Science Curriculum...Unit Title: Unit 1: Changes in Matter Target Course/Grade Level: Science /...

STAFFORD TOWNSHIP SCHOOL DISTRICT Manahawkin, NJ

Second Grade

Science Curriculum

“Aligned to the CCCS 2009”

This Curriculum is reviewed and updated annually as needed

This Curriculum was approved at the Board of Education Meeting

August 16, 2012, January 3, 2013, January 6, 2014, January 7, 2015

Mission Stafford Township School District, together with parents/guardians and community, shall provide a secure, nurturing environment that promotes a positive self-image through solid educational achievements that promote attainment of the core curriculum content standards and promotes behavior enabling our students to become life-long learners in a technological society Philosophy The purpose of the Stafford Township School District Science Curriculum is to develop scientific understanding and civic efficacy (the readiness and willingness to assume citizenship responsibilities and to make informed and reasoned decisions for the public good as citizens). The New Jersey Core Curriculum Content Standards for Science reflect the belief that all students can and must learn enough science to assume their role as concerned citizens, equipped with necessary information and decision-making skills.

The need for scientific literacy in today's increasingly technological world, for fundamental reforms in how science is taught, and for established standards in science education are by now well known and documented. Presidential appeals for excellence, combined with expressions of concern from scientists and educators, have led to national, state, and local initiatives. New Jersey is host to an impressive array of scientific and technological industries, and should play a leadership role in the development and implementation of standards for the teaching and learning of science.

Promoting and respecting individual student growth, the science program recognizes that: • Students gain an understanding and appreciation of science and its impact on daily life. • Develop critical thinking skills which enable them to function as lifelong learners and to

examine and evaluate issues of importance to all Americans. • Acquire basic literacy in the core disciplines of science and have the understandings needed to

apply this knowledge to their lives as citizens. • Understand science as the context for future environmental awareness. • Participate in activities that enhance the common good and increase the general welfare.

As a result, teachers in the Stafford Township School District have clear responsibilities to help all children think, read, write, listen, and speak. Therefore, they will:

• Have high expectations for all students. • Promote the teaching of critical thinking. • Value the needs of students as key elements in instructional planning. • Provide adequate resources for children to explore the content area. • Relate current events as needed to enhance content area instruction. • Communicate regularly and clearly with parents/guardians and encourage them to be a part of

the learning process. • Teach the full spectrum of science outlined by the provided strands.

NJ World Class Standards

New Jersey Core Curriculum Content Standards and Common Core Standards In 2009 New Jersey’s Core Curriculum Content Standards were revised for Visual & Performing Arts, Health & Physical Education, Science, Social Studies, World Languages, Technology, and 21st Century Life and Careers. In 2010 New Jersey adopted the Common Core Standards for English/Language Arts and Mathematics. The revised standards align with the knowledge and skills needed by all students for post-secondary opportunities, which may encompass: four-year college, community college, technical training, military service, direct entry into the workplace, and an array of future careers—including some that are just being envisioned and others that are currently unforeseen. In addition, the standards by necessity reflect a framework for teaching and learning that responds to the needs of 21st-century digital learners by incorporating the 'new literacies' required in an innovation economy: the ability to effectively access, evaluate, and synthesize vast amounts of information; to apply knowledge and skills to personal, workplace, and global challenges; to work collaboratively in cross-cultural settings; to solve problems creatively; and to act ethically as citizens of the world community. These 21st-century student outcomes require a deeper understanding of academic content at much higher levels than ever before. The revised standards facilitate this in-depth learning in all content areas through the systematic and transparent integration of 21st-century knowledge, skills, and themes; global perspectives; cross content connections; and technology. Consequently, successful implementation of the revised standards requires rethinking of traditional curricular and assessment approaches, as well as the creation of 21st-century learning environments in which teachers and students work across and beyond traditional disciplines and boundaries as engaged co-learners, critical and creative thinkers, and problem solvers. -Source: http://www.njcccs.org

About the Common Core Standards… In 2009, 48 states, 2 territories and the District of Columbia signed a memorandum of agreement with the National Governors Association (NGA) and Council of Chief State School Officers (CCSSO), committing to a state-led process – the Common Core State Standards Initiative (CCSSI). On June 2, 2010, the Common Core State Standards for English Language Arts/Literacy and Mathematics (CCSS) were released. Building on the strength of current state standards, the CCSS are designed to be focused, coherent, clear and rigorous; internationally benchmarked; anchored in college and career readiness; and evidence and research based. Created by teachers, parents, education experts, and other from across the country, the Common Core Standards provide clear, consistent expectations for what students should be learning at each grade in order to be prepared for college and career.

Ocean County Science Curriculum

Aligned to the 2009 Standards Ocean County School Districts have a Curriculum Council that is comprised of Curriculum Directors and Administrators that meet on a regular basis to discuss state mandates and initiates. This Council works together to understand the state’s new mandates and how best to implement these initiatives. When New Jersey adopted the Common Core Standards, school districts were faced with the expensive task of updating their current curriculum to the new Common Core Standards. The Ocean County Curriculum Council came up with the idea for all school districts in Ocean County to pull their resources and work together to look at the Common Core Standards and together write a county curriculum that addresses the new standards. Over the summer of 2010, teachers and administrators from most of the school districts in Ocean County met over several weeks to develop the County Science Curriculum document. After the County Curriculum team wrote the document, each school district took the document, added in the resources and materials that were specific to their own district, and then had the document approved by their board of education.

Stafford Township School District Science Curriculum

Content Area: Science

Course Title: Elementary Grade Level: Grade 2

Unit 1: Changes in Matter September and October

Unit 2: Soil November and December

Unit 3: Plants and Animals January and February

Unit 4: Ecosystems March and April

Unit 5: Motion and Forces May and June

Date Created:

Board Approved on:


Unit Overview

Content Area: Physical Science

Unit Title: Unit 1: Changes in Matter

Target Course/Grade Level: Science / Grade 2

Unit Summary: All objects and substances in the natural world are composed of matter with certain

properties. These properties can change as a result of such processes as heating and cooling, however, not

all materials respond the same way to these processes.

Primary Interdisciplinary Connections: Math, Language Arts, Technology, and College and Career

21st Century Themes: All students will develop an understanding of the nature and impact of technology,

engineering, technological design, and the designed world, as they relate to the individual, global society

and the universe.

For further clarification refer to NJ World Class Standards Introduction at www.njcccs.org.

Learning Targets

Content Standards: This unit will infuse the four strands of the Science Practices Standard 5.1. These

include: understanding scientific explanations, generating scientific evidence through active investigation,

reflecting on scientific knowledge and participating productively in science.

This unit will also infuse the 21st Century Life & Careers standard 9.1 strands A – D. These strands

include: Critical thinking and problem solving, creativity and innovation, collaboration, teamwork and

leadership and cross cultural understanding and interpersonal communication.

