ngss grade2 interactivescience 2012...

A Correlation of

Pearson Interactive Science

Grade 2, ©2012

To the

Next Generation Science Standards

DRAFT, MAY 2012

Grade 2

A Correlation of Pearson Interactive Science ©2012

to the Next Generation Science Standards – DRAFT, May 2012 Grade 2

Key: SE = Student Edition, TE = Teacher’s Edition, TPG = Teacher’s Program Guide 2 STEM = Stem Activity Book TE Chapter 1 pages: 1-35; Chapter 2: 36-69; Chapter 3: 71-117; Chapter 4: 118-159; Chapter 5: 164-203 Chapter 6: 204-231; Chapter 7: 232-2675 Chapter 8: 270-307; Chapter 9: 308-347

Dear Educator, As we embark upon a new and exciting science journey, Pearson is committed to offering its complete support as classrooms implement the new Next Generation Science Standards (NGSS). Ready-to-use solutions for today and a forward-thinking plan for tomorrow connect teacher education and development, curriculum content and instruction, assessment, and information and school design and improvement. We’ll be here every step of the way to provide the easiest possible transition to the NGSS with a coherent, phased approach to implementation. Pearson has long-standing relationships with contributors and authors who have been involved with the development and review of the Next Generation Science Frameworks and subsequent Next Generation Science Standards. As such, the spirit and pedagogical approach of the NGSS initiative is embedded in all of our programs, such as Interactive Science.

The planning and development of Pearson’s Interactive Science was informed by the same foundational research as the NGSS Framework. Specifically, our development teams used Project 2061, the National Science Education Standards (1996) developed by the National Research Council, as well as the Science Anchors Project 2009 developed by the National Science Teachers Association to inform the development of this program. As a result, students make connections throughout the program to concepts that cross disciplines, practice science and engineering skills, and build on their foundational knowledge of key science ideas. Interactive Science is an elementary science program that makes learning personal, engaging, and relevant for today’s student. Interactive Science features an innovative Write-in Student Edition that enables students to become active participants in their learning and truly connect the Big Ideas of science to their world. Interactive Science features a wealth of diagnostic, formative, and standardized assessment tools for teachers; Got It? Self-assessment checks, Chapter Study Guides, Chapter Review and Benchmark Practice, Examview Assessment Suite, and SuccessTracker. These ongoing assessment resources help teachers diagnose, remediate, and assess students’ progress. The following document demonstrates how Interactive Science, ©2012, Grades K-5, supports the first draft of the Next Generation Science Standards (NGSS). Correlation references are to the Student Edition, Teacher Edition, and STEM Activity Book.




Table of Contents 2.ECS Earth’s Changing Surface ........................................................................... 4 2.SPM Structure, Properties, and Interactions of Matter ....................................... 8 2.IOS Interdependence of Organisms and Their Surroundings............................ 12 2.PP Pushes and Pulls ....................................................................................... 19




GRADE 2 2.ECS.a Earth’s Changing Surface Students who demonstrate understanding can: a. Obtain and communicate information that water exists in different forms within natural landscapes and determines

the variety of life forms that can live there. [Clarification Statement: Students should gather information on oceans, rivers, lakes, ponds and moisture in the soil.] INTERACTIVE SCIENCE: In Chapter 3, Lesson 4 students obtain information about habitats of plants and animals. In ELL Support, TE: 95, students write characteristics of several habitats that include ocean, wetland, and rain forest. Students list the plants and animals that live there. On TE: 98, List, students identify the plants and animals found in the ocean. In Science Notebook, TE: 99, directs students to choose a habitat, illustrate it, and write about the plants and animals. On TE: 99b, Lesson Check, students demonstrate their vocabulary and content knowledge.

The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education: Obtaining, Evaluating, and Communicating Information Obtaining, evaluating, and communicating information in K–2 builds on prior experiences and uses observations and texts to communicate new information. • Read and comprehend grade-appropriate

texts and use other reliable media to acquire scientific.

Related Content: SE/TE: 186, The Ocean, Lakes and Ponds; 187, Rivers and Streams, Glaciers; 193, A Safe Place; 194, Investigate It; 197-201, Vocabulary Smart Cards; 201, Study Guide-Lesson 1 and Lesson 4 TE Only: 72C, Integrate Your Day, Reading; 96, RTI; 97 Interactive Whiteboard Ready; 99, 21st Century Learning; 99b, Words to Know Lesson Check • Record observations, thoughts, and ideas. Related Content, SE/TE: 187, RTI, Science Notebook

ESS2.C: The Roles of Water in Earth’s Surface Processes • Water is found in the ocean, rivers, lakes,

and ponds. Water exists as solid ice and in liquid form. It carries soil and rocks from one place to another and determines the variety of life forms that can live in a particular location.

Related Content, SE/TE: 97, Go Green; 186, The Ocean, Lakes and Ponds; 187, Rivers and Streams, Glaciers Related Content, TE Only: 170, Science to Social Studies; 195c, Guided Inquiry Activity Card

Cause and Effect Events have causes that generate observable patterns. Simple tests can be designed to gather evidence to support or refute student ideas about causes. Related Content: SE/TE: 194-195, Investigate It!




