science grade 2 unit 2 guide 2010

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O f f i c e o f E l e m e n t a r y E d u c a t i o nP a g e 1

Grade 2

Science Instruction

Unit Guide

Standard 4: Chemistry

Standard 5: Physics

WCPS 2010-2011 Grade 2 Standard 4: Chemistry and Standard 5:Physics


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Table of Contents


Standard 5: Physics

Topic PageMaryland State Curriculum for Science Skills and

Processes3-6

Maryland State Curriculum for Science Alignment 4-12Vertical Content Map 13-17

Planning Guide 18-32Instructional Support for Science Objectives 33-75

Word Cards and Vocabulary Sort 76-93Careers in Chemistry and Physics 94

Concept Attainment for Balance and Motion 95-104Literature To Support Chemistry and Physics 105-113netTrekker Directions 114-118

Websites To Support Chemistry and Physics 119-121Formative Assessments 122-131

Unit 2 Assessment and Key 132-144



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MarylandState Curriculum

for Science



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Standard 1.0 Skills and Processes

Students will demonstrate the thinking and acting inherent in the practice of science.A. CONSTRUCTING KNOWLEDGE

1. Raise questions about the world around them and be willing to seek answers to some of themby making careful observations and trying things out.

a. Describe what can be learned about things by just observing those things carefully and adding informationby sometimes doing something to the things and noting what happens.

b. Seek information through reading, observation, exploration, and investigations.

c. Use tools such as thermometers, magnifiers, rulers, or balances to extend their senses and gather data.

d. Explain that when a science investigation is done the way it was done before, we expect to get a verysimilar result.

e. Participate in multiple experiences to verify that science investigations generally work the same way indifferent places.

f. Suggest things that you could do to find answers to questions raised by observing objects and/orphenomena (events such as, water disappearing from the classroom aquarium or a pet's water bowl).

g. Use whole numbers and simple, everyday fractions in ordering, counting, identifying, measuring, anddescribing things and experiences.
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Students will demonstrate the thinking and acting inherent in the practice of science.B.APPLYING EVIDENCE AND REASONING

1.People are more likely to believe your ideas if you can give good reasons for them.

a. Provide reasons for accepting or rejecting ideas examined.

b. Develop reasonable explanations for observations made, investigations completed, and information gainedby sharing ideas and listening to others' ideas.

c. Explain why it is important to make some fresh observations when people give different descriptions of thesame thing.C.COMMUNICATING SCIENTIFIC INFORMATION

1.Ask, "How do you know?" in appropriate situations and attempt reasonable answers whenothers ask them the same question.

a. Describe things as accurately as possible and compare observations with those of others.

b. Describe and compare things in terms of number, shape, texture, size, weight, color, and motion.

c. Draw pictures that correctly portray at least some features of the thing being described and sequenceevents (seasons, seed growth).

d. Have opportunities to work with a team, share findings with others, and recognize that all team membersshould reach their own conclusions about what the findings mean.

e. Recognize that everybody can do science and invent things and ideas.
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Students will demonstrate the thinking and acting inherent in the practice of science.


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D. TECHNOLOGY

1.Design and make things with simple tools and a variety of materials.

a. Make something out of paper, cardboard, wood, plastic, metal, or existing objects that can actually be usedto perform a task.

b. Recognize that tools are used to do things better or more easily and to do some things that could nototherwise be done at all.

c. Assemble, describe, take apart and reassemble constructions using interlocking blocks, erector sets and thelike.

d. Recognize that some kinds of materials are better than others for making any particular thing, for example,materials that are better in some ways (such as stronger and cheaper) may be worse in other ways (such asheavier and harder to cut).

e. Explain that sometimes it is not possible to make or do everything that is designed.2.Practice identifying the parts of things and how one part connects to and affects another.

a. Investigate a variety of objects to identify that most things are made of parts

b. Explain that something may not work if some of its parts are missing.

c. Explain that when parts are put together, they can do things that they couldn't do by themselves.3.Examine a variety of physical models and describe what they teach about the real things theyare meant to resemble.

a. Explain that a model of something is different from the real thing but can be used to learn something aboutthe real thing.

b. Realize that one way to describe something is to say how it is like something else.
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Maryland State Curriculum for Science

Standard 4.0 ChemistryStudents will use scientific skills and processes to explainthe composition, structure, and interactions ofmatter inorder to support the predictability of structure and energytransformations.