Also infused in this unit are Technology Standard 8.1 strands A-F which states: All students will

use digital tools to access, manage, evaluate, and synthesize information in order to solve

problems individually and collaboratively and to create and communicate knowledge, &

Technology Standard 8.2 strands A-G which states: All students will develop an understanding of

the nature and impact of technology, engineering, technological design, and the designed world,

as they relate to the individual, global society, and the environment.

CPI # Cumulative Progress Indicator (CPI)

5.2.2.B.1 Some properties of matter can change as a result of processes such as heating and cooling.

Not all materials respond the same way to these processes.

5.4.2.G.1 Water can disappear (evaporate) and collect (condense) on surfaces.

http://www.njcccs.org/

Unit Essential Questions

How can matter change when heated

or cooled?

Does all matter change the same way?

Unit Enduring Understandings

Students will understand that…

There are several ways that matter can change but not all all

substances respond the same way when heated or cooled.

Unit Objectives

Students will know…

5.2.2.B.1

Some properties of matter can change

as a result of processes such as heating

and cooling. Not all materials respond

the same way to these processes.

5.4.2.G.1

Water can disappear (evaporate) and

collect (condense) on surfaces.

Unit Objectives

Students will be able to…

5.2.2.B.1

Generate accurate data and organize arguments that not all

substances respond the same way when heated or cooled,

using common materials, such as shortening or candle wax.

5.4.2.G.1

Observe and discuss evaporation and condensation.

Stafford Township School District Science Curriculum Evidence of Learning

Suggested Formative Assessments

For ideas refer to NJ State DOE Classroom Application Documents

(CAD)http://njcccs.org/CADDownload.aspx?AreaCode=5&AreaDesc=Sci

ence

Utilize individual district wide assessements.

Sample Assessments

5.2.2.B.1 & 5.4.2.G.1 - To show evidence of meeting these CPIs, students

may:

Identify the changes of state from liquid to gas in evaporation and

gas to liquid in condensation using water as an example.

How can a water cycle be used to explain water’s ability to

disappear (evaporate) and collect (condense) on surfaces?

Suggested Summative Assessments

For ideas refer to NJ State DOE PEP http://www.state.nj.us/education/njpep/index.html

Utilize individual district wide assessments.

Suggested Modifications (ELLs, Special Education, Gifted and Talented)

http://njcccs.org/CADDownload.aspx?AreaCode=5&AreaDesc=Science


http://www.state.nj.us/education/njpep/index.html

Provide differentiated instruction as needed.

Follow all IEP modifications/504 plan.

Response to Intervention (RTI): www.help4teachers.com, www.docstoc.com (search tiered

lesson plan template), and http://dep.disney.go.com

Suggested Curriculum Development Resources/Instructional Materials/Equipment

Needed/Teacher Resources:

Instructional Guidance

5.2.2.B.1 - To assist in meeting this CPI, students may:

Observe and describe changes in the physical properties of solids and liquids after exposure to

various treatments (i.e., temperature, sunlight, water).

Use writing, drawing, and discussion to communicate observations, descriptions,

investigations, and experiences concerning solids and liquids.


5.4.2.G.1 - To assist in meeting this CPI, students may:

Explore what happens to water as it goes from solid to liquid and back again; use observation,

measurement, and communication skills to describe change. See Science NetLinks, Water 1:

Water and Ice: http://www.sciencenetlinks.com/lessons.php?Grade=k-

2&BenchmarkID=4&DocID=0

Observe the amount of water in an open container over time, and observe the amount of water

in a closed container over time. Compare and contrast the sets of observations over time. See

Science NetLinks, Water 2: Disappearing Water:

http://www.sciencenetlinks.com/lessons.php?DocID=168

Explore what happens to the amount of different substances as they change from a solid to a

liquid or a liquid to solid. See Science NetLinks: Water 3: Melting and Freezing:


Resources

5.2.2.B.1

National Science Digital Library, Science Digital Literacy Maps: The Physical Setting:

Chemical Reactions

http://strandmaps.nsdl.org/?id=SMS-MAP-1349

National Science Digital Library, Science Refreshers

http://nsdl.org/refreshers/science/

Science Curriculum Topic Study by Page Keeley,

Physical Properties and Change p. 170

http://www.help4teachers.com/

http://www.docstoc.com/

http://dep.disney.go.com/

http://www.sciencenetlinks.com/lessons.php?Grade=k-2&BenchmarkID=4&DocID=0

http://www.sciencenetlinks.com/lessons.php?Grade=k-2&BenchmarkID=4&DocID=0



http://education.state.nj.us/events/




Resources

5.4.2.G.1

National Science Digital Library, Science Digital Literacy Maps

The Physical Setting: Weather and Climate




Science Curriculum Topic Study by Page Keeley,

Water Cycle, p.189

Suggested websites: www.teachersfirst.com and www.ncs-tech.org

Additional resources should be determined by individual districts.

Teacher Notes:




http://www.teachersfirst.com/

http://www.ncs-tech.org/


Unit Overview

Content Area: Earth Science

Unit Title: Unit 2: Soil

Target Course/Grade Level: Science / Grade 2

Unit Summary: Soil is made up of a variety of materials that are a result of processes that occur on Earth.




and the universe.


Learning Targets














5.4.2.C.1 Soils are made of many living and nonliving substances. The attributes and properties of soil

(e.g., moisture, kind and size of particles, living/organic elements, etc.) vary depending on

location.



What is soil?

What are the properties of soil?



Soil is a product of processes that occur on Earth.

The Earth includes a variety of materials in solid, liquid,

and gaseous form.

Unit Objectives


5.4.2.C.1

Soils are made of many living and

nonliving substances. The attributes and

properties of soil (e.g., moisture, kind

and size of particles, living/organic

elements, etc.) vary depending on

location.

Unit Objectives


5.4.2.C.1

Describe Earth materials using appropriate terms such as

hard, soft, dry, wet, heavy, and light.





ence


Sample Assessments

5.4.2.C.1 - To show evidence of meeting this CPI, students may:

Identify two ways that dirt and soil are different.

Determine the characteristics of soil that they would look for when

planning a vegetable garden and explain why this information is

useful.







Response to Intervention (RTI): www.help4teachers.com, www.docstoc.com (search tiered

lesson plan template), and http://dep.disney.go.com







Suggested Curriculum Development Resources/Instructional Materials/Equipment

Needed/Teacher Resources:


5.4.2.C.1 - To assist in meeting this CPI, students may:

Participate in GLOBE’s The Scoop on Soils found at:

http://www.globe.gov/fsl/html/templ.cgi?EG_cloud&lang=en&nav=1

Develop systematic procedures for sampling and analyzing soils from across the community.

Investigate Soil And My Backyard found at:

http://www.globe.gov/tctg/backyard.pdf?sectionId=104

Develop a simple soil classification system that can be used to categorize samples from

around the globe.

