science curriculum 2nd grade - mifflin county curriculum 2… · 1 mcsd science curriculum map ~...

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MCSDScienceCurriculumMap~2ndGrade

PACoreStandard

TheNatureofScience

S.K‐2.A.2.1:Applyskillsnecessarytoconductanexperimentordesignasolutiontosolveaproblem.

TaughtinUnit(s):NatureofScience

SuggestedUnits:Exploringthegrowthofplants,exploringweatherchanges,exploringanimalmigration

Explanation/ExampleofStandard(*EligibleContent)

Generate questions about objects, organisms, or events that can be answered through scientific investigations.

Observe a natural phenomenon (e.g. growth of plants), record observations, make predictions based on those observations

State a conclusion that is consistent with the information and data. CommonMisconceptions

Changingavariableinaninvestigationwillnotchangetheoutcome. Informationonlycomesfrombooks.

BigIdea(s) EssentialQuestion(s)

Onecandemonstratethatanoutcomewillchangeinaninvestigationwhetherthereisachangeinoneormoreofthevariables.

HowcanIdemonstratethatanoutcomewillchangewhetherthereisachangeinoneormoreofthevariables?

Assessment(s)

Teacherobservation,classdiscussion,questioningandstudentresponses.

Concepts

(whatstudentsneedtoknow)

Skills

(whatstudentsmustbeabletodo)

Howtorecognizedifferencesinanexperimentthathaveoccurredwhenchangeshavebeenmade.

Vocabularywords:variables,hypothesis,observation,conclusion

Makeconnectionsbetweenvariablesandexperiments

Demonstrateanunderstandingthatmakingachangetoaninvestigationmaychangetheoutcomesoftheinvestigation.

Makeconnectionsofhowobservationsaffectthehypothesisandconclusion.

ICanStatements

Icandemonstratethatanoutcomewillchangewhetheroneormoreofthevariableschanges.

Icanstatethedefinitionofinvestigate,experiment,andvariables.

Resources

Experiments,websites(BrainPopJr.,YouTube,DiscoveryEd),tradebooks,http://beyondpenguins.ehe.osu.edu/issue/polar‐plants/hands‐on‐lessons‐and‐activities‐

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about‐plants,www.sciencebuddies.org,http://classroom.hiddenvilla.org/curriculum/for‐english‐language‐learners/second‐grade‐overview/from‐flower‐to‐fruit

Reflections

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CommonCoreStateStandard

PACoreStandard

TheNatureofScienceS.K‐2.A.2.2.1:Identifyappropriateinstrumentsforaspecifictaskanddescribetheinformationtheinstrumentcanprovide.




Identify simple tools that can be used in an investigation) e.g., measuring cup, hand lens, ruler, balance scale, thermometer).

CommonMisconceptions

A thermometer is only used to read my body temperature. Measuring cups are only used in baking and cooking. A magnifying is a tool used by only detectives. A one foot ruler is equal to the size of my foot.


Asscientists,studentscandemonstratethe use oftoolstoaidincollectinginformationanddata.

Informationcollectedthroughobservationsaidsinmakingpredictions.

Whattoolscanbeusedtocollectinformationanddata?

Whichtask‐specifictoolshouldbeusedtocollectdesiredinformation?

Assessment(s)

Teacherobservation,classdiscussion,questioningandstudentresponses,journalsandprojects.

Concepts


Skills


Vocabularywords:measuringcup,handlens,ruler,balancescale,thermometer,inch,foot,predict,test,cup,pint,quart,temperature,degree,Fahrenheit,estimate,length.

Howtousesimpletoolsinaninvestigation.

Whichtask‐specifictooltochoosetocollectdesiredinformationanddata.

Demonstratetheuseofameasuringcup,handlens,balancescale,andthermometer.Makeaccuratemeasurementswithappropriatetools.Demonstratewhichtask‐specifictoolshouldbeusedtocollectdesiredinformationanddata.Useevidencetocommunicateideas.Communicateandpresentfindingsthroughillustrationsand/orprojects.Constructsimplegraphsandchartsfromdatacollected.

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ICanStatements

Icandemonstratethemeaningofmeasuringcup,handlens,ruler,balancescale,thermometer,inch,foot,predict,test,cup,pint,quart,temperature,degree,Fahrenheit,estimate,length.

Icanusesimpletoolsinaninvestigation.

Icanchooseatask‐specifictooltocollectinformationanddata.

