Science Pacing GuideTime Frame: September – October Second GradeUnit 1: Earth’s Changing Surface (Earth & Space Science)

Science & Engineering Practices Crosscutting Concepts Literacy Standards Mathematics StandardsConstructing Explanations and Designing SolutionsConstructing explanations and designing solutions in K–2 builds on prior experiences and progresses to the use of evidence and ideas in constructing evidence-based accounts of natural phenomena and designing solutions. Make observations from

several sources to construct an evidence-based account for natural phenomena. (2-ESS1-1)

Compare multiple solutions to a problem. (2-ESS2-1)

Stability and ChangeThings may change slowly or rapidly. (2-ESS2-1)

Things may change slowly or rapidly. (2-ESS1-1)

Connections to Engineering, Technology, and Applications of Science

Influence of Engineering, Technology, and Science on Society and the Natural WorldDeveloping and using technology has impacts on the natural world. (2-ESS2-1)

Connections to Nature of Science

Science Addresses Questions About the Natural and Material WorldScientists study the natural and material world. (2-ESS2-1)

RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. (2-ESS1-1)

RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. (2-ESS1-1), (2-ESS2-1)

RI.2.9 Compare and contrast the most important points presented by two texts on the same topic. (2-ESS2-1)

W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. (2-ESS1-1), (2-ESS2-3)

W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). (2-ESS1-1)

W.2.8 Recall information from experiences or gather information from provided sources to answer a question. (2- ESS1-1), (2-ESS2-3)

SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. (2-ESS1-1)

MP.2 Reason abstractly and quantitatively. (2-ESS2-1), (2-ESS2-1), (2-ESS2-2)

MP.4 Model with mathematics. (2-ESS1-1), (2-ESS2-1), (2-ESS2-2)

MP.5 Use appropriate tools strategically. (2-ESS2-1)

2.NBT.A Understand place value. (2-ESS1-1)

2.MD.B.5 Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem. (2-ESS2-1)

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Next Generation Science Standards Disciplinary Core Ideas Essential

Questions Assessments Vocabulary Resources

Students who demonstrate understanding can:

2-ESS1-1 Use information from several sources to provide evidence that Earth events can occur quickly or slowly. [Clarification Statement: Examples of events and timescales could include volcanic explosions and earthquakes, which happen quickly and erosion of rocks, which occurs slowly.] [Assessment Boundary: Assessment does not include quantitative measurements of timescales.]

2-ESS2-1 Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.* [Clarification Statement: Examples of solutions could include different designs of dikes and windbreaks to hold back wind and water, and different designs for using shrubs, grass, and trees to hold back the land.]

ESS1.C: The History of Planet EarthSome events happen very quickly; others occur very slowly, over a time period much longer than one can observe. (2-ESS1- 1)

ESS2.A: Earth Materials and SystemsWind and water can change the shape of the land. (2-ESS2-1)

ETS1.C: Optimizing the Design SolutionBecause there is always more than one possible solution to a problem, it is useful to compare and test designs. (secondary to 2-ESS2-1)

What are some questions that science answer?

How do scientists investigate ideas about nature?

How do scientists explore objects, living things, events, and phenomena?

How do cycles help us to understand natural processes?

How can man made materials be used to impact the natural world?

How do we use engineering design to solve problems?

What is the relationship between parts of the Earth? (land,

Before:Pre-test – (identifies some key concepts and vocabulary)

KWL charts

Brainstorming

During:Vocabulary quiz

Concept maps

Identify pictures/models of surface features such as mountains, plains, plateaus, hills, and valleys based on their characteristics

Venn Diagrams

Construct Cycle diagrams that show slow or fast Earth changes

Think-pair-shares

Summaries

Models showing the surface features of the Earth

CoreCrustDescribeDownhillEarthquakeFastFloodFlowFresh waterHillIdentifyLakeLandformLandslideMantleMountainOceanPlainPlateauPondRiverSlowSoakStreamSurfaceValleyVolcano

Books:Cole, Joanna. Magic School Bus: Inside the Earth. Scholastic.ISBN: 9780590407601. 1989.

Cast, C. Vance. Where Does Water Come From? Barron’s Educational Series.ISBN 9780812046427. 1992.

Dorros, Arthur. Follow Water From Brook to Ocean. Harpertrophy.ISBN 9780064451154. 1993.

Webster, Christine. Hills. Capstone Press. ISBN 9780736861458. 2005.

Webster, Christine. Mountains. Capstone Press. ISBN 9780736861472. 2005.