For teacher reference:

http://www.physicalgeography.net/fundamentals/10v.html

Resources

National Science Digital Library, Science Digital Literacy Maps, The Physical Setting:

Changes in the Earth's Surface http://strandmaps.nsdl.org/?id=SMS-MAP-0048

National Science Digital Library, Science Refreshers http://nsdl.org/refreshers/science/

Science Curriculum Topic Study by Page Keeley, Soil p.187

Suggested websites: www.teachersfirst.com and www.ncs-tech.org


Teacher Notes:





http://www.physicalgeography.net/fundamentals/10v.html







Unit Overview

Content Area: Life Science & Earth Science

Unit Title: Unit 3: Plants and Animals

Target Course/Grade Level: Science/Second grade

Unit Summary: Plants &/or Animals:

have energy needs.

have ways to obtain food and water.

have roots to gather water and leaves to gather sunlight and the relationship between the sun and

plant growth.

have similarities and differences between parents and offspring.

have life cycles, growth and development.

have structures that enable them to survive in various environments.

Primary Interdisciplinary Connections: Math, Language Arts, Technology and College and Career.



and the universe.


Learning Targets














5.3.2.B.1 Describe the requirements for the care of plants and animals related to meeting their energy

needs.

5.3.2.B.2 Compare how different animals obtain food and water.


5.3.2.B.3 Explain that most plants get water from soil through their roots and gather light through their

leaves.

5.3.2.D.1 Record the observable characteristics of plants and animals to determine the similarities and

differences between parents and their offspring.

5.3.2.D.2 Determine the characteristic changes that occur during the life cycle of plants and animals by

examining a variety of species and distinguish between growth and development.

5.3.2.E.1 Describe similarities and differences in observable traits between parents and offspring.

5.3.2.E.2 Describe how similar structures found in different organisms (e.g.: eyes, ears, mouths) have

similar functions and enable those organisms to survive in different environments.

5.4.2.E.1 Describe the relationship between the Sun and plant growth.


How is matter transformed and used

as energy in living organisms?

How do organisms change as they go

through their life cycle?

In what ways are organisms of the

same kind different from each other?

How does this help them reproduce

and survive?



All organisms transfer matter and convert energy

from one form to another.

Organisms reproduce, develop and have

predictable life cycles and pass on some traits to

their offspring.

Sometimes differences between organisms of the

same kind give advantages in surviving and

reproducing in different environments.

Unit Objectives


5.3.2.B.1, 5.3.2.B.2, 5.3.2.B.3 & 5.4.2.E.1

how plants and animals meet their energy

needs.

how different plants and animals obtain

their food.

that most plants get water from soil through

their roots and gather light through their

leaves.

5.3.2.D.1, 5.3.2.D.2, 5.3.2.E.1 & 5.3.2.E.2

how to record the observable

characteristics of plants and animals to

determine the similarities and differences

between parents and their offspring.

the life cycle and development of various

plants and animals.

Unit Objectives


5.3.2.B.1, 5.3.2.B.2, 5.3.2.B.3 & 5.4.2.E.1

Identify how plants and animals get their food, air,

water and sunlight (energy needs).

Observe a variety of plants and animals and identify

how each one’s physical features and /or behaviors

allow them to obtain food (ie: web building,

hunting/stalking, foraging).

Identify what plant parts obtain water and sunlight.

5.3.2.D.1, 5.3.2.D.2, 5.3.2.E.1 & 5.3.2.E.2

Explain, in their own words, how you can tell if two

animals are related or not.

Describe the similarities and differences between

parents and offspring, such as size, color, shapes…

Identify the life cycle components of a bird, frog,

dog…




(CAD)http://njcccs.org/CADDownload.aspx?AreaCode=5&AreaDesc=Science


Sample Assessments

5.3.2.B.1 & 5.3.2.B.3 & 5.4.2.E.1 - To show evidence of meeting this CPI,

students may complete the following assessments:

Students grow plants in the classroom from seeds. Record all observations,

including verbal descriptions, as well as data about the height and number of

leaves of each of the plants. They draw conclusions about the effects of

modifying the conditions that the plants are grown under, based on evidence.

Which of these is more important for plants than for animals in order to live?

A. Air

B. Water

C. Sunlight _

D. A place to live

5.3.2.D.1 - To show evidence of meeting this CPI, students may complete

the following performance assessment:

You are a volunteer on a farm, and the farmer needs some help trying to

identify which young animals are related to which parents. The farmer has

given you pictures of all the animals on the farm, and she would like you to

use each animal’s distinguishing characteristics to determine the

relationships. After reviewing the pictures, share your ideas with your

classmates. State your claims, using the animals’ characteristics as physical

evidence (markings, color, etc.) to support your claim. As a class, come to

consensus about the relationships on the farm.

5.3.2.D.2 - To show evidence of meeting this CPI, students may complete

the following assessments:

Identify which images represent changes in growth, and which images

represent changes in differentiation based on images of different organisms

at different stages in their life cycle. Make a claim, and support their claim

using observations from the pictures.


How will the young cardinal change as it grows up?

A. It will grow more toes.

B. Its tail feathers will become shorter.

C. It will grow a pointed crest.

D. Its beak will become long and narrow.

5.3.2.E.1 - To show evidence of meeting this CPI, students may answer the

following questions:

Explain, in your own words, how you can tell if two animals are related.

Which of these is a scientific observation for the mother cat A and her kitten

B in the picture?

A. Cat A is prettier than kitten B.

B. Cat A has longer fur than kitten B.

C. Cat A is my favorite kitten.

D. Cat A runs faster than kitten B.

5.3.2.E.2 - To show evidence of meeting this CPI, students may answer the

following questions:

Identify any structures that are common to a number of the species after

being presented with a variety of images of different species. Explain, using

their own words, how each structure can help an organism survive in its

habitat.

Catfish have whisker-like parts around their mouths to help them feel their

surroundings because they live in murky water. Which of these is a catfish?

A.

B.

C.

D.







Response to Intervention (RTI): www.help4teachers.com, www.docstoc.com (search tiered lesson plan

templates), http://dep.disney.go.com

Suggested Curriculum development Resources/Instructional Materials/Equipment Needed Teacher

Resources:



Observe a variety of plants and animals (in natural settings or using digital/video) and

identify the basic needs that are common to plants or animals of the same group.


Observe a variety of animals and identify how each animal obtains food and water. Identify





those unique physical features (trunks, beaks, claws, etc.) or behaviors (web-building,

hunting/stalking, foraging, etc.) that allow certain animals to obtain food.


Identify characteristics (e.g., body coverings, beak shape, number of legs, body parts) that are

passed on from parents to young.

Classify young animals based on characteristics that are passed on from parents (e.g.,

dogs/puppies, cats/kittens, cows/calves, chicken/chicks).

5.3.2.D.1 - To assist in meeting this CPI, students may:

Identify characteristics (e.g., body coverings, beak shape, number of legs, body parts) that are

passed on from parents to young.

Classify young animals based on characteristics that are passed on from parents (e.g.,

dogs/puppies, cats/kittens, cows/calves, chicken/chicks).

5.3.2.D.2 - To assist in meeting this CPI, students may:

Observe a complete life cycle of an organism in the classroom by recognizing, recording

and communicating changes observed in the organism over time.

Use records from their own observations to discriminate between the changes that are due to

growth (size, weight, etc.) and which are due to development (structural changes).