Reflections

Resources

Measuringcup,handlens,ruler,balancescale,thermometer,www.sciencebuddies.org,http://www.exploratorium.edu/ronh/weight/index.html,

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PACoreStandard

TheNatureofScience

S.K‐2.A.2.1:Identifyandexplaintheapplicationofscientific,environmental,ortechnologicalknowledgetopossiblesolutionstoproblems.




Understand that making a change to an investigation may change the outcome(s) or the investigation. Describe outcomes of an investigation.


Changingavariableinaninvestigationwillnotchangetheoutcome. BigIdea(s) EssentialQuestion(s)

Onecandemonstratethatanoutcomewillchangeinaninvestigationwhetherthereisachangeinoneormoreofthevariables.

HowcanIdemonstratethatanoutcomewillchangewhetherthereisachangeinoneormoreofthevariables?

Assessment(s)

Teacherobservation,classdiscussion,questioning,studentresponses,journaling

Concepts


Skills


Howtorecognizedifferencesinanexperimentthathaveoccurredwhenchangeshavebeenmade.

Vocabularywords:variables,hypothesis,observation,conclusion

Define:variables,hypothesis,observation,conclusion

Makeconnectionsbetweenvariablesandexperiments

Demonstrateanunderstandingthatmakingachangetoaninvestigationmaychangetheoutcomesoftheinvestigation.

Makeconnectionsofhowobservationsaffectthehypothesisandconclusion.

ICanStatements

Icandefine:variables,hypothesis,observation,conclusion

Icandemonstratethatanoutcomewillchangewhetheroneormoreofthevariableschanges.

Icanstatethedefinitionofinvestigate,experiment,andvariables.

Resources

Experiments,websites(BrainPopJr.,YouTube,DiscoveryEd),tradebooks

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Reflections

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PACoreStandard

BiologicalSciences

S.K‐2.B.1.1:Identifyanddescribesimilaritiesanddifferencesbetweenlivingthingsandtheirlifeprocesses.

TaughtinUnit(s):BiologicalSciences

SuggestedUnits:AnimalClassification


Describe basic external structures of animals and plants Identify life processes of living things (e.g., growth, digestion, respiration)


All baby animals look exactly the same as their parents All baby animals come from eggs Any animal would make a good pet


All living things are made of parts that have specific functions.

Most living things need food, air and water to survive.

External characteristics of organisms can be used to categorize animals and their offspring.

How do the structures and functions of living things allow them to meet their needs?

How are external characteristics used to categorize animals and their offspring?

Assessment(s)

Teacherobservations,classdiscussions,questioning,journalingandstudentresponses.

Concepts


Skills


Vocabulary words: survive, animal families/classes, wild, tame, mammal, amphibian, reptile, bird, fish, insects, spiders, offspring

External characteristics are used to determine animal classification and categorize them with their offspring.

Define vocabulary words: survive, animal families/classes, wild, tame, mammal, amphibian, reptile, bird, fish, insects, spiders

Compare similar function of external characteristics of organisms (e.g., anatomical characteristics: appendages, type of covering, body segments

ICanStatements

Icandefine:survive,animalfamilies/classes,wild,tame,mammal,amphibian,reptile,bird,fish,insects,spiders

IcantellthatobservablecharacteristicsarethingsIcanseeonananimal.

Icanseethatdifferentcharacteristicsofanimalsarepassedonfromtheirparents.

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Icanseethatbodycoverings(fur,hair,feathers,scales),coloring,beakshape,andeyecolorarecharacteristicsthatparentspassontotheiryoung.

Icanmatchbabyanimalstotheirparent.

Reflections

Resources

ScholasticNews,WeeklyReader,Brainpopjr.,DiscoveryEd.Videos,www.mnh.si.edu/panoramas,animals.nationalgeographic.com/animals

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PACoreStandard

BiologicalSciencesS.K‐2.B.2.1.1Identifyandexplainhowadaptationshelporganismstosurvive.


Suggestedunits:Habitats


Identify and describe habitats (e.g., wetland, meadow, forest, lake, river, ocean, pond). CommonMisconceptions

All kinds of animals live in my backyard. Forests are full of every kind of animal. There is no reason for an animal’s uniqueness.


Allanimalclassesadapttheirexternalcharacteristicsovertimeinordertosurviveinspecifichabitats.

Howdoanimalsadapttheirexternalcharacteristicstosurviveinspecifichabitats?

Whataresomeadaptationsforsurvival?