Webster, Christine. Plains. Capstone Press. ISBN 9780736861489. 2005.

Webster, Christine. Valleys. Capstone Press. ISBN 9780736861496. 2005.

Websites / Lessons / Games:Landform Resources for teachershttp://tinyurl.com/6bo4gw

Erosion Lesson Planhttp://tinyurl.com/5ramr2

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Next Generation Science Standards Disciplinary Core Ideas Essential

Questions Assessments Vocabulary Resources

air, water)

How can the shape of the Earth be changed?

How do living things use water?

What are the characteristics of Earth’s bodies of water?

What are the characteristics of Earth’s landforms?

Why might rain collect on the Earth’s surface, flow downhill, or soak into the ground?

What is human impact on Earth?

Foldables (any folded paper or booklet with vocabulary, illustrations, or diagrams)

Observations

Conduct an Experiment and Investigate the flow of water using watershed model made of paper and a tin pan

Write a story about a trip on a body of water or visiting a landform

Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences with Earth changes using rubric to checks for understanding of concepts of earth changes as well as means of communicating and sharing experience)

After:

A flash animated activity that lets you control the water cycle as you learn. http://www.epa.gov/ogwdw/kids/flash/flash_watercycle.html

Learn how to build your own water cycle with everyday items. http://water.epa.gov/learn/kids/drinkingwater/upload/activity_grades_k-3_watercycle-2.pdf

Article about the “Big Idea of Earth”. It explains how the Earth is constantly changing. There are additional links to games, experiments, and edible investigations. http://www.ology.amnh.org/explore/ology/earth

Earth Science website with articles, games, and interactive activities. http://tech.bcschools.net/curriculum/maser/science/eES3_Fluid.htm

A website with interactive whiteboard flipcharts, lessons, and resources. www.prometheanplanet.com

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Next Generation Science Standards Disciplinary Core Ideas Essential

Questions Assessments Vocabulary Resources

Post-test

Presentation/Model report using rubric aligned with essential question

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Science Pacing GuideTime Frame: September – October Second GradeUnit 1: Earth’s Changing Surface (Earth & Space Science)

Science & Engineering Practices Crosscutting Concepts Literacy Standards Mathematics StandardsDeveloping and Using ModelsModeling in K–2 builds on prior experiences and progresses to include using and developing models (i.e., diagram, drawing, physical replica, diorama, dramatization, or storyboard) that represent concrete events or design solutions. Develop a model to represent

patterns in the natural world. (2-ESS2-2)

Obtaining, Evaluating, and Communicating InformationObtaining, evaluating, and communicating information in K–2 builds on prior experiences and uses observations and texts to communicate new information. Obtain information using various

texts, text features (e.g., headings, tables of contents, glossaries, electronic menus, icons), and other media that will be useful in answering a scientific question. (2-ESS2-3)

PatternsPatterns in the natural world can be observed. (2-ESS2-2), (2-ESS2-3)

W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. (2-ESS1-1), (2-ESS2-3)

W.2.8 Recall information from experiences or gather information from provided sources to answer a question. (2- ESS1-1), (2-ESS2-3)

SL.2.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. (2-ESS2-2)

MP.2 Reason abstractly and quantitatively. (2-ESS2-1), (2-ESS2-1), (2-ESS2-2)

MP.4 Model with mathematics. (2-ESS1-1), (2-ESS2-1), (2-ESS2-2)

2.NBT.A.3 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. (2-ESS2-2)

Next GenerationScience Standards

Disciplinary Core Ideas

Essential Questions Assessments Vocabulary Resources

Students who demonstrate understanding can:

2-ESS2-2 Develop a model

ESS2.A: Earth Materials and SystemsWind and water can change the shape of the

What types of questions does science answer?

Before:Pre-test – (identifies some key vocabulary and concepts)

CoreCrustDescribeDownhill

Books:Locker, Thomas. Where The River Begins. Puffin. ISBN 9780140545951. 1993.

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Next GenerationScience Standards

Disciplinary Core Ideas

Essential Questions Assessments Vocabulary Resources

to represent the shapes and kinds of land and bodies of water in an area. [Assessment Boundary: Assessment does not include quantitative scaling in models.]

2-ESS2-3 Obtain information to identify where water is found on Earth and that it can be solid or liquid.

land. (2-ESS2-1)

ESS2.B: Plate Tectonics and Large-Scale System InteractionsMaps show where things are located. One can map the shapes and kinds of land and water in any area. (2-ESS2-2)

ESS2.C: The Roles of Water in Earth’s Surface ProcessesWater is found in the ocean, rivers, lakes, and ponds. Water exists as solid ice and in liquid form. (2-ESS2-3)

How do scientists investigate ideas about nature?