Science Correlation Other Correlations

A. STRUCTURE OF MATTER

1. Cite evidence from investigations that most thingsare made of parts.

a. Examine a variety of objects, such as toys, objects madefrom Legos or Tinker Toys to identify and describe the partsfrom which they are made.

b. Take objects apart and rearrange the parts to identifyand describe the ways the parts work together.

c. Ask and seek answers to "What if" questions about thechanges made to the objects and how they affect the wayobjects work, for example, if a part were left out of theobject would it make a difference in how the object works?

All Investigations for Balance andMotion

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Standard 4.0 Chemistry

Students will use scientific skills and processes to explain thecomposition, structure, and interactions ofmatter in order tosupport the predictability of structure and energy transformations.


B. CONSERVATION OF MATTER

1. Provide evidence from investigations that things can bedone to materials to change some of their properties.

a. Based on evidence from investigations describe that materials,

such as clay are not changed by certain actions, such as reshapingor breaking into pieces.

b. Ask and seek answers to questions about what happened to thematerials if other things were done to them, such as being placed ina freezer, heated, etc.

See Lesson Seeds

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Standard 5.0 Physics

Students will use scientific skills and processes to explain theinteractions ofmatter and energy and the energy transformationsthat occur.


B. THERMODYNAMICS

1. Identify and describe ways in which heat can beproduced.

a. Recognize that things that give offlight also give off heat.

b. Describe methods of producing heat.

Burning

Friction between surfaces

Electricity in wires

See Lesson Seeds

C. ELECTRICITYAND MAGNETISM

1. Identify and describe the sources and uses ofelectricityin daily life.

a. Identify sources ofelectricity.

Electrical outlets

Batteries

See Lesson Seeds

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b. Identify the devices that use electricity to produce light, heat,and sound. (Students should be cautioned not to experiment withsources ofelectricity without adult supervision.)

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Grade 3Standard 5.0 Physics

Students will use scientific skills and processes to explain theinteractions ofmatter and energy and the energytransformations that occur.


A. MECHANICS

1. Cite evidence from observations to describe the

motion of an object using position and speed.

a. Describe the position of an object by locating it relative toanother object or to its background.

b. Using information from multiple trials, compare the speeds(faster or slower) of objects that travel the same distance indifferent amounts of time.

c. Using information from multiple trials, compare thedistances that objects moving at different speeds travel in the

same amount of time.

Investigation 3 Parts 1-3



2. Explain that changes in the ways objects move arecaused by forces.

a. Observe and describe the way an object's motion changesin a variety of situations (rolling a ball, bouncing a ball,dropping a yo-yo, winding up a toy, etc.) and identify what mayhave caused the change.

b. Describe changes in the motion of objects as they move

Investigation 2 Part 3Investigation 3 Parts 1--3


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across different textured surfaces and suggest possible causesfor the change.

c. Observe and describe that objects fall to the ground unless

something holds them up (gravity).

Investigation 1 Parts 1-3Investigation 3 Parts 1-3

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Standard 6.0 Environmental Science

Students will use scientific skills and processesto explain the interactions of environmentalfactors (living and non-living) and analyze theirimpact from a local to a global perspective.

Science Correlations Other Correlations

A. NATURAL RESOURCES AND HUMANNEEDS

1. Recognize and explain how Earth'snatural resources from the natural

environment are used to meet humanneeds.

a. Describe natural resources as somethingfrom the natural environment that is used tomeet one's needs.

b. Identify water, air, soil, minerals, animals,and plants as basic natural resources.

c. Explain that food, fuels, and fibers areproduced from basic natural resources.

d. Identify ways that humans use Earth'snatural resources to meet their needs.

e. Explain that some natural resources arelimited and need to be used wisely.

HM Themes 1-6

Consider fostering a classroomenvironment that continuously caresfor the environment. Be sure toinclude discussion about how humanactions can harm or help the

environment.
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Standard 6.0 Environmental Science

Students will use scientific skills and processesto explain the interactions of environmental

factors (living and non-living) and analyze theirimpact from a local to a global perspective.

Science Correlations Other Correlations

B.ENVIRONMENTAL ISSUES

1. Recognize and describe that theactivities of individuals or groups ofindividuals can affect the environment.

a. Identify and describe that individual andgroup actions, such as turning off lights,conserving water, recycling, picking up litter, or

joining an organization can extend the naturalresources of the environment.

b. Identify and describe that individual andgroup actions, such as leaving lights on,wasting water, or throwing away recyclables,can limit the natural resources of theenvironment.