5.3.2.E.1 - To assist in meeting this CPI, students may:

Describe the similarities and differences between parents and offspring, such as size and

color, shapes, etc. after being presented with digital images or living organisms.

Discuss and then create a graphic organizer to represent which traits are similar or different

between parents and offspring.

5.5.2.E2 - To assist in meeting this CPI, students may:

Observe a variety of plants and animals interacting with their environment.

Journal the experience, taking note of similar structures between different organisms.

Engage in a scientific discussion, during which they explain the role of the features or traits

that help the plant or animal survive.


Observe a variety of plants and animals (in natural settings or using digital/video means)

and identify the basic needs that are common to plants or animals of the same group.

Conduct a variety of experiments to determine how plants obtain water and light. Determine

which conditions can affect the way plants obtain their energy needs.

Resources

5.3.2.B.1 & 5.3.2.B.2

Teachers’ Domain provides lesson plans and other multimedia resources (video clips and

simulations) that support this CPI.

http://www.teachersdomain.org/resource/tdc02.sci.life.colt.lp_stayalive/

Harvard-Smithsonian Center for Astrophysics’ Digital Video Library provides short video

clips of classroom teachers working with students on the specific learning goals associated

with this CPI.

http://www.hsdvl.org/video.php?record_serial=1113

5.3.2.B.3


clips of students discussing their scientific ideas associated with this CPI.



clips of teachers describing experiments associated with this CPI.


5.3.2.D.1

Annenberg Media’s Teachers’ Resources offer short video courses covering essential science

content for K-6 teachers.

5.3.2.D.2



5.3.2.E.1


clips of a workshop covering content associated with this CPI.


5.3.2.E.2



with this CPI.


http://www.hsdvl.org/video.php?record_serial=1113%20



http://www.learner.org/resources/series179.html?pop=yes&pid=1957

http://www.learner.org/resources/series179.html?pop=yes&pid=1957



5.4.2.E.1

Teachers’ Domain provides lesson plans and other multimedia resources (video clips and

simulations) that support this CPI.




with this CPI.


National Science Digital Library, Science Digital Literacy Maps

The Living Environment: Flow of Energy in Ecosystems


Suggested websites: www.ncs-tech.org, www.teachersfirst.com


Teacher Notes:







Unit Overview

Content Area: Life Science

Unit Title: Unit 4: Ecosystems

Target Course/Grade Level: Science/2nd

grade

Unit Summary: All animals and most plants depend on both other organisms and their

environment to meet their basic needs. Plants and animals have features that help them survive in

different environments.

Primary Interdisciplinary Connections: Math, Language Arts, Technology, and College and Career.



and the universe.


Learning Targets














5.3.2.C.1 Organisms interact and are interdependent in various ways; for example, they provide

food and shelter to one another.

5.3.2.C.2 A habitat supports the growth of many different plants and animals by meeting their

basic needs of food, water, and shelter.

5.3.2.C.3 Humans can change natural habitats in ways that can be helpful or harmful for the

plants and animals that live there.


5.3.2.E.2 Plants and animals have special features that help them survive in different

environments.


In what ways do organisms

interact within ecosystems?

In what ways are organisms of the

same kind different from each

other? How does this help them

reproduce and survive?



All animals and most plants depend on both other

organisms and their environments for their basic

needs.

Sometimes differences between organisms of the

same kind give advantages in surviving and

reproducing in different environments.

Unit Objectives


5.3.2.C.1

Organisms interact and are

interdependent in various ways.

5.3.2.C.2

A habitat provides and supports plants

and animals with their basic needs.

5.3.2.C.3

Human actions which change habitats

can be helpful or harmful to plants

and animals.

5.3.2.E.2

Plants and animals have special

features that help them to survive in


Unit Objectives


5.3.2.C.1

Describe the ways in which organisms interact with

each other and their habitats in order to meet basic

needs.

5.3.2.C.2

Identify the characteristics of a habitat that enable the

habitat to support the growth of many different plants

and animals.

5.3.2.C.3

Communicate ways that humans protect habitats

and/or improve conditions for the growth of the

plants and animals that live there, or ways that

humans might harm habitats. 5.3.2.E.2

Describe how similar structures found in different

organisms (e.g., eyes, ears, mouths) have similar

functions and enable those organisms to survive in






ence


Sample Assessments

5.3.2.C.1 - To show evidence of meeting this CPI, students may

complete the following performance assessment:

Your class has been asked to survey the types of plants and animals that

live around the school property. Conduct a survey of the different types

of plants and animals you see on a walk around the school grounds. Use

your journal to document what you see (drawing pictures, collecting

leaves, etc.). Pay special attention to how the different organisms

interact with other living things and their environment to meet their

needs (birds nesting in trees, ants collecting food, etc.). Report your

findings to other students in schools around New Jersey and the rest of

the world in a series of brief nature videos or podcasts (using a digital

collaboration site), where each group highlights a different species on

the school grounds.


complete the following performance assessment:

Students work in groups to construct a visual representation of a habitat.

They identify all living organisms of the habitat, and then identify which

elements (living and non-living) of the habitat provide all organisms

with food, shelter and water.

5.3.2.C.2 - To show evidence of meeting this CPI, students may answer

the following question:

Which of these animals MOST likely made the hole in the cactus to find

water?

B




complete the following assessment:

Become a participant in the Environmental Protection Agency’s (EPA)

Pick 5 for the Environment Challenge. Choose at least five actions to

commit to as a class in order to protect the environment. After you

change your behaviors, let others know what you committed to through

Pick Five.

5.3.2.E.2 - To show evidence of meeting this CPI, students may

complete the following formative assessment:

Identify any structures that are common to a number of the species after

being presented with a variety of images of different species. Explain,

using their own words, how each structure can help an organism survive

in its habitat.

5.3.2.E.2 - To show evidence of meeting this CPI, students may

answer the following question:

Catfish have whisker-like parts around their mouths to help them feel

their surroundings because they live in murky water. Which of these is a

catfish?

E.

F.

G.

H.








Response To Intervention (RTI): www.help4teachers.com , www.docstoc.com (search Tiered Lesson

Plan Templates), http://dep.disney.go.com


Resources:



Identify the different kinds of living things in varying environments, and determine the

relationships that exist between them.

Recognize and provide examples of how living things coexist in different environments,

sharing resources and space.


Describe how plants and animals interact with each other and their environment in a variety

of settings by observing interactions in natural settings or through digital/video means.


Explain how human actions (both positive and negative) can affect the survival and health

of plants and animals.


Observe a variety of plants and animals interacting with their environment.

Journal the experience, taking note of similar structures between different organisms.

Engage in a scientific discussion, during which they explain the role of the features or traits

that help the plant or animal survive.

Resources:

5.3.2.C.1, 5.3.2.C.2 & 5.3.2.C.3

Science NetLinks offers lesson plans and support materials associated with this CPI.