How do scientists explore objects, living things, events, and phenomena?

How do cycles help us to understand natural processes?

How can man made materials be used to impact the natural world?

How do we use engineering design to solve problems?

What is the relationship between parts of the Earth? (land, air, water)

How can the shape of the Earth be changed?

How do living things use water?

What are the

KWL charts

Brainstorming(journaling thoughts and ideas about the unit)

During:Journaling(Vocabulary, key concepts, observations, summaries, etc.)

Vocabulary quiz

Create brochures about Earth. Earth’s water, or new ways to impact the Earth less

Venn Diagramsmanmade vs. natural materials different cycles i.e. land vs. water

labeling maps, cycles, and diagrams

Drawings

Students become the teachers by jig sawing key ideas

Summaries

Models of landforms,

EarthquakeFastFloodFlowFresh waterHillIdentifyLakeLandformLandslideMantleMountainOceanPlainPlateauPondRiverSlowSoakStreamSurfaceValleyVolcano

Koontz, Robin. Erosion: Changing Earth’s Surface. Capstone.ISBN 9781404821958. 2007.

Brimner, Larry Dane. Glaciers. Children’s Press. ISBN 9780516206707. 2000.

Brimner, Larry Dane. Mountains. Children’s Press.ISBN 9780516215686. 2008.

Schreiber, Anne. Volcanoes! (National Geographic Readers). Random House.ISBN 978-1-4263-0285-5. 2008.

Stille, Darlene. Oceans. Scholastic.ISBN 0-15-21510-8. 1999

Spillsbury, Louise. The Disappearing Mountain and Other Earth Mysteries. Heinemann Lib.ISBN 9781410919557. 2005.

Gibbons, Gail. Planet Earth/ Inside Out. Mulberry Books.ISBN 9780688158491. 1995.

Article about how the changing Earth affects society.http://solidearth.jpl.nasa.gov/PAGES/tect03.html

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Next GenerationScience Standards

Disciplinary Core Ideas

Essential Questions Assessments Vocabulary Resources

characteristics of Earth’s bodies of water?

What are the characteristics of Earth’s landforms?

Why might rain collect on the Earth’s surface, flow downhill, or soak into the ground?

What is human impact on Earth?

Earth changes, etc.

Develop solution designsthat create or improve a water collection apparatus

Foldables of different landforms, changes to the Earth, land/air/water orvocabulary booklets

Observe and collect data of flow of water, changes of the Earth: by video or through simulation

Research human impact on the Earth

After:Post-test

Presentation/Model reportReport ways to lower human impact on the Earth (include facts and data about the Earth and statistics about human impact. Present ways to lower the impact)

Printable Earth’s Changing surface vocabulary quiz.http://home.comcast.net/~mspiazza/files/3-1%20Book%20Review%20Worksheet.pdf

Printable family activity: Earth’s Changing Surfacehttps://www.teachervision.com/tv/printables/Sci_3_FA_C1.pdf

Explore volcanoes and earthquakes in this web site. There are interactive activities that allow you to virtually erupt volcanoes and trigger earthquakes. http://environment.nationalgeographic.com/environment/natural-disasters/forces-of-nature.html

Website for children to explore landforms. Also includes many aspects of geology for exploration.http://www.kidsgeo.com/geology-for-kids/0031-what-are-landforms.php

Fun and educational games to help students develop and sharpen their geology skills.http://www.kidsgeo.com/geology-games/

Free educational videos.http://www.kidsknowit.com/interactive-educational-movies/

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Next GenerationScience Standards

Disciplinary Core Ideas

Essential Questions Assessments Vocabulary Resources

index.php?educational-movies-type=Geology

“Water is Important for Life” Article about Earth’s water.http://www.kidsgeo.com/geography-for-kids/0132-water-is-important-to-lifer.php

Article about the Earth’s Ice.http://www.kidsgeo.com/geography-for-kids/0147-earths-ice.php

Free water cycle printable.https://www.teachervision.com/earth-sciences/printable/34139.html

Entire water cycle Unit for 2nd gradehttp://printableworksheets.in/?dq=water+cycle+for+2nd+grade

Water cycle lesson with handouts and cutout activity.http://www.learningtogive.org/lessons/unit370/lesson2.html

Learners will develop an understanding of the water cycle.  They will then use this knowledge to create a tactile model of the water cycle and then relate these ideas to the importance of water conservation.