Assessment(s)

Teacherobservations,classdiscussions,questioning,journalingandstudentresponses.

Concepts


Skills


Vocabulary words: wetland, meadow, forest, lake, river, ocean, pond, desert

Characteristics of each habitat Characteristics for animal survival in

different environments

Define: wetland, meadow, forest, lake, river, ocean, pond, desert

Identify characteristics of each habitat Recognize common characteristics animals

need to survive in different environments or habitats

Investigate adaptations. Compare adaptations of 2 or more animals. Create an animal and describe its

adaptations to its environment. ICanStatements

Icandefine:wetland,meadow,forest,lake,river,ocean,pond,desert

Icanstatethecharacteristicsofeachhabitatorenvironment.

Icanusethecharacteristicsofeachhabitattohelpidentifywhichanimalscansurvivethere.

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Resources

ScholasticNews,WeeklyReader,BrainPopJr.VideoClips,DiscoveryEducation Videos,animals.nationalgeographic.com/animals,

Reflections

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PACoreStandard

BiologicalSciences

S.K‐2.B.3.1.1Describethelivingandnonlivingcomponentsofalocalecosystem(e.g.forest,cornfield,grasslands,citypark,playground).

S.K‐2.B.3.1.2Identifyanddescribelivingandnonlivingthingsintheenvironmentandtheirinteraction.


Suggestedunits:Habitats


Distinguish between living and nonliving things Identify plants and animals as living things.


All moving things are living. All non-moving things are nonliving. Changes in the environment do not affect the living things.


All living things are made of parts that have specific functions.

Most living things need food, air, and water to survive.

Whatdefineslivingversusnonlivingthings?

Assessment(s)

Teacherobservations,classdiscussions,journaling,questioningandstudentresponses.

Concepts


Skills


Vocabulary words: habitat, living, nonliving, life

Characteristics that define living and nonliving things

Define: habitat, living, nonliving, life Recognize the differences between living

and nonliving things Identify that living things need food, air,

and water to survive Investigate 2 habitats to identify living and

nonliving elements within these habitats. ICanStatements

Icandefine:habitat,living,nonliving,life

Icanrecognizethedifferencesbetweenlivingandnonlivingthings.

Icanidentifyplantsandanimalsaslivingthings.

Icanidentifywhatlivingthingsneedtosurvive(air,water,andfood).

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Resources

ScholasticNews,WeeklyReader,DiscoveryEducationVideos,animals.nationalgeographic.com/animals

Reflections

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PACoreStandard

BiologicalSciences

S.K‐2.B.3.2Describe,explain,andpredictchangeinnaturalorhuman‐madesystemsandthepossibleeffectsofthosechangesontheenvironment.


Suggestedunits:Ecosystems


Describe what happens to a living thing when its habitat is changed. Identify natural events (e.g., fire, flood, extreme weather) and human actions (e.g., road

construction, pollution, urban development, dam building) that can impact an ecosystem. Explain how seasonal changes affect plants, animals, or human daily life (e.g., food availability,

shelter, mobility). CommonMisconceptions

My actions only affect me. Nature will be okay no matter what happens. Changes do not affect living things.


Naturaleventsandhumanactionscanimpactanecosystem.

Howdonaturaleventsandhumanactionsimpactanecosystem?

Whatisahabitat?

Whatisanecosystem?

Howdoplantsandanimalshelpeachother?

Why/howdohabitatschange?

Assessment(s)

Teacherobservations,classdiscussions,questioning,journaling,andstudentresponses.

Concepts


Skills


Vocabulary words: storm, weather, hurricane, predict, extreme weather, forecast, fire, flood, volcano, pollution, urban development

Natural events and human actions can impact an ecosystem.

Define: storm, weather, hurricane, predict, extreme weather, forecast, fire, flood, volcano, pollution, urban development

Identify natural events and human actions that can impact an ecosystem.

Define ecosystems. Plan and construct an ecosystem terrarium.

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Draw conclusion on how we can be a positive influence within our ecosystem.

ICanStatements

Icandefine:storm,weather,hurricane,predict,extremeweather,forecast,fire,flood,volcano,pollution,urbandevelopment

Icanidentifynaturalevents.

Icanidentifyhownaturaleventsimpactanecosystem.

Icanidentifyhumanactionsthatmayhaveanimpactontheecosystem.

Icanidentifyhowhumanactionsimpactanecosystem.