VoiceThread is a collaborative, multimedia slide show that holds images, documents, and

videos and allows people to navigate pages and leave comments. It can be used as a resource

to support the sample assessment provided with this CPI.





http://www.sciencenetlinks.com/lessons.cfm?DocID=440

http://voicethread.com/

http://voicethread.com/about/media/

http://voicethread.com/about/media/

http://voicethread.com/about/commenting/


http://www.learner.org/resources/series179.html

Environmental Protection Agency’s (EPA) Pick 5 for the Environment Challenge website

explains the details of the challenge.

5.3.2.E.2



with this CPI.

Suggested websites: www.ncs-tech.org , www.teachersfirst.com


Teacher Notes:

http://www.learner.org/resources/series179.html





Unit Overview

Content Area: Physical Science

Unit Title: Unit 5: Motion and Forces

Target Course/Grade Level: Science/Grade 2

Unit Summary: Forces, pushes and pulls, can cause objects to move. The speed at which an object

moves is related to the strength of the push or pull that imitated the movement of the object. Friction is a

force that can slow down, stop or prohibit movement. Some forces act by touching, while others can act

without touching.




and the universe.

For further clarification refer to NJ World Class Standards Introductions at www.njcccs.org.

Learning Targets














5.2.2.E.2 A force is a push or a pull. Pushing or pulling can move an object. The speed an

object moves is related to how strongly it is pushed or pulled. When an object does

not move in response to a push or a pull, it is because another push or pull (friction)

is being applied by the environment.

5.2.2.E.3 Some forces act by touching, while other forces can act without touching.



How does friction affect movement?

What kinds of forces act by touching?

What kinds of forces act without

touching?

How can a force act upon an object

without touching it?



Friction slows down or stops movement.

Some forces act by touching.

Some forces act without touching.

Unit Objectives


5.2.2.E.2

A force is a push or a pull. Pushing

or pulling can move an object. The

speed an object moves is related to

how strongly it is pushed or pulled.

When an object does not move in

response to a push or a pull, it is

because another push or pull

(friction) is being applied by the

environment.

5.2.2.E.3

Some forces act by touching, while

other forces can act without

touching.

Unit Objectives


5.2.2.E.2

Predict an object’s relative speed, path, or how far it

will travel using various forces and surfaces.

5.2.2.E.3

Distinguish a force that acts by direct contact with an

object (e.g., by pushing or pulling) from a force that

can act without direct contact (e.g., the attraction

between a magnet and a steel paper clip).




(CAD)http://njcccs.org/CADDownload.aspx?AreaCode=5&AreaDesc=Science








Response To Intervention (RTI): www.help4teachers.com , www.docstoc.com (search Tiered Lesson

Plan Templates), http://dep.disney.go.com.


Resources:


5.2.2.E.2-To assist in meeting this CPI, students may:

Use various toys, carts, etc. and ramps to explore speed, pathways, and forces.

Conduct on line simulations and discuss observations and conclusions. Use appropriate

methods of recording data and sharing results with classmates. Simulation of forces and

movement

http://www.bbc.co.uk/schools/scienceclips/ages/6_7/forces_movement.shtml

5.2.2.E.3-To assist in meeting this CPI, students may:

Explore, predict and observe forces when given a variety of objects with which to interact.

Resources

5.2.2.E.2 & 5.2.2.E.3

National Science Digital Library, Science Digital Literacy Maps: National Science Digital

Library: Laws of Motion







http://www.bbc.co.uk/schools/scienceclips/ages/6_7/forces_movement.shtml





Science Curriculum Topic Study by Page Keeley

Describing Position and Motion p. 207

Suggested websites: www.ncs-tech.org , www.teachersfirst.com


Teacher Notes:





Stafford Township School District Grade Level Expectations and Pacing Guides

After our district participated in creating the Ocean County Mathematics Curriculum we shared the document with our staff. The County Curriculum addresses the Common Core Standards and had an enormous amount of resources for our staff to use, but still did not give teachers a clear understanding of how to implement the standards in their classrooms. Over the 2011-12 School Year, we looked at the materials and resources that we have available in Stafford, and worked with teachers to create grade level expectations and pacing guides. These documents outline what teachers need to cover in specific grade levels and timeframes. The purpose is to create consistency within a grade level to ensure that all students at a specific grade level will be exposed to specific skills, strategies, expectations, and assignments.

Second Grade – Science Topics

September - October Motion & Forces

November - December Changes in Matter

January - February

Ecosystems

March - April Plants & Animals

May – June Soil

Ma

http://www.google.com/imgres?imgurl=http://grade5propertiesofmatter.pbworks.com/f/5 Properties of Matter Clip Art.jpg&imgrefurl=http://grade5propertiesofmatter.pbworks.com/&h=237&w=235&sz=9&tbnid=p6agZgm1AMIPtM:&tbnh=90&tbnw=89&prev=/search?q=science+matter+clipart&tbm=isch&tbo=u&zoom=1&q=science+matter+clipart&usg=__sjLdu8sJLWQHONJHVw8rCelDYsk=&docid=-mh35NyGUaoBoM&hl=en&sa=X&ei=ouhhUIy5G6Lt0gGlp4G4Dg&sqi=2&ved=0CCIQ9QEwAQ&dur=1084

http://www.clipartguide.com/_pages/0511-1011-2517-3929.html

Benchmark Assessment:

• Offer reasons for their findings and consider reasons suggested by others. • Seek better reasons for believing something other than “Everybody knows that …” or “I just

know” and discount such reasons when given by others. • Support their reasoning statements with facts found in books, articles, and electronic

resources, identify the sources used, and expect others to do the same. • Keep notebooks that describe observations (plants, class pets, aquarium, playground, etc.).

Students should be able to distinguish observation from ideas and speculations about what is being observed. Students’ notes should be clear and comprehensive enough that they understand the concept.

• Unit tests generated by teacher using ExamView Test Generator. • In addition, a journal will be kept throughout the year. Students will record information after the

completion of each lab period. Technology:

• United Streaming- http://streaming.discoveryeducation.com/index.cfm • Mad Science- http://www.madsci.org/ • MARE homepage- http://www.lawrencehallofscience.org/mare/ • Houghton-Mifflin science homepage- http://www.educationplace.biz/kids/hmsc/

Additional Resources: http://www.state.nj.us/education/njpep/classroom/classroom_resources/science/index.html Multi-media: United Streaming (download videos, lesson plans, activities, assessments) http://www.unitedstreaming.com/ Books: Simple Machines

o The inclined plane o Machines and movement o Projects with machines o Amazing flying machines o Machines o Megamachines o Extreme machines in space o Extreme machines in the air o Gear up! Marvelous machine projects

Solar System

o Solar system o Earth and beyond o The planets o What’s above the sky? A book about the planets o Across the solar system o The solar system o A Day in Space o Astronomy Today o Exploring your Solar System o A book about planets and stars

http://streaming.discoveryeducation.com/index.cfm

http://www.madsci.org/

http://www.lawrencehallofscience.org/mare/

http://www.educationplace.biz/kids/hmsc/

http://www.state.nj.us/education/njpep/classroom/classroom_resources/science/index.html

http://www.unitedstreaming.com/

o All About Space o A Day in Space o A book about planets and stars o Asteroids and Meteorites o Space Exploration o The Moon o Mars the Red Planet o First Encyclopedia of Our World o The Red Planet o The Incredible Journey to the Planets o Neptune o Mercury o Venus o Mars o Jupiter o Saturn