HM Themes 1-6

Consider fostering a classroomenvironment that continuously caresfor the environment. Be sure toinclude discussion about how humanactions can harm or help theenvironment.
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Vertical Content Map for Chemistry and Physics


Grade 1 Grade 2 Grades 3


Students will use scientific skills and processes to explain the composition, structure, and interactions ofmatter in order to

support the predictability of structure and energy transformations.

None Provided by MSDE

A. STRUCTURE OF MATTER

1. Cite evidence from investigationsthat most things are made of parts.

a. Examine a variety of objects, such astoys, objects made from Legos or TinkerToys to identify and describe the partsfrom which they are made.

b. Take objects apart and rearrange theparts to identify and describe the ways theparts work together.

c. Ask and seek answers to "What if"questions about the changes made to theobjects and how they affect the wayobjects work, for example, if a part wereleft out of the object would it make adifference in how the object works?

A.STRUCTURE OF MATTER

1. Identify ways to classify objects

using supporting evidence from

investigations of observable

properties.

a. Classify objects based on their

observable properties.

b. Provide reasons for placing the

objects into groups.

c. Compare classifications with those

of others.
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Grade 1 Grade 2 Grade 3


Students will use scientific skills and processes to explain the composition, structure, and interactions ofmatter in order tosupport the predictability of structure and energy transformations.


B.CONSERVATION OF MATTER

1. Provide evidence frominvestigations that things can be doneto materials to change some of theirproperties.

a. Based on evidence from investigationsdescribe that materials, such as clay arenot changed by certain actions, such asreshaping or breaking into pieces.

b. Ask and seek answers to questionsabout what happened to the materials ifother things were done to them, such asbeing placed in a freezer, heated, etc.

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Standard 5: Physics

Students will use scientific skills and processes to explain the interactions ofmatter and energy and the energy transformations

that occur.

None Provided By MSDE None Provided By MSDE

A. MECHANICS

1.Cite evidence from

observations to describe the

motion of an object using position

and speed.

a. Describe the position of an object

by locating it relative to another

object or to its background.

b. Using information from multiple

trials, compare the speeds (faster or

slower) of objects that travel the same

distance in different amounts of time.

c. Using information from multiple

trials, compare the distances that

objects moving at different speeds

travel in the same amount of time.
http://openpopupwh%28%27/share/vsc/glossary/science/matter.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/energy.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/energy.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/motion.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/speed.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/matter.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/energy.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/energy.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/motion.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/speed.html',200,200)


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Standard 5: Physics

Students will use scientific skills and processes to explain the interactions ofmatter and energy and the energy transformationsthat occur.


B.THERMODYNAMICS

1. Identify and describe ways in whichheat can be produced.

a. Recognize that things that give offlightalso give off heat.

b. Describe methods of producing heat.

Burning

Friction between surfaces

Electricity in wires

B. THERMODYNAMICS

1. Recognize and describe that

heat is transferred between

objects that are at different

temperatures.

a. Recognize and describe that the

temperature of an object increases

when heat is added and decreases

when heat is removed.

b. Recognize and describe that heat

will flow between object at different

temperatures until they reach the

same temperature.
http://openpopupwh%28%27/share/vsc/glossary/science/matter.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/energy.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/energy.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/light.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/friction.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/electricity.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/temperature.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/temperature.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/matter.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/energy.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/energy.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/light.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/friction.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/electricity.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/temperature.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/temperature.html',200,200)


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Grade 1 Grade 2 Grade 3

Standard 5: Physics

Students will use scientific skills and processes to explain the interactions ofmatter and energy and the energy transformationsthat occur.

C.ELECTRICITYAND MAGNETISM

3. Describe the effect magnets have

on a variety of objects.

a. Classify materials based on their

behavior in the presence of a magnet.

b. Describe how the magnet affects thebehavior of objects within each group.

C. ELECTRICITYAND MAGNETISM

1. Identify and describe the sourcesand uses ofelectricity in daily life.

a. Identify sources ofelectricity.

Electrical outlets

Batteries

b. Identify the devices that use electricityto produce light, heat, and sound.(Students should be cautioned not toexperiment with sources ofelectricitywithout adult supervision.)