2.ECS.b Earth’s Changing Surface Students who demonstrate understanding can: b. Investigate how wind and water can move Earth materials from one place to another and change the shape of

landforms. [Clarification Statement: Examples of changing shapes of landforms could be sediments build up at the mouth of the river, building and rebuilding of sand dunes.] INTERACTIVE SCIENCE: This concept is taught in Grade 3: Chapter 6, Lesson 6.

The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education: Planning and Carrying Out Investigations Planning and carrying out investigations to answer questions or test solutions to problems in K–2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions. • Plan and carry out investigations

collaboratively • Identify questions and make predictions

based on prior experiences.

ESS2.A: Earth Materials and Systems • Wind and water can change the shape of

the land. The resulting landforms, together with the materials on the land, provide homes for living things.

ESS2.C: The Roles of Water in Earth’s Surface Processes • Water is found in the ocean, rivers, lakes,

and ponds. Water exists as solid ice and in liquid form. It carries soil and rocks from one place to another and determines the variety of life forms that can live in a particular location.

Cause and Effect Events have causes that generate observable patterns. Simple tests can be designed to gather evidence to support or refute student ideas about causes.




2.ECS.c Earth’s Changing Surface Students who demonstrate understanding can: c. Design, test, and refine a technological solution that would prevent changes to land caused by wind or water and

communicate the solution using sketches, drawings, or physical models. INTERACTIVE SCIENCE: Chapters 1 and 2 of each Interactive Science program level focuses on Science, Engineering, and Technology. Stem Activity Books at each grade level present real life examples of science for students to design and develop concepts. This concept is taught in Grade 3: Chapter 6, Lesson 6.

The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education: Developing and Using Models Modeling in K–2 builds on prior experiences and progresses to include identifying, using, and developing models that represent concrete events or design solutions. ▪ Distinguish between a model and the actual object, process, and events the model represents. ▪ Compare models to identify common features and differences. ▪ Develop and use models (i.e., diagrams, drawings, or physical replicas) that represent amounts, relative scales (bigger, smaller) and patterns. Obtaining, Evaluating, and Communicating Information Obtaining, evaluating, and communicating information in K–2 builds on prior experiences and uses observations and texts to communicate new information. ▪ Critique and communicate information or design ideas with others in oral and written forms using models and drawings.

ESS2.A: Earth Materials and Systems ▪ Wind and water can change the shape of the land. The resulting landforms, together with the materials on the land, provide homes for living things. ETS1.B: Developing Possible Solutions ▪ Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem’s solutions to other people. ETS1.C: Optimizing the Design Solution ▪ Because there is always more than one possible solution to a problem, it is useful to compare designs, test them, and discuss their strengths and weaknesses. ETS2.A: Interdependence of Science, Engineering, and Technology ▪ Observations and measurements are also used in engineering to help test and refine design ideas. ETS2.B: Interactions of Engineering, Technology, Science, Society, and the Natural Environment ▪ Developing and using technology has impacts on the natural world.




2.ECS.d Earth’s Changing Surface Students who demonstrate understanding can: d. Obtain and share information about how landforms provide homes for living things. [Clarification Statement:

Examples of landforms that provide homes are caves used as shelters, marshes used for nesting grounds.] INTERACTIVE SCIENCE: This concept is taught in Grade 1: Chapter 3, Lesson 3.



Related content, SE/TE: 98, Deserts; 99, Rainforest; 184-185, Landforms Related content, TE only: 187b, Lesson 4 Check, • Record observations, thoughts, and ideas. Related Content, TE only: 96, Science to Writing; 99b, Lesson 4 Check; 164D, Integrate Your Day, Writing

ESS2.A: Earth Materials and Systems • Wind and water can change the shape of

the land. The resulting landforms, together with the materials on the land, provide homes for living things.

Systems and System Models Objects and organisms can be described in terms of their parts. Systems in the natural and designed world have parts that work together. Related Content, SE: 162, Performance Based Assessment, Put on a Play Related Content, TE: 96, Science to Writing; 99b, Lesson 4 Check Related Content, TPG: 52, Performance Based Assessment, Put on a Play




2.SPM.a Structure, Properties, and Interactions of Matter Students who demonstrate understanding can: a. Evaluate natural or designed objects to explain how the properties of the materials suit different

purposes. [Clarification Statement: Examples of materials could be hard turtle shell for protection, soft pillows for comfort.] INTERACTIVE SCIENCE: Chapter 2 explores Technology and Tools. In the Try It! activity, SE/TE: 38, students evaluate several materials to determine their ability to insulate. In the Apply It! activity, SE: 266-267/TPG: 56-57, students investigate and evaluate which material is best for creating imprints; gravel, sand, or soil. Information about how natural or designed objects are used for different purposes can be found throughout the STEM Activity Book. Students choose materials (STEM: vii) and ask themselves key questions to evaluate chosen resources for their purposes. Students evaluate uses of various materials while participating in the following STEM Activities: STEM: 6-7, Students list materials that they will use to design a finger splint. STEM: 16-18, Students evaluate materials to use for their insect trap; draw pictures of it and label parts. STEM: 22-23, Students evaluate materials to determine best materials for creating recycled paper STEM: 32-39, Students choose appropriate materials to create a walking trail that will last. STEM: 42-49, Students determine best materials to design their own musical instruments. STEM: 56-57, Students evaluate appropriate materials to design a boat that will float.