Resources

BenchmarkStory“BringingBacktheWhoopingCrane”,ScholasticNews,WeeklyReader,DiscoveryEducationVideos,games.noaa.gov

Reflections

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PACoreStandard

BiologicalSciencesS.K‐2.B.3.3Identifyanddescribehumanrelianceontheenvironmentattheindividualorcommunitylevel.


Suggestedunits:Recycling/EarthDay,GoodsandServices,SupplyandDemand


Identify methods of recycling and reusing resources CommonMisconceptions

My actions only affect me. Nature will be okay no matter what happens. I can throw out anything I want.


Humanactionscanhaveanegativeimpactonanecosystem.

Howcanhumanactionshaveanegativeimpactonanecosystem?

Assessment(s)

Teacherobservations,classdiscussions,questioningandstudentresponses.

Concepts


Skills


Vocabulary words: reduce, reuse, recycle, resource, create, waste, wasteful, resourceful

Methods of recycling and reusing resources Alternative solutions for waste Possible negative impacts on the

environment from production of excessive waste

Define: reduce, reuse, recycle, resource, create, waste, wasteful, resourceful

Identify methods of recycling and reusing resources

Investigate possible negative impacts on the environment from production of excessive waste

Identify goods and services being used daily.

Compare people in different cultures and compare/contrast the products they use.

Investigate alternative ways to recycle that are currently being used. Evaluate their effectiveness.

ICanStatements

Icandefine:reduce,reuse,recycle,resource,create,waste,wasteful,resourceful

Icannameitemsthatcanberecycled.

Icanfindnewwaysreusemytrash.

Icantellhowtorecycledifferentthings.

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IcantellhowmakingmoretrashcanhurttheEarth.

Resources

ScholasticNews,WeeklyReader,BrainpopJr.videos,DiscoveryEducationVideos,games.noaa.gov,www.funology.com/category/arts‐and‐crafts/recycled‐crafts

Reflections

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PACoreStandard

PhysicalSciencesS.K‐2.C.1.2.1Describeobservablephysicalpropertiesofmatter.

TaughtinUnit(s):PhysicalSciences

Suggestedunits:PhysicalSciences,Statesofmatter


Describe basic changes to properties of matter (e.g. baking, cooking, and heating). Identify how baking, heating, and cooking may cause changes in properties of materials.


You can heat something at any temperature and the results will be the same. BigIdea(s) EssentialQuestion(s)

Baking, heating, and cooking may cause changes in properties of materials.

Some changes to properties of materials can be reversed as heating or cooling is applied.

How might baking, heating, and cooking cause changes in properties of materials?

Which changes to properties of materials can be reversed?

Assessment(s)

Teacherobservations,classdiscussions,questioningandstudentresponses.

Concepts


Skills


Vocabulary words: cooking, baking, melting, heating, cooling, reverse, properties, state, solid, liquid, gas

Reversible properties may include changes between liquids, solids, gases

Define: cooking, baking, melting, heating, cooling, reverse, properties, state, solid, liquid, gas

Observe and describe the properties of liquids, solids, gases.

ICanStatements

Icandefine:cooking,baking,melting,heating,cooling,reverse,properties,state,solid,liquid,gas

Icantellthedifferencebetweenaliquid,asolid,andagas.

I can describebasicchangestopropertiesofmatter(e.g.baking,cooking,andheating).

Icanidentifythecausesforchangesinpropertiesofmaterials.

Resources

ScholasticNews,WeeklyReader,BrainpopJr.videos,DiscoveryEducationVideos,http://www.sciencebuddies.org/,http://www.harcourtschool.com/activity/states_of_matter/index.html

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Reflections

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PACoreStandard

EarthandSpaceScienceS4.D.1.1DescribebasiclandformsinPennsylvania

S4.D.1.2IdentifythetypesandusesofEarth’sresources.


Suggestedunits:Landforms,NaturalResources,


Identify features on earth's surface (e.g., lakes, rivers, oceans, mountains, plains, volcanoes). Describe natural events that alter earth's surface (e.g., volcanic eruptions, floods, hurricanes,

earthquakes). Describe prominent earth features in Pennsylvania (e.g. mountains, valleys, sinkholes, lakes,

rivers) were formed. CommonMisconceptions

Earth’s landforms have always been established. Earth’s landforms do not change. Natural events do not alter or change the Earth’s features.


The earth’s system changes constantly as air, water, soil, and rock interact, and the earth is part of a larger sun, earth, moon system.

