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Second Grade SCIENCE

Curriculum Map

2019 – 2020

Volusia County Schools

Next Generation Sunshine State Standards

2 Volusia County Schools Grade 2 Science Curriculum Map Elementary Science Department June 2019

Authorization for reproduction of this document is hereby granted.

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Questions regarding use of this publication should be sent to the following: Volusia County Schools Elementary Science Department

Becki Lucas Elementary Science Specialist

[email protected] DeLand, Florida

mailto:[email protected]


Second Grade focuses instructional delivery for science within the following ten (10) Big Ideas/Standards: Nature of Science

Big Idea 1 – The Practice of Science Earth and Space Science

Big Idea 6 – Earth Structures Big Idea 7 – Earth Systems and Patterns

Physical Science

Big Idea 8 – Properties of Matter Big Idea 9 – Changes in Matter Big Idea 10 – Forms of Energy Big Idea 13 – Forces and Changes in Motion

Life Science

Big Idea 14 – Organization and Development of Living Organisms Big Idea 16 – Heredity and Reproduction Big Idea 17 – Interdependence

Second Grade Overview

The Next Generation Sunshine State Standards for science are organized by grade level for grades K-8 and by Bodies of Knowledge for grades 9-12. Eighteen Big Ideas are encompassed in grades K-12 and build in rigor and depth as students advance. Each grade level includes benchmarks from the four Bodies of Knowledge (Nature of Science, Earth and Space Science, Physical Science, and Life Science).

Next Generation Sunshine State Standards


Digital Curriculum Maps and other instructional support documents are available on the grade level Science Canvas site under the Curriculum Map and Instructional Resources button. All suggested resources are available on the grade level Science Canvas site under the Curriculum Resources button.

What is a STEM Week? STEM Weeks are periods of time dedicated to the implementation of an interdisciplinary, standards-rich experience that

poses an age-appropriate, real-world problem to be solved through collaborative and creative measures.

S cientific Literacy T echnological

Literacy

E ngineering Literacy M athematical

Literacy the ability to use scientific knowledge and processes to understand the natural world as well as the ability to participate in decisions that affect it

the ability to know how to use new technologies, understand how new technologies are developed, and have the skills to analyze how new technologies affect us, our nation, and the world

the ability to understand how technologies are developed via the engineering design process using problem-based lessons in a manner that integrates lessons across multiple subjects

the ability to analyze, reason, and communicate ideas effectively to pose, formulate, solve, and interpret solutions to mathematical problems in a variety of situations

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Weeks of Instruction Topic Instructional Sequence Body of Knowledge

Weeks 1 – 2 Introduction to Science August 12 – August 23 Nature of Science

Weeks 3 – 10 Earth’s Surface & Weather August 26 – October 18 Earth and Space Science

Weeks 11 – 16 Properties of Matter October 21 – December 6

Physical Science Weeks 17 – 20 Changing Matter December 9 – January 17

Weeks 21 – 26 Energy, Force, and Motion January 20 – February 28

Weeks 27 – 33 Plants and Animals March 2 – April 24 Life Science

Weeks 34 – 38 Habitats April 27 – May 29

Second Grade Instructional Scope and Sequence


The benchmarks in the Next Generation Sunshine State Standards (NGSSS) identify knowledge and skills students are expected to acquire at each grade level, with the underlying expectation that students also demonstrate critical thinking.

The levels—Level 1, Level 2, and Level 3—form an ordered description of the demands a standard may make on a student. Instruction in the classroom should match, at a minimum, the demand of standard of the learning target in the curriculum map.

Level 1: Recall Level 2: Basic Application of Concepts & Skills Level 3: Strategic Thinking & Complex Reasoning The recall of information such as a fact, definition, or term, as well as performing a simple science process or procedure. Level 1 only requires students to demonstrate a rote response, use a well-known formula, follow a set well-defined procedure (like a recipe), or perform a clearly defined series of steps.

The engagement of some mental processing beyond recalling or reproducing a response. The content knowledge or process involved is more complex than in Level 1. Level 2 requires that students make some decisions as to how to approach the question or problem. Level 2 activities include making observations and collecting data; classifying, organizing, and comparing data; representing and displaying data in tables, graphs, and charts. Some action verbs, such as “explain,” “describe,” or “interpret,” may be classified at different DOK levels, depending on the complexity of the action. For example, interpreting information from a simple graph, requiring reading information from the graph, is at Level 2. An activity that requires interpretation from a complex graph, such as making decisions regarding features of the graph that should be considered and how information from the graph can be aggregated, is at Level 3.

Requires reasoning, planning, using evidence, and a higher level of thinking than the previous two levels. The cognitive demands at Level 3 are complex and abstract. The complexity does not result only from the fact that there could be multiple answers, a possibility for both Levels 1 and 2, but because the multi-step task requires more demanding reasoning. In most instances, requiring students to explain their thinking is at Level 3; requiring a very simple explanation or a word or two should be at Level 2. An activity that has more than one possible answer and requires students to justify the response they give would most likely be a Level 3. Level 3 activities include drawing conclusions from observations; citing evidence and developing a logical argument for concepts; explaining phenomena in terms of concepts; and using concepts to solve non-routine problems.