The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education: Constructing Explanations and Designing Solutions Constructing explanations and designing solutions in K–2 builds on prior experiences and progresses to the use of evidence and ideas in constructing explanations and designing solutions. • Use information from observations to

construct explanations about investigations.

SE/TE: 38, Try It!; 64-69, Design It!, How Would You Design a Pencil?

PS1.A: Structure and Properties of Matter • Different properties are suited to different

purposes.

SE/TE: 38, Try It! STEM: 6-7, Activity 1, #7-9; 16-18, Activity 2, #7-10; 26-27, Activity 3, #8-10; 32-37, Activity 4, #1-10; 41 Activity 4, #18; Activity 4; 42-49, Activity 5, #1-14; 56-57, Activity 6, #7-9 Related Content, TE only: 48, Science to Writing Related Content, TPG: 58, Make a Poster

Scale, Proportion, and Quantity • Relative scales allow objects to be

compared and described (e.g. bigger and smaller; hotter and colder; faster and slower. Standard units are used to measure length.

SE/TE: 44, Explore It!




2.SPM.b Structure, Properties, and Interactions of Matter Students who demonstrate understanding can: b. Collaborate with others to design an object built from a small set of pieces to solve a

technological problem. [Clarification Statement: Examples of technological problems could be transporting or supporting an object with blocks or construction sets.] INTERACTIVE SCIENCE: Chapter 2 explores Technology and Tools. In the Try It! activity on SE/TE: 38, students collaborate in small groups to design the best method to insulate ice. In the Investigate It! activity on SE/TE: 56-57, students work together in small groups to create a bell ringing machine. In Design It!, TE: 64-69, students design an improved pencil. Students collaborate with others as they design objects to solve problems in the STEM Activity Book: STEM: 2-11, Students design a finger splint. STEM: 13-21, Students design an insect trap. STEM: 32-41, Students design a walking trail that will last. STEM: 56-61, Students design a boat that will float using appropriate materials.

The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education: Constructing Explanations and Designing Solutions Constructing explanations and designing solutions in K–2 builds on prior experiences and progresses to the use of evidence and ideas in constructing explanations and designing solutions. • Use tools and materials provided to design

a solution to a specific problem. SE: 70, Design a Solution SE/TE: 38, Try It!; 56-57 Investigate It! TPG: 46, Design a Solution STEM: 2-11, All Bound Up!, #1-15; 12-21, Trap It and Learn, #1-15; 22-31, How Can You Make Recycled Paper?, #1-19; 32-41, Trails that Last, #1-18; 52-61, What Floats your Boat?, #1-16

PS1.A: Structure and Properties of Matter • A great variety of objects can be built up

from a small set of pieces (e.g., blocks, construction sets).

STEM: 2-11, All Bound Up!, #1-15; 12-21, Trap It and Learn, #1-15; 22-31, How Can You Make Recycled Paper?, #1-19; 32-41, Trails that Last, #1-18; 52-61, What Floats your Boat?, #1-16 TPG: 62-63, Apply It!

Energy and Matter • Objects may break into smaller pieces and

be put together into larger pieces, or change shapes.

SE/TE: 56-57 Investigate It! STEM: 24-#5, Plan and Draw




2.SPM.c Structure, Properties, and Interactions of Matter Students who demonstrate understanding can: c. Provide evidence that some changes caused by heating or cooling can be reversed and some

cannot. [Clarification Statement: Examples of reversible changes could be melting chocolate or freezing liquids. Irreversible changes could be cooking food.] INTERACTIVE SCIENCE: This concept is taught in Grade 4: Chapter 7, Lesson 4. The citations below indicate areas in Interactive Science where this idea is introduced at this grade level.

The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education: Engaging in Argument from Evidence Engaging in argument from evidence in K–2 builds on prior experiences and progresses to comparing ideas and representations about the natural and designed world. • Distinguish arguments that are supported by

evidence from those that are not. • Listen actively to others’ arguments and ask

questions for clarification.

PS1.B: Chemical Reactions • Heating or cooling a substance may cause

changes that can be observed. Sometimes these changes are reversible (e.g., melting and freezing), and sometimes they are not (e.g., baking a cake, burning fuel).

SE/TE: 291, Draw Conclusions Related Content, SE/TE: 285, At Home Lab; 296, Cooling Matter, Lightning Lab; 297, Heating Matter, Label, Tell; 300, Big World, My World; 307, Chapter Review, Lesson 3, #5 TE Only: 287a, My Planet Diary; 291, Recall, Analyze; 293b, Lesson Check, #4; 297, Elaborate, Evaluate, RTI; Science Notebook, 297b, Lesson 4 Check; 307b-#8, Chapter Test



SE/TE: 281, Temperature; 282, My Planet Diary; 296, Cooling Matter; 297, Heating Matter TE Only: 281b, Words to Know; My Planet Diary, 287a Related Content TE Only: 297a, Explore It!