None Provided by MSDE None Provided by MSDE

D. WAVE INTERACTIONS

2. Identify and describe the

relationship between a sound and

the vibrations that produce it.

a. Based on observations of objects

that produce sound, relate vibration to

the back and forth motion of parts of

the object.

b. Pose questions concerning the

relationship between loudness or pitch

and the vibration of an object.
http://openpopupwh%28%27/share/vsc/glossary/science/vibration.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/matter.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/energy.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/energy.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/electricity.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/magnetism.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/electricity.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/magnetism.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/electricity.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/electricity.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/electricity.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/light.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/sound.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/electricity.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/sound.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/vibration.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/sound.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/vibration.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/motion.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/pitch.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/vibration.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/matter.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/energy.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/energy.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/electricity.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/magnetism.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/electricity.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/magnetism.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/electricity.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/electricity.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/electricity.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/light.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/sound.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/electricity.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/sound.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/vibration.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/sound.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/vibration.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/motion.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/pitch.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/vibration.html',200,200)


26/182



Standard 5: Physics

Planning GuideTime State

Curriculu

m

Objective

s

Lesson Overview Vocabular

y

Formative Assessment Extensions and

Modifications

Session

1

4.A.1.a-c FOSS Balance and

Motion

Investigation 1 Part 1

Trick Crayfish

Guiding the

Investigation

1. Steps 1-10

Wrapping Up Part 1

2. Steps 11-12

crayfish

balance

clothespins

counterweig

ht

Focus Question

How many ways can a shape

be balanced?

Something is balanced when it

stays in a position on its own

without being held there.

The clothes pins (counterweights)

should go low on the crayfish tomake it balance.

Be sure to address the

objective below during

this lesson

3.5.A.2.c Observe and

describe that objects fall to

the ground unless

something holds them up

(gravity).

Guiding Questions

Describe how the parts are

made and how they work

together.

What would happen if _____

was left out? Would it still

work?



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Time State

Curriculu

m

Objectives


y


Modifications

Session

2


Motion


Triangle and Arch

Guiding the

Investigation

1. Steps 1-7

2. Closure: Have the

students discuss with a

partner what they have

observed so far about

balance.

stable

arch

triangle

balance

point

Focus Question

How can counterweights help

us balance other shapes?

You can tell something is in a

stable position if the

counterweights are below the

balance point.



this lesson



the ground unless


(gravity).

Guiding Questions



together.



work?

Session

3


Motion


Triangle and Arch

Guiding the

Investigation



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1. Steps 8-9

Wrapping Up Part 2

2. Steps 10-11



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Time State

Curriculu

m

Objectives


y


Modifications

Session

4


Motion


The Pencil Trick

Guiding the

Investigation

1. Steps 1-12

Wrapping Up Part 3

2. Steps 13-14

wire Focus Question

How can a pencil be balanced

on its point?

The trick to balancing anything is

add counterweights below the

balance point.



this lesson



the ground unless


(gravity).

Guiding Questions



together.



work?

Session

5


Motion


Science Stories: Make

It Balance!

Focus Question

Why is balance important in

our world? What are some

examples of things we need

balanced in our class, homes,

world, etc.?



this lesson



the ground unless



30/182


See Science Stories Folio

for lesson plan.

Visit Fossweb.com to her

the audio for this

science story.

Balance keeps objects in a stable

position. If objects were not

stable they would fall over.

Examples may include but not

limited to:

Balancing a ball on the t-ball

stick, playing a particular game,

stacking items, pushing/moving

something from one place to

another without it tipping,


(gravity).

Other Guiding Questions



together.



work?

Time State

Curriculum

Objective

s


y


Modifications

Session

6


Motion


Mobiles

Guiding the

Investigation

1. Steps 1-6

Wrapping Up Part 4

2. Steps 7-8

mobile Focus Question

How do the parts of a mobile

stay in stable positions?

To balance a motion you can

move the object on the straws; if

one end of the straw is too low,

the objects attached there must

be moved toward the balance

point.

Mobiles can be made from

anything toys, dolls, or pieces of

colored cloth.



this lesson


describe that objects fall tothe ground unless


(gravity).

Guiding Questions





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together.



work?

Session7

4.A.1.a-c FOSS Balance andMotion

Investigation 1

Reflections and

Assessment

Refer to focus questions andvocabulary from Parts 1-4

Session

8


Motion


Tops

Guiding the

Investigation

1. Steps 1-6

2. Closure: Have the

students discuss their

observations about thespinning or rotating.

motion

spin

rotate

topaxis

shaft

Focus Question

How can spinning tops be

changed?

You need a force to start a top

spinning. Fast-spinning tops are

more stable than slow ones.

Bigger tops are more stable

and spin longer. Bigger can

mean using large disks instead of

small disks, or using lots of small

disks.

Guiding Questions

What caused the change in

the tops motion?

What happens when the

top is spun on a different

surface?



together.



work?