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Next GenerationScience Standards

Disciplinary Core Ideas

Essential Questions Assessments Vocabulary Resources

http://www.learningtogive.org/lessons/unit370/lesson2.html

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Science Pacing GuideTime Frame: November – December Second GradeUnit 2: Structure, Properties, and Interactions or Matter (Physical Science)

Science & Engineering Practices Crosscutting Concepts Literacy Standards Mathematics StandardsPlanning and Carrying Out InvestigationsPlanning 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 conduct an investigation

collaboratively to produce data to serve as the basis for evidence to answer a question. (2-PS1-1)

Analyzing and Interpreting DataAnalyzing data in K–2 builds on prior experiences and progresses to collecting, recording, and sharing observations. Analyze data from tests of an object

or tool to determine if it works as intended. (2-PS1-2)

PatternsPatterns in the natural and human designed world can be observed. (2-PS1-1)

Simple tests can be designed to gather evidence to support or refute student ideas about causes. (2-PS1-2)

Connections to Engineering, Technology, and Applications of Science

Influence of Engineering, Technology, and Science on Society and the Natural WorldEvery human-made product is designed by applying some knowledge of the natural world and is built using materials derived from the natural world. (2-PS1-2)

W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). (2-PS1-1), (2-PS1-2), (2-PS1-3)

W.2.8 Recall information from experiences or gather information from provided sources to answer a question. (2-PS1-1), (2-PS1-2), (2-PS1-3)

MP.2 Reason abstractly and quantitatively. (2-PS1-2)

MP.4 Model with mathematics. (2-PS1-1), (2-PS1-2)

MP.5 Use appropriate tools strategically. (2-PS1-2)

2.MD.D.10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph. (K-2-ETS1-1), (K-2-ETS1- 3)

Next Generation Science Standards Disciplinary Core Ideas Essential

Questions Assessments Vocabulary Resources

Students who demonstrate understanding can:

2-PS1-1 Plan and conduct an investigation to describe and classify different kinds of materials by their observable

PS1.A: Structure and Properties of MatterDifferent kinds of matter exist and many of them can be either solid or liquid, depending on temperature. Matter can be described and

What properties do common objects have?

How can we organize materials to help

Before:Pre-test

KWL Charts

During:

BalanceBuoyancyCategorizeChartClassifyColorCompare

Websites / Lessons / Games:Physical Science website with links to articles, games, and interactive activities. http://tech.bcschools.net/curriculum/maser/science/ePS3_Properties.htm

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Next Generation Science Standards Disciplinary Core Ideas Essential

Questions Assessments Vocabulary Resources

properties. [Clarification Statement: Observations could include color, texture, hardness, and flexibility. Patterns could include the similar properties that different materials share.]

2-PS1-2 Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.* [Clarification Statement: Examples of properties could include, strength, flexibility, hardness, texture, and absorbency.] [Assessment Boundary: Assessment of quantitative measurements is limited to length.]

classified by its observable properties. (2-PS1-1)

Different properties are suited to different purposes. (2-PS1-2), (2-PS1-3)

us make sense of what we observe?

What are some ways that different matter behaves?

What tools do we use in our daily lives and how do they make life easier for us?

Why is it important to know which measurement tool is good for which job?

How do scientists organize and carry out and investigation?

How do you determine which materials have the properties that are best suited for an intended purpose?

How does the

Journal writing

Experimentsfloat/sinkproperties of matter test working with magnets

Conduct Investigations and analyze how matter is organized and identified

search for and classify matter in the environment

Observe and describe the properties of matter

Classify matter according to their properties.

Sorting solids into groups on the basis of their properties

Comparing and contrasting matter

Graphic organizers

Science project changing matter in some way

ContainerDataFirmFlexibilityFloatGasHardnessLengthLiquidMagnetMagnetic fieldMagnetic

forceMagnetic poleMagnetismMatterMassMeasureMeasuring

cupMeterObservationsPolePropertyRigidRoughSmellShapeSizeSmoothSolidState of matterStrongTextureThicknessVolumeWeight

Brainpop matter videos, quizzes, and a game (site has a trial period available to try). http://www.brainpopjr.com/search/?keyword=matter

Brainpop science skills and making observations video and quiz (site has a trial period available to try).http://www.brainpopjr.com/science/scienceskills/makingobservations/preview.weml

Website for kid friendly science experiments and hands-on exploration. http://www.sciencekids.co.nz/experiments.html

Properties of matter matching game. http://www.quia.com/mc/2202.html

Recipe for slime with video. http://www.sciencebob.com/experiments/polymer.php

This page contains a collection of printable materials for teaching students about states of matter (solid, liquid, gas).  Includes a cut-and sort activity, higher-level thinking questions, and more.