2.SPM.d Structure, Properties, and Interactions of Matter Students who demonstrate understanding can: d. Measure and compare the physical properties of objects. [Clarification Statement: Students will measure and

compare weight and size of objects.] [Assessment boundary: Mass and weight are not distinguished at this grade level.] INTERACTIVE SCIENCE: Students measure and compare the physical properties of objects in Chapter 8, Lesson 1. On SE/TE: 276, Students measure objects with a scale and tell the color. In At Home Lab, students observe a variety of objects and record texture, color, and shape. In Shape and Size, SE/TE: 278-279, students determine appropriate tools to best compare objects by circling and drawing. On SE/TE: 279, students measure an object in centimeters. On TE: 279, Students choose items within the classroom to draw and describe as many properties as possible in their in Science Notebook. In Measurements, TPG: 65, students measure containers of water in millimeters and ounces. They also compare weight measurements of marbles in grams and ounces.

The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education: Analyzing and Interpreting Data Analyzing data in K–2 builds on prior experiences and progresses to collecting, recording, and sharing observations. • Make measurements of length using

standard units to quantify data. SE/TE: 279, Measure TE Only: 279, Elaborate, Science Notebook TPG: 65, Measurements Using Mathematics and Computational Thinking Mathematical and computational thinking at the K–2 level builds on prior experience and progresses to recognizing that mathematics can be used to describe the natural and designed world. • Use standard units to measure and

compare the lengths of different objects and display the data using simple graphs.

Related Content, SE/TE: 278, Shape and Size! Related Content, TE Only: 279, Elaborate, Science Notebook

PS1.A: Structure and Properties of Matter • Objects or samples of a substance can be

weighed, and their size can be described and measured. (Boundary: volume is introduced only for liquid measure.)

SE/TE: 278, Shape and Size TE Only: 279, Elaborate TPG: 65, Measurements ETS2.A: Interdependence of Science, Engineering, and Technology • There are many types of tools produced by

engineering that can be used in science to help answer these questions through observation and measurement.

TPG: 65, Measurements Related Content, SE/TE: 278, Shape and Size; 279, Measure; 282, My Planet Diary Related Content, TE Only: 279, Elaborate; 282, My Planet Diary



SE/TE: 278, Draw, Circle; 281, Write TPG: 65, Measurements




2.IOS.a Interdependence of Organisms and Their Surroundings Students who demonstrate understanding can: a. Construct a representation in which plants and animals depend on their environment and each other to meet their

needs. [Assessment Boundary: Needs to be limited to food, water, shelter, and a favorable temperature for animals; light, water, and soil for plants.] INTERACTIVE SCIENCE: In Integrate Your Day, Language Arts, TE: 72D, students complete a Venn diagram to show how plants and animals needs interact. Information about how plants and animals depend on their environment and each other to meet their needs is presented in Chapter 3, Lesson 4. In Differentiated Instruction, SE/TE: 96, the On Level task requires students to create a picture book with plants and animals. Students draw and write how the environment meets their needs. In Science to Writing, Forest Stories, students write a story about a forest animal that includes details about how the animal uses natural resources from the environment to meet its needs. In TE: 98, Professional Development Note, students create a shoebox diorama of the different habitats. In TE: 99b, Lesson Check, students demonstrate their vocabulary and content knowledge. Chapter 3, Lesson 5, explores how living things get food. In SE/TE: 100, Explore It!, students make a model of a food chain. In TE: 101, ELL Support, # 3, students complete a sequence chart showing the relationship between plants and animals in a food chain. In Lightning Lab, SE/TE: 103, students draw and explain a food chain. In the TE side notes, RTI, students act out a food chain and explain how energy passes from one to the other. In SE/TE: 117, #5, 6 and TE: 103b, students demonstrate their vocabulary and content knowledge. In the Performance-Based Assessment on TPG: 52, students act out an animal or plants in their habitat as classmates conduct a guessing game. In Lesson 6, Investigate It!, SE/TE: 108-109, students construct an environment where plants can be observed responding to a variable.

The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education: Obtaining, Evaluating, and Communicating Information Obtaining, evaluating, and communicating information in K–2 builds on prior experiences and uses observations and texts to communicate new information. • Critique and communicate information with

others in oral and written forms using models or drawings.

SE/TE: 72D, Integrate Your Day, Writing; 96, Differentiated Instruction, On Level; Science to Writing; 98, Professional Development Note; 103, Lightning Lab; 162, Performance-based Assessment, Put on a Play TPG: 52, Performance-based Assessment, Put on a Play

LS2.A: Interdependent Relationships in Ecosystems • Animals depend on their surroundings to get

what they need, including food, water, shelter, and a favorable temperature. Animals depend on plants or other animals for food.

SE/TE: 94, Explore It!; 95-99, Habitats; 100, Explore It!; 108-109, Investigate It; 115, Review The Big Question-Lesson 4 and Lesson 5; 117-#5, 6, Chapter Review TE Only: 96, RTI; 97, Interactive Whiteboard Ready!; 99a, Explore It!; 99b, Lesson Check; 101, ELL Support; 103a, Explore It!; 103b, Lesson Check; 109b, Activity Card; 109c, Activity Card LS2.B: Cycles of Matter and Energy Transfer in Ecosystems • Organisms obtain the materials they need to

grow and survive from the environment. Many of these materials come from organisms, and are used again by other organisms.