A system is made of parts, and the parts can interact.

What are some ways that the earth’s landforms can change over time? What are the ways we use earth’s resources?

Assessment(s)

Teacherobservations,classdiscussions,questioning,projects andstudentresponsesthroughdiscussionsorjournaling.

Concepts


Skills


Vocabulary words: lakes, rivers, oceans, mountains, plains, volcanoes, volcanic eruptions, floods, hurricanes, earthquakes

Characteristics of different landforms

Define: lakes, rivers, oceans, mountains, plains, volcanoes, volcanic eruptions, floods, hurricanes, earthquakes

Create and identify the different land forms

ICanStatements

Icandefine:lakes,rivers,oceans,mountains,plains,volcanoes,volcaniceruptions,floods,hurricanes,earthquakes

Icancreateandidentifythedifferentlandforms.

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Resources

ScholasticNews,WeeklyReader,BrainpopJr.videos,DiscoveryEducationVideos,http://earthquake.usgs.gov/learn/kids/,

Reflections

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PACoreStandard

EarthandSpaceScience

S4.D.1.3DescribeEarth’sdifferentsourcesofwaterordescribechangesintheformofwater.


Suggestedunits:Water


Describe types of freshwater and saltwater bodies (e.g. lakes, rivers, wetlands, oceans). Explain how water goes through phase changes (i.e., evaporation, condensation, freezing, and

melting). CommonMisconceptions

Bodies of water are the same. Bodies of water have the same uses and lifeforms.


The earth’s system changes constantly as air, water, soil, and rock interact, and the earth is part of a larger sun, earth, moon system.

A system is made of parts, and the parts can interact.

What are some ways that the earth’s landforms can change over time? What are the ways we use earth’s resources?

Assessment(s)


Concepts


Skills


Vocabulary words: freshwater, saltwater, lakes, rivers, oceans, ponds, streams, wetlands, evaporation, condensation, freezing, and melting.

The phases of the water cycle and temperate at each stage.

Identify and describe the different types of bodies of water.

Construct a model of the water cycle. Explain each phase of the water cycle

and show the temperature at each stage.

ICanStatements

Icandefinefreshwater,saltwater,lakes,rivers,oceans,ponds,streams,wetlands,evaporation,condensation,freezing,andmelting.

Icanexplainthewatercycle.

Resources

ScholasticNews,WeeklyReader,BrainpopJr.videos,DiscoveryEducationVideos,http://www.epa.gov/safewater/kids/flash/flash_watercycle.html

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Reflections

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PACoreStandard

EarthandSpaceScienceS4.D.2.1Identifybasicweatherconditionsandhowtheyaremeasured.


Suggestedunits:Weather


Identify basic cloud types (i.e. cirrus, cumulus, stratus, and cumulonimbus) and make connections to basic elements of weather (e.g., changes in temperature and precipitation).

Identify weather patterns from data charts of graph on the data (e.g., temperature, wind direction, wind speed, cloud types and precipitation).

Identify appropriate instruments (i.e., thermometer, rain gauge, weather vane, anemometer, and barometer) to study weather and what they measure.


Clouds are random and are not related to the weather. Weather is random and cannot be predicted. There is no way to measure weather patterns.


The earth system changes as the air, water, soil, and rock interact, and the earth is a part of a larger sun, earth and moon system.

What predictable patterns of change can be observed on and from earth? What is the evidence that the earth’s systems change?

Assessment(s)


Concepts


Skills


Vocabulary words: temperature, wind speed, wind direction, and precipitation

Basic cloud types (i.e. cirrus, cumulus, stratus, and cumulonimbus)

The basic elements of weather (e.g., changes in temperature and precipitation).

Identify temperature, wind speed, wind direction, and precipitation

Label and illustrate the basic cloud types (i.e. cirrus, cumulus, stratus, and cumulonimbus)

Investigate the basic elements of weather (e.g., changes in temperature and precipitation).

Make weather observations and create a graph to show weather patterns over time.

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ICanStatements

Icandefinetemperature, wind speed, wind direction, and precipitation.

Icanpredicttheweatherbasedonobservations.

Resources

ScholasticNews,WeeklyReader,BrainpopJr.videos,DiscoveryEducationVideos,http://www.weatherwizkids.com/?page_id=5

Reflections

science curriculum 2nd grade - mifflin county curriculum 2… · 1 mcsd science curriculum map ~...

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