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Time State

Curriculu

m

Objective

s


y


Modifications

Session

9


Motion


Tops

Guiding the

Investigation

1. Steps 7-12

Wrapping Up Part 1

2. Steps 12-14

motion

spin

rotate

top

axis

shaft

Focus Question

How can spinning tops be

changed?

You need a force to start a top

spinning. Fast-spinning tops are

more stable than slow ones.

Bigger tops are more stableand spin longer. Bigger can

mean using large disks instead of

small disks, or using lots of small

disks.

Session

10

4.A.1.a FOSS Balance and

Motion


Science Stories: Push

or Pull?


for lesson plan.

Visit Fossweb.com to hear

the audio for this

science story.

Focus Question

How do things move?

Things move by a force. Pushingor pulling moves things.


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Time State

Curriculu

mObjective

s


y


Modifications

Session

11


Motion


Zoomers

Guiding theInvestigation

1. Steps 1-7

Wrapping Up Part 2

2. Steps 8-9

zoomer

knot

Focus Question

How can a spinning object be

kept in motion?

Both tops and zoomers spin.

Tops are put in motion by

pushing the straw around.

Zoomers are put in motion by

pulling on the string. Both need a

force to start. You can speed up

a zoomer by pulling on the string

with more force.

Guiding Questions


the zoomers motion?



together.



work?

Session

12


Motion


Science Stories: Tools

and Machines


for lesson plan.


the audio for thisscience story.

Focus Question

How do machines or toolshelp things move?

Machines and tools use force,

push or pull, to move things.

Other Guiding Questions

Describe how the parts aremade and how they work

together.



work?


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Time State

Curriculu

mObjective

s


y


Modifications

Session

13


Motion


Science Stories: Move

It But Dont Touch It


for lesson plan.


the audio for this

science story.

Focus Question

What other focus can make

things move?

Magnetism can push and pull

other magnets. Magnets also pull

on metals like iron and steel.

Guiding Questions



together.



work?

Session

14

4.A.1.a-c

3.5.A.2.a

FOSS Balance and

Motion


Twirlers

Guiding the

Investigation

1. Steps 1-9

Wrapping Up Part 3

2. Steps 13-14

twirler

wing

airresistance

Focus Question

How can air start an objectspinning?

Tops, zoomers, and twirlers all

rotate (spin). Twirlers move

when air pushes against the

extended wings. Electric beaters,

propellers, and fans spin. People

spin when they dance or ice

skate.

Guiding Questions

What caused the change inthe twirlers motion?



together.



work?


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Time State

Curriculu

mObjective

s


y


Modifications

Session

15

3.5.A.2.a FOSS Balance and

Motion


Science Stories: Things

That Spin


for lesson plan.


the audio for this

science story.

Focus Questions

How do things spin? What

are some things at home,

school, etc. that spin?

Things spin on an axis. Things

that spin can include but not

limited: Ferris wheel, fan,

blender, drier, spinning wheel on

a game,

Guiding Questions


motion?



together.



work?

Session

16

4.A.1.a-c

3.5.A.2.a

FOSS Balance and

Motion

Investigation 2

Reflections and

Assessment

Refer to focus questions and

vocabulary from Parts 1-3


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Time State

Curriculu

m

Objective

s


y


Modifications

Session

17

4.A.1.a-c

3.5.A.1.a-c

3.5.A.2.a-c

FOSS Balance and

Motion


Rolling Wheels

Guiding the

Investigation

1. Steps 1-13

Wrapping Up Part 1

2. Steps 14-15

roll

wheel

axle

slope

ramp

Focus Question

How can a wheel-and axle

system be changed?

Things roll down ramps. Use two

wheels the same size on an axle

to roll straight. Use wheels of

different sizes to make a rollerthat turns. Some things that roll

are rolling pins, carts, pencils,

and balls.

Guiding Questions


the wheels motion?

Describe the position of the

wheels relative to other

objects/backgrounds.

Compare the speeds of the

wheels traveling the same

distance in different

amounts of time. (fast or

slow)

Compare the distance that

objects moving at different

speeds travel the same

amount of time.


wheels are rolled on a

different surface?



together.


was left out? Would it stillwork?


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39/182



Time State

Curriculu

m

Objective

s


y


Modifications

Session

18

4.A.1.a-c

3.5.A.1.a-c

3.5.A.2.a-c

FOSS Balance and

Motion


Rolling Cups

Guiding the

Investigation

1. Steps 1-13

Wrapping Up Part 2

2. Steps 14-15

Focus Questions

Can we predict the behaviors

of a rolling cup?

What happens if weight is

added to a rolling-cup

system?