SE/TE: 96, Underline, Write; 101, Compare and Contrast; 103, Lightning Lab TE Only: 103b, #1-6, Lesson Check




2.IOS.b Interdependence of Organisms and Their Surroundings Students who demonstrate understanding can: b. Ask questions to clarify ideas about how plants may depend on animals for pollination or to move their seeds

around. INTERACTIVE SCIENCE: This concept is taught in Grade 3: Chapter 3, Lesson 4. The citations below indicate areas in Interactive Science where this idea is introduced at this grade level.

The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education: Asking Questions and Defining Problems Asking questions and defining problems in grades K–2 builds on prior experiences and progresses to simple descriptive questions that can be tested. • Ask questions about observations of the

natural world. Related Content SE/TE: 135, Seeds

LS2.A: Interdependent Relationships in Ecosystems • Plants depend on air, water, minerals (in the

soil), and light to grow. Related Content SE/TE: 89, Plants Needs • Animals can move around, but plants

cannot, and they often depend on animals for pollination or to move their seeds around.

Related Content SE/TE: 135, Seeds




2.IOS.c Interdependence of Organisms and Their Surroundings Students who demonstrate understanding can: c. Plan and carry out investigations to test whether plants from different settings have different needs for water,

sunlight, and type of soil. [Clarification Statement: Examples of different settings could be a sunny vs. shady area or a garden vs. a parking lot.] INTERACTIVE SCIENCE: Students carry out plant investigations in Chapter 3. In the Try It! activity, SE/TE: 74, students investigate what plants need to be healthy. Students develop their understand of plants from different settings in Lesson 4, Explore It!, SE/TE: 94, as they investigate that plants live in different habitats where their needs are met.


collaboratively SE/TE: 94, Explore It! Related Content SE/TE: 88, My Planet Diary; 91, Go Green TE Only: 99a, Explore It! Related Content TE: 93a, My Planet Diary; 93b, #4, Lesson check; 95, ELL Support, Comprehensible Input • Make observations and measurements to

collect data which can be used to make comparisons.

SE/TE: 94, Explore It! TE Only: 99a, Explore It! • Identify questions and make predictions

based on prior experiences. Using Mathematics and Computational Thinking Mathematical and computational thinking at the K–2 level builds on prior experience and progresses to recognizing that mathematics can be used to describe the natural and designed world. • Decide when to use qualitative vs.

quantitative data.

LS2.A: Interdependent Relationships in Ecosystems • Different plants survive better in different

settings because they have varied needs for water, minerals, and sunlight

SE/TE: 88, My Planet Diary; 94, Explore It!; 98, Desert; 99, Wetland, Rainforest TE Only: 98, List, Explain; 99, Science Notebook, RTI; 99a, Explore It!; 99b, Lesson Check, #1-5

Scale, Proportion, and Quantity Relative scales allow objects to be compared and described (e.g. bigger and smaller; hotter and colder; faster and slower. Standard units are used to measure length. SE/TE: 162, Performance-based Assessment, Light and Seeds TPG: 52, Performance-based Assessment, Light and Seeds




2.IOS.d Interdependence of Organisms and Their Surroundings Students who demonstrate understanding can: d. Observe and compare the many kinds of living things that are found in different areas. [Clarification Statement:

Examples of different areas could be salt vs. fresh water or desert vs. woodland.] INTERACTIVE SCIENCE: Students learn about and compare living things and their habitats in the various tasks located in Chapter 3, Lesson 4. In Integrate Your Day, Music, TE: 72C, students write lyrics about a specific habitat and livings things found there. In the Reading activity, students listen to a book about animal habitats, draw pictures of a habitat they’d like to visit, and share with the class. In ELL Support, Comprehensible Input, TE: 95, students create a chart of five habitats and list the plants and animals associated with each. Students observe livings things in various habitats on SE/TE: 98-99. They underline where living things can be found, observe various images, draw lines to identify animals’ needs, and tell what kind of plants grow in a wetland.

The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education: Analyzing and Interpreting Data Analyzing data in K–2 builds on prior experiences and progresses to collecting, recording, and sharing observations. • Use and share pictures, drawings, and

writings of observation where appropriate.

SE/TE: 95-99, Habitats TE Only: 95, ELL Support, Comprehensible Input; 96, Science to Writing • Use observations to note patterns and

relationships in order to answer scientific questions.

SE/TE: 95-99, Habitats TE Only: 95, ELL Support, Comprehensible Input; 99b, Lesson Check, #1-5

LS4.D: Biodiversity and Humans • There are many different kinds of living

things in any area, and they exist in different places on land and in water.

SE/TE: 95-99, Habitats TE Only: 95, Unlock the Big Question, ELL Support, Comprehensible Input; 96, Science to Writing, RTI; 99b, Lesson Check, #1-5

Scale, Proportion, and Quantity Relative scales allow objects to be compared and described (e.g. bigger and smaller; hotter and colder; faster and slower. Standard units are used to measure length.