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Next Generation Science Standards Disciplinary Core Ideas Essential

Questions Assessments Vocabulary Resources

structure of matter affect the properties and uses of materials?

Quizzes

Quick writes

Pictures/drawings

Applying tests, investigating, and reporting

After:Science experiment/fairbased on rubrics formed from essential questions)

Report(use rubrics based on essential questions)

Post-test

http://www.superteacherworksheets.com/matter.html

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Science Pacing GuideTime Frame: November – December Second GradeUnit 2: Structure, Properties, and Interactions or Matter (Physical Science)

Science & Engineering Practices Crosscutting Concepts Literacy Standards Mathematics StandardsConstructing Explanations and Designing SolutionsConstructing explanations and designing solutions in K–2 builds on prior experiences and progresses to the use of evidence and ideas in constructing evidence-based accounts of natural phenomena and designing solutions. Make observations (firsthand or

from media) to construct an evidence-based account for natural phenomena. (2-PS1-3)

Engaging in Argument from EvidenceEngaging in argument from evidence in K–2 builds on prior experiences and progresses to comparing ideas and representations about the natural and designed world(s). Construct an argument with

evidence to support a claim. (2-PS1-4)

Connections to Nature of ScienceScience Models, Laws, Mechanisms, and Theories Explain Natural PhenomenaScientists search for cause and effect relationships to explain natural events. (2-PS1-4)

Cause and EffectEvents have causes that generate observable patterns. (2-PS1-4)

Energy and MatterObjects may break into smaller pieces and be put together into larger pieces, or change shapes. (2-PS1-3)

RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. (2-PS1-4)

RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. (2-PS1-4)

RI.2.8 Describe how reasons support specific points the author makes in a text. (2-PS1-2), (2-PS1-4)

W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. (2-PS1-4)

W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). (2-PS1-1), (2-PS1-2), (2-PS1-3)

W.2.8 Recall information from experiences or gather information from provided sources to answer a question. (2-PS1-1), (2-PS1-2), (2-PS1-3)

2.MD.D.10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph. (K-2-ETS1-1), (K-2-ETS1- 3)

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Next Generation Science Standards Disciplinary Core Ideas Essential

Questions Assessments Vocabulary Resources

Students who demonstrate understanding can:

2-PS1-3 Make observations to construct an evidence-based account of how an object made of a small set of pieces can be disassembled and made into a new object. [Clarification Statement: Examples of pieces could include blocks, building bricks, or other assorted small objects.]

2-PS1-4 Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot. [Clarification Statement: Examples of reversible changes could include materials such as water and butter at different temperatures. Examples of irreversible changes could include cooking an egg, freezing a plant leaf, and heating paper.]

PS1.A: Structure and Properties of MatterDifferent properties are suited to different purposes. (2-PS1-2), (2-PS1-3)

A great variety of objects can be built up from a small set of pieces. (2-PS1-3)

PS1.B: Chemical ReactionsHeating or cooling a substance may cause changes that can be observed. Sometimes these changes are reversible, and sometimes they are not. (2-PS1-4)

What properties do common objects have?

How can we organize materials to help us make sense of what we observe?

What are some ways that different matters behave?

What tools do we use in our daily lives and how do they make life easier for us?

Why is it important to know which measurement tool is good for which job?

How do scientists organize and carry out and investigation?

How do you determine which materials have the properties that are best suited for an intended purpose?

Before:Pre-test

KWL charts

During:Observations

Experimentschanging states of mater

Investigate reversible and irreversible changes of material

Construct and share an instance of disassembling an object and using its pieces to create something new.

Classifying

Concept maps

Sort solids into groups on the basis of their properties

Use Graphic organizers to make connections for

BalanceBuoyancyCategorizeChartClassifyColorCompareContainerDataFirmFlexibilityFloatGasHardnessLengthLiquidMagnetMagnetic

fieldMagnetic

forceMagnetic poleMagnetismMatterMassMeasureMeasuring

cupMeterObservationsPolePropertyRigidRoughSmellShapeSizeSmooth

Books:Hewitt, Sally.  Amazing Materials. Crabtree. ISBN 9780778736271. 2008.