Weather/Water Cycle

o Weather o Weather: the hands on approach to geography o Weather signs o Studying weather o The weather and us o Clouds o Weather: air masses, clouds, rainfall, storms, weather maps, climate

Plants/Carnivorous plants

o Growing plants o How plants grow o Nature’s wild

Soil

o Soil o Earth

Wetlands

o Wetlands o The Wetlands o America’s Wetlands o Here is the wetland o Life in a wetland o Squish!: a wetland walk o Swamps o Wetland Biome

Rocks & Minerals o Rocks, gems, and minerals: a guide to familiar minerals, gems, ores, and

rocks o Igneous rocks o Metamorphic rocks o Sedimentary rocks o Crystals

Electricity & Magnetism

o Electricity o Batteries and magnets o Zap it!: exciting electricity activities o Electricity and electrical safety o Electricity and magnetism o Magnets

Mammals/Vertebrates o Amazing mammals o Oceans: looking at beaches and coral reefs, tides and currents, sea

mammals and fish, seaweed and other ocean wonders o Mammals: Desert Animals o Mammals: First Field Guide o The Prairie o Whales, dolphins and other marine mammals o National Audubon Society Field Guide to North American Mammals o Birds, Mammals, & Reptiles of the Galapagos Islands

Fish o The ocean alphabet book o Fish o Oceans: looking at beaches and coral reefs, tides and currents, sea

mammals and fish, seaweed and other ocean wonders o Fascinating facts about the seashore o International wildlife encyclopedia

Birds o Birds o Amazing tropical birds o Penguins o Owls o Amazing birds of prey o Amazing birds o Birds of the world o Herons o Birds: First Field Guide o Owls and Other Birds of Prey o Penguins and Other Flightless Birds o Firefly Encyclopedia of Birds

Food Chains/Food Webs o Food Chains & Webs o Food Chains The Unending Cycle o Food Chains in a Forest Habitat o Food Chains in a Meadow Habitat o Food Chains in a Pond Habitat o Food Chains in a Desert Habitat o Food Chains in a Backyard Habitat

Kelp Forest o Exploring saltwater habitats o Life of the Kelp Forest Under the Sea o Kelp Forests o Kelp o Life in a Kelp Forest

Forces of Nature o Earthquakes o Volcanoes o Volcano! o Tsunamis

Invertebrates o Insects and other invertebrates o Amazing insects o Easy answers to first questions about animals o National Audubon Society field guide to North American insects and spiders o Bees, wasps, and ants o A field guide to insects: America north of Mexico o Insects o Insects and spiders o Insects: a guide to familiar American insects: 225 species in full color

Websites: Simple Machines http://www.thetech.org/education/downloads/dconline/motionCommotion_2003.pdf#search=%22allintext%3A%20force%2C%20level%20%26%20fulcrum%2C%20wheel%20%26%20axel%2C%20pulleys%2C%20inclined%20planes%2C%20and%20wedges%22 http://www.edheads.org/activities/simple-machines/index.htm http://www.wbra.org/html/edserv/ntti/2005Lessons/Ive_Got_The_Power.pdf#search=%22allintext%3A%20force%2C%20level%20%26%20fulcrum%2C%20wheel%20%26%20axel%2C%20pulleys%2C%20inclined%20planes%2C%20and%20wedges%22 Solar System http://www.jpl.nasa.gov/solar_system/planets/planets_index.html http://www.astronomy.com/asy/default.aspx?c=ss&id=76 http://www.phy6.org/stargaze/Secliptc.htm http://pdsmaps.wr.usgs.gov/maps.html http://bill.nineplanets.org/arnett.html Weather/Water Cycle http://www.auf.asn.au/meteorology/section3.html http://www.intellicast.com/DrDewpoint/wx101/0599Clouds/

http://www.thetech.org/education/downloads/dconline/motionCommotion_2003.pdf#search=%22allintext%3A%20force%2C%20level%20%26%20fulcrum%2C%20wheel%20%26%20axel%2C%20pulleys%2C%20inclined%20planes%2C%20and%20wedges%22



http://www.edheads.org/activities/simple-machines/index.htm

http://www.wbra.org/html/edserv/ntti/2005Lessons/Ive_Got_The_Power.pdf#search=%22allintext%3A%20force%2C%20level%20%26%20fulcrum%2C%20wheel%20%26%20axel%2C%20pulleys%2C%20inclined%20planes%2C%20and%20wedges%22



http://www.jpl.nasa.gov/solar_system/planets/planets_index.html

http://www.astronomy.com/asy/default.aspx?c=ss&id=76

http://www.phy6.org/stargaze/Secliptc.htm

http://pdsmaps.wr.usgs.gov/maps.html

http://bill.nineplanets.org/arnett.html

http://www.auf.asn.au/meteorology/section3.html

http://www.intellicast.com/DrDewpoint/wx101/0599Clouds/

http://www.colby.edu/cpse/equipment2/highclouds/cycle.jpg color picture of water cycle http://ww2010.atmos.uiuc.edu/%28Gh%29/guides/mtr/cld/cldtyp/home.rxml cloud types http://ga.water.usgs.gov/edu/watercyclecondensation.html http://spaceplace.nasa.gov/en/educators/posters/ Classification http://www.fi.edu/tfi/units/life/classify/classify.html http://www.hhmi.org/coolscience/critters/critters.html http://www.wgn.net/~fabio/gallery/nudibranch-santa-barbara-janolus.htm http://en.wikipedia.org/wiki/Scientific_classification http://school.discovery.com/lessonplans/programs/animaladaptations/ Plants http://www.urbanext.uiuc.edu/gpe/case4/c4facts1a.html http://www.bbc.co.uk/schools/scienceclips/ages/9_10/life_cycles.shtml http://home.cogeco.ca/~rayser3/flower.txt http://herbarium.usu.edu/fungi/FunFacts/factindx.htm Soil Types http://www.urbanext.uiuc.edu/gpe/case2/c2facts2.html http://library.thinkquest.org/J003195F/soil.htm http://landscaping.about.com/cs/cheaplandscaping1/f/three_soils.htm http://www.historyforkids.org/learn/environment/soiltypes.htm http://school.discovery.com/schooladventures/soil/down_dirty.html Wetlands http://www.epa.gov/owow/wetlands/ http://www.wetland.org/wowteacher.html http://www.epa.gov/owow/wetlands/education/ http://edtech.kennesaw.edu/web/wetlands.html