A cup will roll in the direction of

the smaller end. To make a cup

roll straight, tape another cup to

it and let it roll on the large ends.

Weights can slow down, speed

up, or stop the rolling motion of a

cup.

Guiding Questions


the wheels motion?








slow)




amount of time.



different surface?



together.




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41/182



Time State

Curriculu

m

Objective

s


y


Modifications

Session

19

4.A.1.a-c

3.5.A.1.a-c

3.5.A.2.a-c

FOSS Balance and

Motion


Science Stories:

Rolling, Rolling,

Rolling!


for lesson plan.


the audio for this

science story.

Focus Question

How do things roll? What

things at home, school, ect.

roll?

Rolling things go around and

ahead. Things that roll may

include but not limited to balls,wheels, cans, marbles,

Guiding Questions


the wheels motion?








slow)




amount of time.



different surface?



together.




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Time State

Curriculu

m

Objective

s


y


Modifications

Session

20

4.A.1.a-c

3.5.A.1.a-c

3.5.A.2.a-c

FOSS Balance and

Motion


Rolling Sphere

Guiding the

Investigation

1. Steps 1-8

2. Conclusion: Have the

students discuss their

observations about the

different runways with

their team.

sphere

runaway

loop

spiral

Focus Question

How can we make a runway

system that will keep a

marble rolling?

Round things roll. A cup rolls in

all directions; it rolls down a

slope. To make a marble roll allthe way down a runway, start

high and end low.

Guiding Questions


the wheels motion?








slow)




amount of time.What happens when the


different surface?



together.



Session

21

FOSS Balance and

Motion


Rolling Sphere

Guiding the

Investigation

1. Steps 9-13

Wrapping Up Part 3

2. Steps 14-15


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Time State

Curriculu

mObjective

s


y


Modifications

Session

22

3.5.D.2.a-

b

FOSS Balance and

Motion


Science Stories:

Strings in Motion


for lesson plan.


the audio for this

science story.

Focus Question

How do strings move? What

happens when strings move?

Strings move back and forth

when they are plucked. The back

and forth motion is called

vibration. This makes a sound

when the strings are vibrating.

Guiding Questions



together.



work?

Session

23

4.A.1.a-c

3.5.A.1.a-c

3.5.A.2.a-c

3.5.D.2.a-

b

FOSS Balance and

Motion

Investigation 3

Reflections and

Assessment

Refer to focus questions and

vocabulary from Parts 1-3


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Time State

Curriculu

mObjective

s


y


Modifications

Session

24

5.B.1.a-c

5.C.1.a-b

Addressing Heat and

Electricity

See Lesson Seeds

heat

light

burning

friction

surface

electricity

fuels

Focus Questions

What are some things that

give off heat?

How is heat produced?

Things that give off light also giveoff heat. Examples may include

but not limited to sun, light bulbs,

fire, etc. Heat is produced by

burning, friction between

surfaces, and electricity in wires.

What are some devices that

use electricity to produce

light, heat, and sound?

Why is it important not to

experiment with electricity?

Electrical currents are dangerous

and could harm and even cause

death. Electrical wires can also

produce heat that can burn you.

Students

should be

cautioned not to

experiment withsources of

electricity without

adult supervision.

Session

25

Addressing Heat and

Electricity

See Lesson Seeds


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Time State

Curriculu

mObjective

s


y


Modifications

Session

26

4.B.1.a-b

4.D.1.a-c

Chemistry

See Lesson Seeds

materials

observable

properties

processes

Focus Questions

What happened to the

materials when they were

made wet and mixed?

What happened to the object

when it was reshaped, broken

apart, placed in the freezer,

and heated with your hands?

Answers may vary depending on

material/objects being observed.

Session

27

Chemistry

See Lesson Seeds

Session

28

Unit 2 Reflections

Session29

Unit 2 Assessment

Session

30

Unit 2 Assessment


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Instructional Support for Science Objectives



48/182




49/182


4.A.1.a

Examine a variety of objects, such as toys, objects made from Legos

or Tinker Toys to identify and describe the parts from which they are

made.


Resources to Support 4.A.1.a

Name of Resource Where Can the Resource Be

Found?

Notes

ScienceSaurus Pages 234-255

FOSS: Balance and Motion All Investigations

PLEASE BE SURE TO VISIT netTrekker FOR ADDITIONAL RESOURCES.

SEE DIRECTIONS ON PAGE 115.


50/182


4.A.1.b

Take apart objects and rearrange the parts to identify and describe

the ways the parts work together.


Resources to Support 4.A.1.b


Found?