Mason, Adrienne. Touch It! Materials, Matter and You. Kids Can Press. ISBN 9781553377610. 2005.

Leedy, Loreen. Measuring Penny. Square Fish.ISBN 9780805065725. 1998.

Myller, Rolf. How Big Is A Foot? Yearling.ISBN 9780440404958. 1991.

Beanley, Franklin. What Makes a Magnet? Learning Perfection. ISBN 9780780763494. 1996.

Websites / Lessons / Games:Physical Science website with links to articles, games, and interactive activities. http://tech.bcschools.net/curriculum/maser/science/ePS3_Properties.htm

Brainpop matter videos, quizzes, and a game (site has a trial period available to try). http://www.brainpopjr.com/search/?keyword=matter

Brainpop science skills and making observations video and

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Next Generation Science Standards Disciplinary Core Ideas Essential

Questions Assessments Vocabulary Resources

How does the structure of matter affect the properties and uses of materials?

cause and effect relationships to explain natural events

Science project changing matter in some way

Quizzes

Quick writes

Pictures/drawings

Applying tests, investigate, and report about a tool being used for something new

Science journals

After:Science experiment/fairReport using rubrics based on essential questions

Post-test

SolidState of

matterStrongTextureThicknessVolumeWeight

quiz (site has a trial period available to try).http://www.brainpopjr.com/science/scienceskills/makingobservations/preview.weml

Website for kid friendly science experiments and hands-on exploration. http://www.sciencekids.co.nz/experiments.html

Properties of matter matching game. http://www.quia.com/mc/2202.html

Recipe for slime with video. http://www.sciencebob.com/experiments/polymer.php

This page contains a collection of printable materials for teaching students about states of matter (solid, liquid, gas).  Includes a cut-and sort activity, higher-level thinking questions, and more.http://www.superteacherworksheets.com/matter.html

Printable graphic organizers. http://www.busyteacherscafe.com/printables/reading.html

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Next Generation Science Standards Disciplinary Core Ideas Essential

Questions Assessments Vocabulary Resources

activity. http://www.harcourtschool.com/activity/states_of_matter/

PowerPoint about matter. http://www.schools.pinellas.k12.fl.us/educators/tec/Davis2/matter.ppt/sld006.htm

Sink or float lab activity. http://www.sciport.org/clientuploads/TRGSinkorFloat.pdf

Science investigation video that measures matter using nonstandard units of measurement.http://www.schooltube.com/video/14db212b764a4655b6c9/Balance%20of%20Matter

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Science Pacing GuideTime Frame: January - February Second GradeUnit 3: Engineering Design (Physical Science)

Science & Engineering Practices Crosscutting Concepts Literacy Standards Mathematics StandardsAsking Questions and Defining ProblemsAsking questions and defining problems in K–2 builds on prior experiences and progresses to simple descriptive questions. Ask questions based on observations to

find more information about the natural and/or designed world. (K-2-ETS1-1)

Define a simple problem that can be solved through the development of a new or improved object or tool. (K-2-ETS1-1)

Developing and Using ModelsModeling in K–2 builds on prior experiences and progresses to include using and developing models (i.e., diagram, drawing, physical replica, diorama, dramatization, or storyboard) that represent concrete events or design solutions. Develop a simple model based on

evidence to represent a proposed object or tool. (K-2-ETS1-2)

Analyzing and Interpreting DataAnalyzing data in K–2 builds on prior experiences and progresses to collecting, recording, and sharing observations. Analyze data from tests of an object or

tool to determine if it works as intended. (K-2-ETS1-3)

Structure and FunctionThe shape and stability of structures of natural and designed objects are related to their function(s). (K-2-ETS1-2)

RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. (K-2-ETS1-1)

W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. (K-2-ETS1-1), (K-2-ETS1-3)

W.2.8 Recall information from experiences or gather information from provided sources to answer a question. (K-2-ETS1-1), (K-2-ETS1-3)

SL.2.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. (K-2-ETS1-2)

MP.2 Reason abstractly and quantitatively. (K-2-ETS1-1), (K-2-ETS1-3)

MP.4 Model with mathematics. (K-2-ETS1-1), (K-2-ETS1-3)

MP.5 Use appropriate tools strategically. (K-2-ETS1-1), (K-2-ETS1-3)

2.MD.D.10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph. (K-2-ETS1-1), (K-2-ETS1- 3)

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Next Generation Science Standards Disciplinary Core Ideas Essential

Questions Assessments Vocabulary Resources

Students who demonstrate understanding can:

K-2-ETS1-1 Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.