http://www.colby.edu/cpse/equipment2/highclouds/cycle.jpg

http://ww2010.atmos.uiuc.edu/%28Gh%29/guides/mtr/cld/cldtyp/home.rxml

http://ga.water.usgs.gov/edu/watercyclecondensation.html

http://spaceplace.nasa.gov/en/educators/posters/

http://www.fi.edu/tfi/units/life/classify/classify.html

http://www.hhmi.org/coolscience/critters/critters.html

http://www.wgn.net/~fabio/gallery/nudibranch-santa-barbara-janolus.htm

http://en.wikipedia.org/wiki/Scientific_classification

http://school.discovery.com/lessonplans/programs/animaladaptations/

http://www.urbanext.uiuc.edu/gpe/case4/c4facts1a.html

http://www.bbc.co.uk/schools/scienceclips/ages/9_10/life_cycles.shtml

http://home.cogeco.ca/~rayser3/flower.txt

http://herbarium.usu.edu/fungi/FunFacts/factindx.htm

http://www.urbanext.uiuc.edu/gpe/case2/c2facts2.html

http://library.thinkquest.org/J003195F/soil.htm

http://landscaping.about.com/cs/cheaplandscaping1/f/three_soils.htm

http://www.historyforkids.org/learn/environment/soiltypes.htm

http://school.discovery.com/schooladventures/soil/down_dirty.html

http://www.epa.gov/owow/wetlands/

http://www.wetland.org/wowteacher.html

http://www.epa.gov/owow/wetlands/education/

http://edtech.kennesaw.edu/web/wetlands.html

Clams http://biog-101-104.bio.cornell.edu/bioG101_104/tutorials/animals/clam.html http://sps.k12.ar.us/massengale/clam_dissection.htm Rocks & Minerals http://www.casdn.neu.edu/~geology/department/staff/colgan/iceland/rocks.htm http://www.cobweb.net/%7Ebug2/rock2.htm http://www.ivyhall.district96.k12.il.us/4th/KKhp/RocksandMinerals/rocks.html http://www.cdli.ca/CITE/rocks_general.htm http://mineral.galleries.com/minerals/by_name.htm Weathering and Erosion http://www2.nature.nps.gov/GEOLOGY/usgsnps/misc/gweaero.html http://www.usoe.k12.ut.us/curr/science/sciber00/8th/earth/sciber/weather.htm http://www.kn.pacbell.com/wired/fil/pages/listweatherist.html Electricity http://scifiles.larc.nasa.gov/text/kids/Problem_Board/problems/electricity/circuits2.html http://www.pge.com/microsite/PGE_dgz/wires/concepts.html http://iss.cet.edu/electricity/pages/a14.xml http://www.eduref.org/Virtual/Lessons/Science/Physics/PHS0066.html http://www.qsl.net/ae9k/circuits.htm http://www.bbc.co.uk/schools/revisewise/science/materials/07c_act.shtml http://www.thetech.org/exhibits/online/topics/13a_flash.html http://regentsprep.org/Regents/physics/phys03/ainsvscon/default.htm http://www.quia.com/servlets/quia.activities.common.ActivityPlayer?AP_rand=1508864117&AP_activityType=14&AP_urlId=25645&AP_continuePlay=true&id=25645 http://www.hammerzone.com/archives/science/Elec/basic2.html Magnets http://micro.magnet.fsu.edu/electromag/java/magneticlines/ Vertebrates http://www.kidport.com/REFLIB/Science/Animals/AnimalIndexV.htm

http://biog-101-104.bio.cornell.edu/bioG101_104/tutorials/animals/clam.html

http://sps.k12.ar.us/massengale/clam_dissection.htm

http://www.casdn.neu.edu/~geology/department/staff/colgan/iceland/rocks.htm

http://www.cobweb.net/~bug2/rock2.htm

http://www.ivyhall.district96.k12.il.us/4th/KKhp/RocksandMinerals/rocks.html

http://www.cdli.ca/CITE/rocks_general.htm

http://mineral.galleries.com/minerals/by_name.htm

http://www2.nature.nps.gov/GEOLOGY/usgsnps/misc/gweaero.html

http://www.usoe.k12.ut.us/curr/science/sciber00/8th/earth/sciber/weather.htm

http://www.kn.pacbell.com/wired/fil/pages/listweatherist.html

http://scifiles.larc.nasa.gov/text/kids/Problem_Board/problems/electricity/circuits2.html

http://www.pge.com/microsite/PGE_dgz/wires/concepts.html

http://iss.cet.edu/electricity/pages/a14.xml

http://www.eduref.org/Virtual/Lessons/Science/Physics/PHS0066.html

http://www.qsl.net/ae9k/circuits.htm

http://www.bbc.co.uk/schools/revisewise/science/materials/07c_act.shtml

http://www.thetech.org/exhibits/online/topics/13a_flash.html

http://regentsprep.org/Regents/physics/phys03/ainsvscon/default.htm

http://www.quia.com/servlets/quia.activities.common.ActivityPlayer?AP_rand=1508864117&AP_activityType=14&AP_urlId=25645&AP_continuePlay=true&id=25645

http://www.quia.com/servlets/quia.activities.common.ActivityPlayer?AP_rand=1508864117&AP_activityType=14&AP_urlId=25645&AP_continuePlay=true&id=25645

http://www.hammerzone.com/archives/science/Elec/basic2.html

http://micro.magnet.fsu.edu/electromag/java/magneticlines/

http://www.kidport.com/REFLIB/Science/Animals/AnimalIndexV.htm

http://www.cccoe.k12.ca.us/bats/likeyou/body.htm http://falcon.jmu.edu/~ramseyil/dolphins.htm http://falcon.jmu.edu/~ramseyil/vertebrates.htm http://www.miseagrant.umich.edu/flow/U3/U3-L1.html http://www.starfish.govt.nz/science/facts/fact-fish-chars.htm http://www.enchantedlearning.com/subjects/fish/printouts/Fishcoloring.shtml http://216.168.47.67/cis-fishnet/Crest/CR16.htm http://www.factmonster.com/ipka/A0854907.html http://www.idptv.state.id.us/dialogue4kids/season7/fish/facts.html http://allaboutfrogs.org/weird/general/longevity.html http://www.kiddyhouse.com/Themes/frogs/frogs.html Food Chains & Food Webs http://www.emints.org/ethemes/resources/S00000328.shtml http://www.vtaide.com/png/foodchains.htm http://ecokids.earthday.ca/pub/eco_info/topics/frogs/chain_reaction/index.cfm http://www.conservancy.co.uk/learn/wildlife/foodchains.htm http://www.edhelper.com/AnimalReadingComprehension_94_1.html Kelp Forest http://www.mbayaq.org/efc/kelp.asp http://life.bio.sunysb.edu/marinebio/kelpforest.html http://www.montereybay.noaa.gov/sitechar/kelp.html http://inchinapinch.com/hab_pgs/marine/kelp/kelp.htm http://www.nationalgeographic.com/monterey/ax/primary_fs.html http://www.habitat.adfg.state.ak.us/geninfo/kbrr/coolkbayinfo/kbec_cd/html/ecosys/estuarin/kelpbed.htm http://www.lawrencehallofscience.org/mare/oiresources/curriculum/kelp/ MARE http://www.lawrencehallofscience.org/mare/ homepage for MARE