Notes






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4.A.1.cAsk and seek answers to What if questions about the changes made

to the objects and how they affect the way object work, for example,

if a part were left out of the object would it make a difference in how

the objects works?


Resources to Support 4.A.1.c


Found?

Notes





O f f i f l d i


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4.B.1.a

Based on evidence from investigations describe that materials, such

as clay are not changed by certain actions, such as reshaping or

breaking into pieces.


O f f i f E l t E d t i


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SEE LESSON SEEDS FROM 4.D.1.a4.B.1.b

Ask and seek answers to questions about what happened to thematerials if other things were done to them, such as being placed in a


Resources to Support 4.B.1.a


Found?

Notes


Safari Montage All About Solids, Liquids, and Gases All About Properties of Matter

These videos may be used to

enhance science investigations.

The videos are not intended to

replace investigations or to be

used as a stand-alone activity.

Please select chapters or

segments within the videos to

meet the needs of your students.



O f f i f E l t E d t i


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freezer, heated, etc.


Resources to Support 4.B.1.b


Found?

Notes













O f f i c e o f E l e m e n t a r y E d u c a t i o n


55/182


SEE LESSON SEEDS FROM 4.D.1.a

4.D.1.a

Based on investigations, describe what changes occur to theobservable properties of various materials when they are subjected to

the processes of wetting, cutting, bending, and mixing.




56/182


Lesson Seeds


Resources to Support 4.D.1.a


Found?

Notes















57/182


How Is Paper Made?Materials:

Aluminum foil cut in 6 in. squares

Scissors

Pencils

Newspaper

Large plastic container with lid

Hot tap water

Spoon

Metal baking pans

Cornstarch (ask Kindergarten or Grade 1)

Measuring cup

Markers, crayons, or paint

Directions:

1. Use a pencil to punch holes in each foil square. The holes should be vertical columns about 1 cm apart.

2. Cut or tear the newspaper into smaller pieces. You want to pack the plastic container half-full with shredded

newspaper.

3. Put the paper into the plastic container and fill the container with 2/4 of the way with hot tap water. Put the lidWCPS 2010-2011 Grade 2 Standard 4: Chemistry and Standard 5:Physics



58/182


on the container and let it stand for about three hours. Every once in while shake the container to break up the

clumpy paper. Add more hot tap water as the paper absorbs the water already in the container.

4. Once the newspaper has become a soupy, creamy mixture, pour the mixture into the baking pans. Add more

hot water. Stir the mixture to make sure all the paper has dissolved.

5. Get 100 mL (1/2 cup) of hot tap water and add 40 mL (3 Tablespoons) of cornstarch. Stir the mixture until all the

cornstarch has dissolved. Pour the mixture over the paper in the baking pan.

6. Place a foil square over the mixture in the baking pan. Press down on the foil square. Then pull the foil up.

Some of the mixture should stick to the foil.

How Is Paper Made? (Cont.)

7. Place the foil square on the table and press it flat to squeeze out all of the water. Repeat this same step with the

three other foil squares.

8. Let the foil-backed paper dry in the sun on clean sheets of newspaper. Continue to squeeze any extra water out

of the foil. If you see any holes or tears in the paper, pinch the sides of the holes or tears together.

9. After three hours, carefully peel the paper from the foil back. Trim the paper into a square note card. Use

crayons, markers, or paint to decorate the note card.

10. Try this same experiment using clean sheets of white paper instead of newspaper. What do you notice is

different about the feel, look, and texture of the paper?

Resource: Standards-Based Investigations Science Labs, Shell Education

WCPS 2010-2011 Grade 2 Standard 4: Chemistry and Standard 5:

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How Does Dough Work?

Materials:

700 mL (3 cups) flour

475 mL (2 cups) salt (Ask Grade 5)

Bowl

120 mL (1/2 cup) vegetable oil

Spoon

Water

Baking tray

Paper

Oven

Directions:

1. Mix the flour and salt in the bowl.

2. Add the oil and mix it in with the spoon.

3. Pour in water and stir until the mixture sticks together.

4. Roll the mixture into a ball. Divide it among your group.


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5. Make a shape or a creature out of your mixture.

6. Place your shape or creature on a piece of paper on the baking tray. Draw your shape.

7. Your teacher will bake the shape in the oven at 180 degrees for 10 minutes. What happens to the shape? Can

you turn your shape back into flour, salt, oil, and water? How or why?


4.D.1.b

Compare the observable properties of objects before and after they

have been subjected to various processes.