2.IOS.e Interdependence of Organisms and Their Surroundings Students who demonstrate understanding can: e. Analyze a representation of a particular habitat showing the locations and shapes of both land and water

features of that habitat and communicate how the land and water support animals and plants. [Clarification Statement: Examples could include plants and animals in the school yard, a park, a pond, a terrarium, or an aquarium.] INTERACTIVE SCIENCE: This concept is taught in Grade 3: Chapter 5, Lesson 1. The citations below indicate areas in Interactive Science where this idea is introduced at this grade level.

The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:

Analyzing and Interpreting Data Analyzing data in K–2 builds on prior experiences and progresses to collecting, recording, and sharing observations. • Use and share pictures, drawings, and


Related Content SE/TE: 88, My Planet Diary; 94, Explore It!; 97, Go Green; 95-99, Habitat Related Content TE: 89, ELL Support, Comprehensible Support, 93a, My Planet Diary; 95, ELL Support, Comprehensible Input; 99, Science Notebook, RTI; 99a, Explore It!; 99b, Lesson Check, #1- 5

ESS2.B: Plate Tectonics and Large- Scale System Interactions • Rocks, soils, and sand are present in most

areas where plants and animals live. There may also be rivers, streams, lakes, and ponds. Maps show where things are located. One can map the shapes and kinds of land and water in any area.

Scale, Proportion, and Quantity Relative scales allow objects to be compared and described (e.g. bigger and smaller; hotter and colder; faster and slower. Standard units are used to measure length.




2.IOS.f Interdependence of Organisms and Their Surroundings Students who demonstrate understanding can: f. Construct an explanation about the effect of environmental changes – whether slow or rapid – on the survival of

plants and animals that live there. [Clarification Statement: Examples of slow or rapid environmental changes could be droughts or floods.] INTERACTIVE SCIENCE: This concept is taught in Grade 3: Chapter 5, Lesson 3. The citations below indicate areas in Interactive Science where this idea is introduced at this grade level.

The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education: Constructing Explanations and Designing Solutions Constructing explanations and designing solutions in K–2 builds on prior experiences and progresses to the use of evidence or ideas in constructing explanations and designing solutions. • Use information from observations to


LS2.C: Ecosystem Dynamics, Functioning, and Resilience • The places where plants and animals live

often change, sometimes slowly and sometimes rapidly.

• When animals and plants get too hot or too

cold, they may die. If they cannot find enough food, water, or air, they may die.

SE/TE: 108-109, Investigate It! Related Content, SE/TE: 110, Science Careers, Wildlife Rehabilitator TE Only: 109a, 109b, Activity Card; 109c, Activity Card LS4.C: Adaptation • Living things can survive only where their

needs are met. If some places are too hot or too cold or have too little water or food, plants and animals may not be able to live there.

Stability and Change Some things stay the same while other things change. Things may change slowly or rapidly.




2.IOS.g Interdependence of Organisms and Their Surroundings Students who demonstrate understanding can: g. Obtain and communicate information that some kinds of animals and plants that once lived on Earth are no longer

found anywhere, although others living now may resemble them. [Clarification Statement: Examples elephants which resemble mammoths or tigers which resemble saber-tooth cats.] INTERACTIVE SCIENCE: Chapter 3, Lesson 6 explores fossils and their connections to present day animals and plants. Students obtain information on SE/TE: 105. TE side notes prompt students to compare and contrast a fossil to a present day animal. In ELL Support, Content and Language, students obtain information about extinct animals and determine which of several animals provided are extinct. In TE: 107, Differentiated Instruction, Advanced, students discuss dinosaur’s physical characteristics and what characteristics cannot be determined from fossils. SE/TE: 133-114, students obtain information and reinforce vocabulary from Vocabulary Smart Cards.



SE/TE: 105, Fossils Related Content SE/TE: 104, Explore It Related Content, TE Only: 105, ELL Support; 107, Differentiated Instruction; 107b, Lesson Check • Record observations, thoughts, and ideas. Related Content, SE/TE: 104, Draw a Conclusion; 106, At-Home Lab Related Content, TE Only: 105, ELL Support; 107, Differentiated Instruction, Science to Math; 107a, Explore It!; 107b, Lesson Check

LS4.A: Evidence of Common Ancestry and Diversity Some kinds of plants and animals that once lived on Earth (e.g., dinosaurs) are no longer found anywhere, although others now living (e.g., lizards) resemble them in some ways. SE/TE: 105, Fossils Related Content, TE Only: 105, ELL Support; 107, Differentiated Instruction, Science to Math; 107b, Lesson Check, #1-4;

Stability and Change Some things stay the same while other things change. Things may change slowly or rapidly. SE/TE: 106, How Fossils Form TE Only: 107, Differentiated Instruction




2.PP.a Pushes and Pulls Students who demonstrate understanding can: a. Investigate the effect of pushes and pulls in different directions on the resulting motion of objects. [Assessment

Boundary: Simultaneous pushes and pulls to be along a single line; pushes and pulls to be between objects in contact. Students not to be assessed on quantitative relationships.] INTERACTIVE SCIENCE: This concept is taught in Grade 3: Chapter 10, Lesson 2. The citations below indicate areas in Interactive Science where this idea is introduced at this grade level.