K-2-ETS1-2 Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.

K-2-ETS1-3 Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs

ETS1.A: Defining and Delimiting Engineering ProblemsA situation that people want to change or create can be approached as a problem to be solved through engineering. (K-2-ETS1-1)

Asking questions, making observations, and gathering information are helpful in thinking about problems. (K-2-ETS1-1)

Before beginning to design a solution, it is important to clearly understand the problem. (K-2-ETS1-1)

ETS1.B: Developing Possible SolutionsDesigns can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem’s solutions to other people. (K-2-ETS1-2)

ETS1.C: Optimizing the Design SolutionBecause there is always more than one possible solution to a problem, it is useful to compare and test designs. (K-2-ETS1-3)

What are some problems that people want to change?

What kinds of questions, observations, and information can help develop or improve objects or tools?

How can situations that people want to change be solved through engineering?

How can problems be defined to develop a solution?

How can comparing and contrasting objects aid in finding solutions to problems?

What ways can problems and possible solutions be conveyed?

Before:Pre-test

Brainstorm

Technology in a bag investigation

During:Questionnaire

Sketches, drawings, models

Concept maps

Graphs

After:Projects that use teacher/student created rubrics based on essential questions(ex. find new uses for everyday items)

Designs for an object that helps solve a problem, i.e. bridge, shelter, etc.

Presentationof a design problem and solution

Post-test

ConveyDevelopEngineeringImproveObservationQuestionStrengthWeakness

Websites / Lessons / Games:In this video, students test simple machines to see how they make work easier. They use their knowledge to design a simple machine subsystem for a potato chip factory. http://www.eie.org/sites/default/files/resource/file/ext-lesson_simple-machines_potato-chip-patterns.pdf

In this video, students explore arch, beam, and deep beam bridges, and then design their own bridges. Can serve as a guide to a classroom project. http://www.eie.org/eie-curriculum/curriculum-units/get-other-side-designing-bridges

An ELA lesson that will help students understand comparing and contrasting. This will help them compare and contrast solutions to problems.http://cc.betterlesson.com/lesson/516338/i-ve-read-something-like-this-before-connecting-to-the-text

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Next Generation Science Standards Disciplinary Core Ideas Essential

Questions Assessments Vocabulary Resources

Self-assessments that uses a rubric to assess if a problem was presented and explained. Description of original solution. Explanation of materials and rational for materials being used for new solution. Rationale for new solution. Evidence of use solution

Reflections(check lists can be provided to check against essential questions)

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Science Pacing GuideTime Frame: March - June Second GradeUnit 4: Interdependence of Organisms and their Surroundings (Life Science)

Science & Engineering Practices Crosscutting Concepts Literacy Standards Mathematics StandardsDeveloping and Using ModelsModeling in K–2 builds on prior experiences and progresses to include using and developing models (i.e., diagram, drawing, physical replica, diorama, dramatization, or storyboard) that represent concrete events or design solutions. Develop a simple model based on

evidence to represent a proposed object or tool. (2-LS2-2)

Planning and Carrying Out InvestigationsPlanning 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 conduct an investigation

collaboratively to produce data to serve as the basis for evidence to answer a question. (2-LS2-1)

Make observations (firsthand or from media) to collect data which can be used to make comparisons. (2-LS4-1)

Connections to Nature of ScienceScientific Knowledge is Based on Empirical Evidence Scientists look for patterns and order

when making observations about the world. (2-LS4-1)

Cause and EffectEvents have causes that generate observable patterns. (2-LS2-1)

Structure and FunctionThe shape and stability of structures of natural and designed objects are related to their function(s). (2-LS2-2)

W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). (2-LS2-1), (2-LS4-1)

W.2.8 Recall information from experiences or gather information from provided sources to answer a question. (2-LS2-1), (2-LS4-1)

SL.2.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. (2-LS2-2)

MP.2 Reason abstractly and quantitatively. (2-LS2-1), (2-LS4-1)

MP.4 Model with mathematics. (2-LS2-1),(2-LS2-2), (2-LS4-1)

MP.5 Use appropriate tools strategically. (2-LS2-1)

2.MD.D.10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems. (2-LS2-2), (2-LS4-1)

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Next Generation Science Standards Disciplinary Core Ideas Essential Questions Assessments Vocabulary Resources

Students who demonstrate understanding can:

2-LS2-1 Plan and conduct an investigation to determine if plants need sunlight and water to grow. [Assessment Boundary: Assessment is limited to testing one variable at a time.]