Some examples that represent, but do not constitute all of Level 1 performance, are:

• Recall or recognize a fact, term, or property. • Represent in words or diagrams a scientific

concept or relationship. • Provide or recognize a standard scientific

representation for simple phenomena. • Perform a routine procedure such as measuring

length. • Identify familiar forces (e.g. pushes, pulls,

gravitation, friction, etc.) • Identify objects and materials as solids, liquids,

or gases.


• Specify and explain the relationship among facts, terms, properties, and variables.

• Identify variables, including controls, in simple experiments. • Distinguish between experiments and systematic observations. • Describe and explain examples and non-examples of science

concepts. • Select a procedure according to specified criteria and perform it. • Formulate a routine problem given data and conditions. • Organize, represent, and interpret data.


• Identify research questions and design investigations for a scientific problem.

• Design and execute an experiment or systematic observation to test a hypothesis or research question.

• Develop a scientific model for a complex situation. • Form conclusions from experimental data. • Cite evidence that living systems follow the Laws of Conservation

of Mass and Energy. • Explain how political, social, and economic concerns can affect

science, and vice versa. • Create a conceptual or mathematical model to explain the key

elements of a scientific theory or concept. • Explain the physical properties of the Sun and its dynamic nature

and connect them to conditions and events on Earth. • Analyze past, present, and potential future consequences to the

environment resulting from various energy production technologies.

*Adapted from: http://www.cpalms.org/textonly.aspx?ContentID=23&UrlPath=/page23.aspx

The Demand of Standard Core Action 1: Science Instructional Practice Guide (IPG)

http://www.cpalms.org/textonly.aspx?ContentID=23&UrlPath=/page23.aspx


Every standard is assigned a demand of standard (DOS) indicator. The teaching and assessment of that standard must reflect the rigor of the DOS.

Low (Level 1) Moderate (Level 2) High (Level 3)

Students will: • retrieve information from a chart, table, diagram,

or graph • recognize a standard scientific representation of a

simple phenomenon • complete a familiar single-step procedure or

equation using a reference sheet

Students will: • interpret data from a chart, table, or simple graph • determine the best way to organize or present data

from observations, an investigation, or experiment • describe examples and non-examples of scientific

processes or concepts • specify or explain relationships among different

groups, facts, properties, or variables • differentiate structure and functions of different

organisms or systems • predict or determine the logical next step or outcome • apply and use concepts from a standard scientific

model or theory

Students will: • analyze data from an investigation or experiment

and formulate a conclusion • develop a generalization from multiple data sources • analyze and evaluate an experiment with multiple

variables • analyze an investigation or experiment to identify a

flaw and propose a method for correcting it • analyze a problem, situation, or system and make

long-term predictions • interpret, explain, or solve a problem involving

complex spatial relationships

Sample Level 1 Item Sample Level 2 Item Sample Level 3 Item Felipe and Marsha were studying forces and decided to do an experiment. They placed four equally sized blocks made of different materials on an elevated plastic tray. They watched each of the blocks move down the tray. Their setup is shown below. Which of the following forces causes the blocks to move down the tray?

A. Electric B. Friction C. Gravity D. Magnetic

Felipe and Marsha were studying forces and decided to do an experiment. They placed four equally sized blocks made of different materials on an elevated plastic tray. They watched each of the blocks move down the tray. Their setup is shown below. Which block would experience the least amount of friction as it moved down the tray? A. Ice Block B. Sponge Block C. Sandpaper Block D. Plastic Block

Felipe and Marsha were studying forces and decided to do an experiment. They placed four equally sized blocks made of different materials on an elevated plastic tray. They watched each of the blocks move down the tray. Their setup is shown below. Which of the following conclusions can Felipe and Marsha make about the forces that cause the blocks to move down the tray? A. The force of friction is the same on each block. B. The force of friction causes the speed of each block to

increase. C. The force of gravity causes all the blocks to move at the

same speed. D. The force of gravity is greater than the force of friction

on all the blocks. *Adapted from Webb’s Depth of Knowledge and FLDOE Specification Documentation, Version 2.

Demand of Standard and Complexity Core Action 1: Science Instructional Practice Guide (IPG)


ENGAGEMENT EXPLORATION EXPLANATION ELABORATION EVALUATION

The engagement phase of the model is intended to capture students’ interest and focus their thinking on the concept, process, or skill

that is to be learned.

During this engagement phase, the teacher is on center stage.

The exploration phase of the model is intended to provide students with a common set of experiences from

which to make sense of the concept, process or skill that is to be learned.

During the exploration phase, the students come to center stage.