The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education: Planning and Carrying Out Investigations Planning and carrying out investigations to answer questions or test solutions to problems in K–2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions. • Make observations to collect data which can

be used to make comparisons. SE/TE: 310, Try It! 326, Lightning Lab; 330, Explore It! TE Only: 325, ELL Support; 326, Differentiated Instruction, Advanced; 329, Differentiated Instruction • Identify questions and make predictions

based on prior experiences. Related Content SE/TE: 311, Cause and Effect; 324, My Planet Diary; 325, Cause and Effect Related Content TE Only: 325, Explain, Identify, Analyze; 327, Differentiate, Plan, 329a, My Planet Diary

PS2.A: Forces and Motion • Objects pull or push each other when they

collide or are connected. Pushes and pulls can have different strengths and directions.

SE/TE: 326, Lightning Lab; 328, Direction; 329, Cause and Effect TE Only: 326, Explain, Unlock the Big Question; 329b, Lesson Check, #4 Related Content, SE/TE: 310, Try It!; 311, Cause and Effect; 324, My Planet Diary; 325, Cause and Effect; 332, At-Home Lab; 333, Cause and Effect; 347b, Chapter Test, #6 Related Content, TE Only: 311, ELL Support; 325, ELL Support; 326, Differentiated Instruction; 327, Interactive Whiteboard Activity; 331, ELL Support; 345, Review the Big Question, Concept Map • Pushing or pulling on an object can change

the speed or direction of its motion and can start or stop it.

SE/TE: 328, Direction Related Content, SE/TE: 310, Try It!; 311, Cause and Effect; 325, Cause and Effect Related Content, TE Only: 311, ELL Support; 325, ELL Support; 326, Differentiated Instruction; 329, Differentiated Instruction

Cause and Effect Events have causes that generate observable patterns. Simple tests can be designed to gather evidence to support or refute student ideas about causes. SE/TE: 310, Try It! TE Only: 325, Explain, Unlock the Big Question; 326, Lightning Lab; Differentiated Instruction; 330, Explore It!; 332, At-Home Lab




2.PP.b Pushes and Pulls Students who demonstrate understanding can: b. Investigate the effect of pushes and pulls of different strengths on the resulting motion of objects. [Assessment

Boundary: Simultaneous pushes and pulls to be along a single line; pushes and pulls to be between objects in contact. Students not to be assessed on quantitative relationships.] INTERACTIVE SCIENCE: Chapter 9, Lesson 3 explores pushes and pulls. In Try It!, SE/TE: 310, students investigate the force used in the motion of books. They record and explain the results. Students obtain information about forces affect on motion in SE/TE: 325. In Lightning Lab, SE/TE: 326, students investigate the motion on various objects caused by using different strengths. In Differentiated Instruction, students use various degrees of force to achieve motion of objects. Students learn a change in the direction of force results in a change in the motion on SE/TE: 328. Students tell the cause and effect of a force upon a wooden block on SE/TE: 329. In Differentiated Instruction, students investigate motion of different strengths by clapping hands at various speeds.

The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education: Planning and Carrying Out Investigations Planning and carrying out investigations to answer questions or test solutions to problems in K–2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions. • Make observations to collect data which can

be used to make comparisons. SE/TE: 310, Try It!; 326, Lightning Lab; 330, Explore It! TE Only: 326, Elaborate, Science Notebook; Differentiated Instruction; 330, Explore It!; 333a, Explore It! • Identify questions and make predictions

based on prior experiences. Related Content SE/TE: 311, Cause and Effect; 324, My Planet Diary; 325, Cause and Effect Related Content TE Only: 325, Explain, Identify, Analyze; 327, Differentiate, Plan, 329a, My Planet Diary

PS2.A: Forces and Motion • Objects pull or push each other when they

collide or are connected. Pushes and pulls can have different strengths and directions.

SE/TE: 310, Try It!; 326, Lightning Lab TE only: 326, Elaborate, Science Notebook; Differentiated Instruction Related Content, SE/TE: 310, Try It!; 311, Cause and Effect; 324, My Planet Diary; 325, Cause and Effect; 332, At-Home Lab; 333, Cause and Effect; 347b, Chapter Test, #5 • Pushing or pulling on an object can change


SE/TE: 310, Try It!; 326, Lightning Lab TE Only: 326, Elaborate, Science Notebook; Differentiated Instruction Related Content, SE/TE: 310, Try It!; 311, Cause and Effect; 324, My Planet Diary; 325, Cause and Effect; 332, At-Home Lab; 333, Cause and Effect; 347b, Chapter Test, #5 PS3.C: Relationship Between Energy and Forces • A bigger push or pull makes things go

faster. Faster speeds during a collision can cause a bigger change in shape of the colliding objects.

SE/TE: 326, Lightning Lab TE Only: 326, Elaborate, Science Notebook; Differentiated Instruction

Cause and Effect Events have causes that generate observable patterns. Simple tests can be designed to gather evidence to support or refute student ideas about causes. SE/TE: 310, Try It!; 326, Lightning Lab; 330, Explore It! TE Only: 326, Elaborate, Science Notebook; Differentiated Instruction; 330, Explore It!; 333a, Explore It!