http://www.cccoe.k12.ca.us/bats/likeyou/body.htm

http://falcon.jmu.edu/~ramseyil/dolphins.htm

http://falcon.jmu.edu/~ramseyil/vertebrates.htm

http://www.miseagrant.umich.edu/flow/U3/U3-L1.html

http://www.starfish.govt.nz/science/facts/fact-fish-chars.htm

http://www.enchantedlearning.com/subjects/fish/printouts/Fishcoloring.shtml

http://216.168.47.67/cis-fishnet/Crest/CR16.htm

http://www.factmonster.com/ipka/A0854907.html

http://www.idptv.state.id.us/dialogue4kids/season7/fish/facts.html

http://allaboutfrogs.org/weird/general/longevity.html

http://www.kiddyhouse.com/Themes/frogs/frogs.html

http://www.emints.org/ethemes/resources/S00000328.shtml

http://www.vtaide.com/png/foodchains.htm

http://ecokids.earthday.ca/pub/eco_info/topics/frogs/chain_reaction/index.cfm

http://www.conservancy.co.uk/learn/wildlife/foodchains.htm

http://www.edhelper.com/AnimalReadingComprehension_94_1.html

http://www.mbayaq.org/efc/kelp.asp

http://life.bio.sunysb.edu/marinebio/kelpforest.html

http://www.montereybay.noaa.gov/sitechar/kelp.html

http://inchinapinch.com/hab_pgs/marine/kelp/kelp.htm

http://www.nationalgeographic.com/monterey/ax/primary_fs.html

http://www.habitat.adfg.state.ak.us/geninfo/kbrr/coolkbayinfo/kbec_cd/html/ecosys/estuarin/kelpbed.htm

http://www.habitat.adfg.state.ak.us/geninfo/kbrr/coolkbayinfo/kbec_cd/html/ecosys/estuarin/kelpbed.htm

http://www.lawrencehallofscience.org/mare/oiresources/curriculum/kelp/

http://www.lawrencehallofscience.org/mare/

Forces of Nature http://www.nationalgeographic.com/forcesofnature/interactive/index.html?section=h Invertebrates http://www.fieldmuseum.org/undergroundadventure/teachers/field_guide.shtml Miscellaneous Science Sites http://www.madsci.org/

http://www.nationalgeographic.com/forcesofnature/interactive/index.html?section=h

http://www.fieldmuseum.org/undergroundadventure/teachers/field_guide.shtml

http://www.madsci.org/

Calculator

• Tape recorder/CD player. • Slant board. • Special pens, pencils and paper • Computer. • FM systems. • Communication board/augmentative communication devices.

Class Work Curricular Procedures

• Allow additional time to complete work. • Assist in organizing materials. • Cue students attention. • Functional or practical emphasis (specify in IEP) • Limit oral reading unless student volunteers. • Modify reading assignments. • Modify writing requirements • Ongoing monitoring of work produced during class. • Peer tutoring or partner learning. • Preferential seating. • Provide alternate content objectives (specify in IEP). • Provide copies of class notes. • Provide organizational aids (folders, schedules). • Provide repetition/practice. • Provide student a daily schedule/established routine. • Provide study guides. • Reading assistance in content areas. • Reduce content objectives. • Reduce length/number of written assignments. • Review, restate and repeat directions. • Simplify verbal/written directions. • State expectations clearly. • Teach to learner’s auditory style. • Teach to learner’s multi-sensory style. • Teach to learner’s visual style.

Facilitating Appropriate Behavior

• Assign activities which require some movement. • Avoid use of confrontational techniques. • Consistently enforce school rules. • Designate a “time-out” location within the classroom. • Encourage student to accept responsibility for behavior. • Ignore minor annoying behaviors. • Involve parents to coordinate approach. • Minimize situations that the student may perceive as embarrassing. • Monitor levels of tolerance and be mindful of signs of frustration. • Provide clear and concise classroom expectation and consequences. • Provide student with alternative. • Reinforce student for appropriate behaviors. • Speak privately, without the audience of peers, to student about inappropriate

behavior. • Use praise generously. • Check for student behavior plan.

Homework

• Homework assignment book checked by special education mainstream, teacher(s) and parent/guardian daily.

• Reduce length of assignments. • Reduced alternate reading work. • Reduced alternative written work. • Time in school to complete.

Modifying Test

• Allow open books tests/open note tests (circle) • Allow student to edit a “first draft” on essay questions and grade final edited copy. • Allow student to give answers orally. • Allow student to type. • Allow student to make corrections on returned tests for additional credit. • Allow test to be given by special education teacher. • Allow use of instructional aids (calculator, computer, etc.) • Improve font/spatial organization of test. • Math tools for tests (fact chart, number line calculator). • Minimize essay questions. • Modify test format. • Modify content of the test. • Retake failed tests using alternative strategies. • Test only on key concepts. • Time of test determined by instructor. • Use word banks.

Modifying the Environment

• Frequently check the organization of the student’s notebook. • Help keep the student’s work area free of unnecessary materials. • Monitor the student’s use of his/her assignment sheet. • Provide a specific place for turning in completed assignments. • Provide opportunities for movement/activity change. • Seat student in an area free of distractions. • Use checklists to help the student get organized. • Use preferential seating. • Use study carrels.

Modifying the Grading

• Allow for spelling errors. • Grade determined through collaboration of general/special education teacher. • Modify homework/class work expectations.

Modifying the Presentation of Materials

• Assign tasks at an appropriate reading level. • Break assignment into segments of shorter tasks. • Cue student by calling his/her name before asking questions. • Familiarize students with any new vocabulary before beginning the lesson. • Frequently check on progress of independent work. • Give additional presentations by varying the methods using repetition, simpler

explanations, more examples and modeling. • Give written directions to supplement verbal directions. • Highlight important concepts to be learned in text of material. • Monitor the student’s comprehension of language used during instruction. • Provide a checklist for long, detailed tasks. • Provide clear well defined worksheets. • Provide clear, concise directions and concrete examples for homework/class work

assignments. • Provide due date on written assignments. • Provide graph paper for math computation • Reduce the number of concepts presented at one time • Student qualifies for Books on Tape • Use concrete examples of concepts before teaching the abstract • Utilize visual aids such as charts and graphs.

Instructional Strategies and Techniques that Address Learning Style

• Multi-sensory approach. • Stress visual presentation. • Stress auditory presentation. • Modify written expectations. • Provide written expectations. • Provide positive reinforcement. • Provide support/encouragement. • Provide structured environment. • Set clear limits and consequences. • Use concrete examples. • Simplify directions. • Provide repetition and practice. • Allow frequent activity changes. • Provide small group instruction. • Reduce work increments. • Set short term goals. • Preferential seating. • Use study carrels to increase concentration. • Seat in area of minimal distraction. • Model skills/techniques to be mastered. • Have student repeat directions. • Utilize peer buddy as needed.

Science Curriculum...Unit Title: Unit 1: Changes in Matter Target Course/Grade Level: Science /...

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