2-LS2-2 Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.*

2-LS4-1 Make observations of plants and animals to compare the diversity of life in different habitats. [Clarification Statement: Emphasis is on the diversity of living things in each of a variety of different habitats.] [Assessment Boundary: Assessment does not include specific animal and plant names in specific habitats.]

LS2.A: Interdependent Relationships in EcosystemsPlants depend on water and light to grow. (2-LS2-1)

Plants depend on animals for pollination or to move their seeds around. (2-LS2-2)

LS4.D: Biodiversity and HumansThere are many different kinds of living things in any area, and they exist in different places on land and in water. (2-LS4-1)

ETS1.B: Developing Possible SolutionsDesigns can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem’s solutions to other people. (secondary to 2-LS2-2)

How do you know if something is a living thing?

How many types of living things live in a place?

How can plants be identified?

How can animals be identified and classified?

How do living things use their body parts to get the things they need to live and grow?

How do living things reproduce?

How do living things grow, thrive, and survive?

How do we measure changes in living things over time?

How can life cycles of different living things be compared?

Before:Pre-test

KWL chart

Categorize living and non-living things before lessons have been taught

During:Diagrams of parts of plants, animal habitats, animal classifications

Venn Diagramthat compare and contrast humans and animals

Observations of a seed bysoaking a lima bean and open it up to observe seedlings

Sprout seeds

Drawings

Quizzes

Quick writes

Build a beaver dam using sticks and mud

AdaptationAirAmphibianArcticBasic needsCamouflageCharacteristicsColorDesertDroughtEndangeredExtinctFlowerFoodFood chainFood webFossilFruitHabitatHeredityInsectLarvaLeafLife cycleLightLivingMammalMineralsNon livingObservationOceanOffspringOrganismsOxygenParentPetalPlantPollen

Books:Carle, Eric. The Tiny Seed. Little Simon.ISBN 9781416979173. 1970.

Cole, Henry. Jack’s Garden. Greenwillow Books. ISBN 9780688152833. 1997.

Websites / Lessons / Games:Interactive plant diagram labeling.http://www.crickweb.co.uk/ks1science.html#watercycle

Printable worksheet that helps children learn about different environments animals can live in – and connects each animal to its home. http://www.greatschools.org/worksheets-activities/6120-animal-homes-that-are-just-right.gs

Lesson plan for living things and their environments with additional resource links included. http://seplessons.ucsf.edu/node/769

Free plants slide show.http://www.slideshare.net/collierteachers/plants-by-mrs-burks-962006

Living and Non-Living Things lesson guide.

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Next Generation Science Standards Disciplinary Core Ideas Essential Questions Assessments Vocabulary Resources

How are living things dependent upon one another?

How can parents and offspring of living things be compared and contrasted?

How can habitats be characterized?

How are habitats important to living things?

How do plants and animals survive in their habitats?

What do living things need to stay safe?

How do habitats change?

How do animals and plants make adaptations to changing conditions caused by the seasons?

How can animals and humans be

Rubrics(students help create report rubrics based on essential questions for the unit)

After:Projects(grow a plant or care for an animal and keep track)

Completion of KWL charts

Self-assessmentsthat use teacher/student created rubrics

Reports that use rubric based on essential questions

Reflections

Post-test

PondPredatorPreyPupaRain forestReproduceReptileRootsSeedSeedlingSoilSproutStemSunlightSupportSurviveTraitsWaterYoung

http://www.brighthubeducation.com/lesson-plans-grades-1-2/9478-living-and-nonliving-things-project/

Plant Life lesson plan with printable activities.http://www.msnucleus.org/membership/html/k-6/lc/pdf/lc2p.pdf

Parts of a plant free printable.https://www.teachervision.com/plants/printable/44986.html

Plant and animal worksheets, quizzes, and games.http://www.softschools.com/science/plants/

Learn about habitats webquest for 2nd grade. Can also be used as technology lesson.http://lilliel.tripod.com/id5.html

2nd grade online activities teaching how animals depend on habitats.http://schools.dcsdk12.org/education/components/scrapbook/default.php?sectiondetailid=164433&

National Geographic Kidshttp://kids.nationalgeographic.com/kids/animals/creaturefeature/

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Next Generation Science Standards Disciplinary Core Ideas Essential Questions Assessments Vocabulary Resources

compared and contrasted?

How do we show respect for animals and take care of them?

“Hunt for life”. Living/Non-living activity.http://www.gscdn.org/library/cms/93/13993.pdf

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