2.PP.c Pushes and Pulls Students who demonstrate understanding can: c. Construct an explanation for why an object subjected to multiple pushes and pulls might stay in one place or

move. [Assessment Boundary: Pushes and pulls to be between objects in contact.] INTERACTIVE SCIENCE: This concept is taught in Grade 3: Chapter 10, Lesson 2. The citations below indicate areas in Interactive Science where this idea is introduced at this grade level.



Related Content SE/TE: 310, Try It!; 326, Lightning Lab; 330, Explore It! Related Content, TE Only: 326, Elaborate, Science Notebook; Differentiated Instruction; 330, Explore It!; 333a, Explore It!

PS2.C: Stability and Instability in Physical Systems • Whether an object stays still or moves often

depends on the effects of multiple pushes and pulls on it (e.g., multiple players trying to pull an object in different directions). It is useful to investigate what pushes and pulls keep something in place (e.g., a ball on a slope, a ladder leaning on a wall) as well as what makes something change or move.

Related Content TE Only: 311, SE/TE: 310, Try It!; 326, Lightning Lab Related Content, TE Only: 326, Elaborate, Science Notebook; Differentiated Instruction

Stability and Change Some things stay the same while other things change. Things may change slowly or rapidly.




2.PP.d Pushes and Pulls Students who demonstrate understanding can: d. Analyze data to determine the friction and the motion of objects. [Clarification Statement: The data analyzed

should be focused on observations on the interaction between objects and the type or slope of the surface. For example, an object sliding on rough vs. smooth surfaces on a slope.] INTERACTIVE SCIENCE: This concept is taught in Grade 3: Chapter 10, Lesson 2. The citations below indicate areas in Interactive Science where this idea is introduced at this grade level.



• Use observations to note relationships in order to answer scientific questions and solve problems.

PS2.A: Forces and Motion • An object sliding on a surface or sitting on a

slope experiences a pull due to friction on the object due to the surface that opposes the object’s motion.

PS3.D: Energy in Chemical Processes and Everyday Life • When two objects rub against each other

this interaction is called friction. Friction between two surfaces can warm both of them (e.g., rubbing hands together). There are ways to reduce the friction between two objects.

SE/TE: 329, Cause and Effect TE Only: 329, Decide, RTI





2.PP.e Pushes and Pulls Students who demonstrate understanding can: e. Analyze data to determine the relationship between friction and the warming of objects. [Clarification Statement:

Data should be observations that allow students to compare the effects of rubbing two objects together.] [Assessment Boundary: Observation of warming is qualitative.] INTERACTIVE SCIENCE: This concept is taught in Grade 4: Chapter 8, Lesson 4. The citations below indicate areas in Interactive Science where this idea is introduced at this grade level.



• Use observations to note relationships in order to answer scientific questions and solve problems.



Related Content, SE/TE: 329, Cause and Effect Related Content, TE Only: 329, Decide, RTI





2.PP.f Pushes and Pulls Students who demonstrate understanding can: f. Develop and share a design solution to reduce friction between two objects. [Clarification Statement: Examples of

ways to reduce friction include putting lubricant on a surface to make objects slide more easily.] INTERACTIVE SCIENCE: This concept is taught in Grade 4: Chapter 10, Lesson 2. The citations below indicate areas in Interactive Science where this idea is introduced at this grade level.



• Use tools and materials provided to design a solution to a specific problem.



SE/TE: 329, Cause and Effect TE Only: 329, Decide, RTI ETS1.A: Defining Engineering Problems • A situation that people want to change or

create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions.

Connections to Engineering, Technology, and Applications of Science Influence of Engineering, Technology, and Science on Society and the Natural World Every human-made product is designed by applying some knowledge of the natural world and is built by using natural materials. Therefore, taking natural materials to make things impacts the environment.




2.PP.g Pushes and Pulls Students who demonstrate understanding can: g. Plan and carry out investigations of how the change in motion and/or shape when objects touch or collide is

related to the speed of the objects. [Clarification Statement: Examples of investigations could include a ball of clay thrown against a wall at different speeds.] INTERACTIVE SCIENCE: Related content is taught in Grade 3: Chapter 10, Lesson 2. The citations below indicate areas in Interactive Science where this idea is introduced at this grade level.


collaboratively. • Evaluate different ways of observing an

attribute of interest. TE Only: 329, Differentiated Instruction, 347a • Make observations to collect data which can

be used to make comparisons.

PS2.A: Forces and Motion • Pushing or pulling on an object can change


PS2.B: Types of Interactions • When objects touch or collide, they push on

one another and can change motion or shape.

SE/TE: 329, Fast and Slow, Near and Far Related Content, SE/TE Only: 311, Let’s Read Science TE only: 329, Differentiated Instruction, 347a, Chapter 9 Test, #1 PS3.C: Relationship Between Energy and Forces • A bigger push or pull makes things go

faster. Faster speeds during a collision can cause a bigger change in shape of the colliding objects.

Related Content, SE/TE Only: 329, Cause and Effect Related Content, TE Only: 329, Differentiated Instruction

Cause and Effect Events have causes that generate observable patterns. Simple tests can be designed to gather evidence to support or refute student ideas about causes. TE Only: 329, Differentiated Instruction

ngss grade2 interactivescience 2012...

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