Flip Chart Activity 1

Read Alouds/Videos: • Matter: See It, Touch It, Taste

It, Smell It by Darlene Stille • What is the World Made of-A

Book about Solids, Liquids, and Gases by Kathleen Zoehfeld

• Solids, Liquids, and Gases by Ginger Garrett

• Discovery Education – A First Look: Solids, Liquids, Gases

• Discovery Education – Properties of Matter Part 1 and 2

• www.neok12.com/states-of-matter.htm

Promethean Boards Flips: • Matter and Its Properties • Matter • Solids and Liquids


Standard 9 – Matter Conceptual Strand 9: The composition and structure of matter is known, and it behaves according to principles that are generally understood. Guiding Question 9: How does the structure of matter influence its physical and chemical behavior?



*(CFU)


(SPI)


results. • All About Matter • Changes in Matter • See the Matter Change • Three States of Matter • What is Matter? • Marvelous Matter

Websites: • www.iknowthat.com • www.mhschool.com/science • www.discoverforkids.com • www.fossweb.com/modulesk-2/solids

andliquids/index.html Field Studies:

• Channel 9 Science Theater

Standard 10- Energy Conceptual Strand 10: Various forms of energy are constantly being transformed into other types without any net loss of energy from the system. Guiding Question 10: What basic related energy ideas are essential for understanding the dependency of the natural and human-made worlds of energy?



*(CFU)


(SPI)


GLE 0207.10.1 Explain why 0207.10.1 Identify and S-EMIER: (20-23) • HMH Chapter 5 Lesson 1


Standard 10- Energy Conceptual Strand 10: Various forms of energy are constantly being transformed into other types without any net loss of energy from the system. Guiding Question 10: What basic related energy ideas are essential for understanding the dependency of the natural and human-made worlds of energy?



*(CFU)


(SPI)


the sun is the primary source of the Earth’s energy.

explain how the sun affects objects on the surface of the Earth.

0207.10.2 Investigate how the sun affects various objects and materials.

Identify key issues or assumptions in a model. R-SD: (13-15, 24-27) Locate and interpret important details. S-EMIER: (20-23) Select a simple hypothesis, prediction or conclusion that is supported by a data representation or a model. S-SI:(20-23) Identify a control in an experiment.

Read Alouds/Videos: • Energy Makes Things Happen by

Kimberly Brubaker Bradley • The Sun: Our Nearest Star by Franklyn

M. Branley • Sun Up, Sun Down by Gail Gibbons • Discovery Education – A First Look:

The Sky Above • www.neok12.com/solar-energy.htm Promethean Board Flips: • Sun • Solar System • The Sun and Gravity • Energy Websites: • www.awesomelibrary.org

search: earth science www.abcteach.com

Standard 11 – Motion Conceptual Strand 11: Objects move in ways that can be observed, described, predicted, and measured. Guiding Question 11: What causes objects to move differently under different circumstances?



*(CFU)


(SPI)



Standard 11 – Motion Conceptual Strand 11: Objects move in ways that can be observed, described, predicted, and measured. Guiding Question 11: What causes objects to move differently under different circumstances?



*(CFU)


(SPI)


GLE 0207.11.1 Investigate how vibrating objects produce sound.

0207.11.1 Use a variety of objects to demonstrate how sounds are produced.

0207.11.2 Describe the

sounds produced by different types of vibrating objects.

R-SCCER: (13-15) Recognize clear cause and effect relationships. S-SI: (24-27) Determine the experimental conditions that would produce specified results. S-EMIER: (24-27) Identify similarities and differences between models.

• HMH Chapter 8 Lessons 1,2,and 3 • HM Reading Series Theme 6, Talent Show,

Teacher Manual Pg. 113 SS/Science Activity 28 At the Orchestra

Read Alouds/Videos: • Sounds All Around by Wendy Pfeffer • All About Sound by Lisa Trumbauer • Discovery Education – A First Look:

Sound • www.neok12.com/science-

experiments.htm Promethean Planet Flips:

• Changing Sounds • Good Vibrations • Do You Hear What I Hear • Sound Wave Properties • Sound Off

Websites: • www.fossweb.com/modulesk-

2/balanceandmotionindex.html • http://school.discovery

education.com/lessonplans//programs/soundwaves/

Standard 12 – Forces in Nature Conceptual Strand 12: Everything in the universe exerts a gravitational force on everything else; there is an interplay between magnetic fields and electrical currents. Guiding Question 12: What are the scientific principles that explain gravity and electromagnetism?




*(CFU)


(SPI)


GLE 0207.12.1 Experiment with magnets to determine that objects can objects can move without being touched.

0207.12.1 Explain how two magnets interact.

S-ID: (16-19) Determine how the value of one variable changes as the value of another variable changes.

GLE 0207.12.2 Realize that things fall toward the ground unless something holds them up.

0207.12.2 Describe what happens when an object is dropped and record the observations in a science notebook.

S-SI: (24-27) Determine the experimental conditions that would produce specified results.

• HMH Chapter 7 Lesson 4 • HMH Chapter 9 Lessons 1,2 and 3 • HM Reading Series Theme 5 SS/Science

Flipchart Activity 23 Magnet Time Vocab. Flipchart Activity 24

Read Alouds/Videos: • Magnets: Pulling together,

Pushing Apart by Natalie M. Rosinsky

• What Makes A Magnet by Franklin M. Branley

• Magnets by Anne Schreiber • Gravity is a Mystery by Franklyn

M. Branley • What is Gravity? by Lisa

Trumbauer • Discovery Education – A First

Look: Magnets • Discovery Education – Stage

One Science: Magnets and Electricity

• Discovery Education – Ping & Pong:Learn about Earth and Space All Fit: Balance

• www.neo12.com/magnetism.htm • www.neok12.com/gravitation.htm

Promethean Board Flips: • Magnetism and Energy • Introduction to Magnets • The Force • Magnets • Gravity • About the Sun and Gravity


Standard 12 – Forces in Nature Conceptual Strand 12: Everything in the universe exerts a gravitational force on everything else; there is an interplay between magnetic fields and electrical currents. Guiding Question 12: What are the scientific principles that explain gravity and electromagnetism?



*(CFU)


(SPI)


hamilton county department of education science curriculum...

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