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SEE LESSON SEEDS FROM 4.D.1.a

4.D.1.c


Physics

Resources to Support 4.D.1.b

Name of Resource Where Can the Resource Be Found? Notes


Safari Montage All About Solids, Liquids, and Gases

All About Properties of Matter


enhance science investigations.The videos are not intended to










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yP a g e 63

Ask and seek answers to What if questions about what might

happen to the materials if different processes, such as heating,

freezing, and dissolving were used to change them.


Physics

Resources to Support 4.D.1.c


Found?

Notes















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yP a g e 64

Mystery Matter

Exploring Physical Changes in Matter

Materials:

1 cup of water 16 oz box of corn starch (ask Grades 1 and 5)

You can mix the water and cornstarch together before class or have the kids help during class.

Large bowl

Zipper-style sandwich bags (for each group or students)

Spoon

6 oz plastic cup filled with frozen water

Directions:1. Hold up the clear plastic cup with frozen water. What state of matter is the material in the cup?

(solid) If you want to change the solid into a liquid, what would you need to do? (heat, let the

cup sit, etc.) Once the ice turns completely liquid, is there any way to make it solid again?(Place back into the freezer.)2. Explain that when you freeze and melt a substance, you are making a physical change. In a

physical change, the material doesnt change its composition, only its form. Most physicalchanges are reversible, and the most common ones involved adding or taking away heat.

3. Introduce the mystery matter. Have the students hold the bag of mystery matter in their hands.Make and record observations.

4. What happens when you poke it, squeeze it, etc.?


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5. What would happen if we made it hot or cold?

Resource: Sandwich Bag Science, Tomecek

5.A.1.a (Grade 3)

Describe the position of an object by locating it relative to another

object or to its background.


Physics

Resources to Support 5.A.1.a (Grade 3)


Found?

Notes

ScienceSaurus Pages 254-259, 280-297

FOSS: Balance and Motion Investigation 2 Part 3






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Lesson Seed

Where Is It?

Materials:

Blocks of various shapes, sizes, and/or colors or various items or pictures of various items

Crayons or markers

Directions:

1. With your teacher, brainstorm a list of words that tell where something is located. Write the words below.

2. Get in a group of four. Each student need two blocks.

3. Take turns around the circle. When it is our turn, place a block on the table. Everyone should say one fact about

the blocks location. Write the facts down as you go.

4. Draw the blocks as they are laid out.

5. How would you describe the location of an item without using position or direction?

6. Pick a shape and describe its location in several different ways. (Dont move the shape, just tell where it is using

different positional words!)



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P a g e 67

5.A.1.b

Take objects apart and rearrange the parts to identify and describethe ways the parts work together.


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P a g e 68


Physics

Resources to Support 5.A.1.b


Found?

Notes


FOSS: Balance and Motion Investigation 3 Parts 1-3

Safari Montage Tops and Yo-Yos (More suitable forteachers)

Bill Nye: Balance







segments within the videos tomeet the needs of your students.



O f f i c e o f E l e m e n t a r y E d u c a t i o nP 69


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5.A.1.b (Grade 3)

Using information from multiple trails, compare the speeds (faster or slower) of objects

that travel the same distance in different amounts of time.


Physics

Resources to Support 5.A.1.b (Grade 3)


Found?

Notes




Bill Nye: Balance Bill Nye: Motion













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5.A.1.cAsk and seek answers to What if questions about the changes madeto the objects and how they affect the way objects work, for example,if a part were left out of the object would it make a difference in how

the object works?


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P a g e 71


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Found?

Notes

ScienceSaurus Pages 254-259, 280-297FOSS: Balance and Motion Investigation 3 Parts 1-3














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5.A.1.c (Grade 3)

Using information from multiple trials, compare the distances thatobjects moving at different speeds travel in the same amount of time.


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Found?

Notes

ScienceSaurus Pages 254-259, 280-297FOSS: Balance and Motion Investigation 3 Parts 1-3














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5.A.2.a (Grade 3)Observe and describe the way an objects motion changes in a variety

of situations (rolling a ball, bouncing a ball, dropping a yo-yo, winding

up a toy, etc.) and identify what may have caused the change.


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P a g e 74

5.A.2.b (Grade 3)Describe changes in the motion of objects as they move across

different textured surfaces and suggest possible causes for the


Physics

Resources to Support 5.A.2.a (Grade 3)


Found?

Notes










Please select chapters orsegments within the videos to






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change.

5.A.2.c (Grade 3)


Physics

Resources to Support 5.A.2.b (Grade 3)

Name of Resource Wh

science grade 2 unit 2 guide 2010

Documents