The explanation phase of the model is intended to grow students’

understanding of the concept, process, or skill and its associated academic

language.

During the explanation phase, the teacher and students

share center stage.

The elaboration phase of the model is intended to construct a deeper

understanding of the concept, process, or skill through the exploration of related ideas.

During the elaboration phase, the teacher and students

share center stage.

The evaluation phase of the model is intended to be used during all phases

of the learning cycle driving the decision-making process and

informing next steps.

During the evaluation phase, the teacher and students share center stage.

What does the teacher do?

• create interest/curiosity • raise questions • elicit responses that uncover

student thinking/prior knowledge (preview/process)

• remind students of previously taught concepts that will play a role in new learning

• familiarize students with the unit


• provide necessary materials/tools • pose a hands-on/minds-on problem

for students to explore • provide time for students to

“puzzle” through the problem • encourage students to work

together • observe students while working • ask probing questions to redirect

student thinking as needed


• ask for justification/clarification of newly acquired understanding

• use a variety of instructional strategies • use common student experiences to:

o develop academic language o explain the concept

• use a variety of instructional strategies to grow understanding

• use a variety of assessment strategies to gauge understanding


• provide new information that extends what has been learned

• provide related ideas to explore • pose opportunities (examples and

non-examples) to apply the concept in unique situations

• remind students of alternate ways to solve problems

• encourage students to persevere in solving problems


• observe students during all phases of the learning cycle

• assess students’ knowledge and skills

• look for evidence that students are challenging their own thinking

• present opportunities for students to assess their learning

• ask open-ended questions: o What do you think? o What evidence do you have? o How would you explain it?

What does the student do?

• show interest in the topic • reflect and respond to questions • ask self-reflection questions:

o What do I already know? o What do I want to know? o How will I know I have learned

the concept, process, or skill? • make connections to past learning

experiences


• manipulate materials/tools to explore a problem

• work with peers to make sense of the problem

• articulate understanding of the problem to peers

• discuss procedures for finding a solution to the problem

• listen to the viewpoint of others


• record procedures taken towards the solution to the problem

• explain the solution to a problem • communicate understanding of a

concept orally and in writing • critique the solution of others • comprehend academic language

and explanations of the concept provided by the teacher

• assess own understanding through the practice of self-reflection


• generate interest in new learning • explore related concepts • apply thinking from previous

learning and experiences • interact with peers to broaden

one’s thinking • explain using information and

experiences accumulated so far


• participate actively in all phases of the learning cycle

• demonstrate an understanding of the concept

• solve problems • evaluate own progress • answer open-ended questions with

precision • ask questions

Evaluation of Engagement

The role of evaluation during the engagement phase is to gain access

to students’ thinking during the pre-assessment event/activity.

Conceptions and misconceptions currently held by students are uncovered during this phase.

These outcomes determine the concept, process, or skill to be

explored in the next phase of the learning cycle.

Evaluation of Exploration

The role of evaluation during the exploration phase is to gather an

understanding of how students are progressing towards making sense of

a problem and finding a solution.

Strategies and procedures used by students during this phase are

highlighted during explicit instruction in the next phase.

The concept, process, or skill is formally explained in the next phase

of the learning cycle.

Evaluation of Explanation

The role of evaluation during the explanation phase is to determine the students’ degree of fluency (accuracy

and efficiency) when solving problems.

Conceptual understanding, skill refinement, and vocabulary acquisition

during this phase are enhanced through new explorations.

The concept, process, or skill is elaborated in the next phase

of the learning cycle.

Evaluation of Elaboration

The role of evaluation during the elaboration phase is to determine the

degree of learning that occurs following a differentiated approach to

meeting the needs of all learners.

Application of new knowledge in unique problem-solving situations

during this phase constructs a deeper and broader understanding.

The concept, process, or skill has been and will be evaluated as part of all phases of the learning cycle.

The 5E Instructional Model Core Action 2: Science Instructional Practice Guide (IPG)


Asking Questions and Defining Problems Using Mathematics and Computational Thinking A practice of science is to ask and refine questions that lead to descriptions and explanations of how the natural and designed world(s) works and which can be empirically tested. Engineering questions clarify problems to determine criteria for successful solutions and identify constraints to solve problems about the designed world. Both scientists and engineers also ask questions to clarify ideas.

In both science and engineering, mathematics and computation are fundamental tools for representing physical variables and their relationships. They are used for a range of tasks such as constructing simulations; solving equations exactly or approximately; and recognizing, expressing, and applying quantitative relationships. Mathematical and computational approaches enable scientists and engineers to predict the behavior of systems and test the validity of such predictions.

Developing and Using Models Constructing Explanations and Designing Solutions A practice of both science and engineering is to use and construct models as helpful tools for representing ideas and explanations. These tools include diagrams, drawings, physical replicas, mathematical representations, analogies, and computer simulations. Modeling tools are used to develop questions, predictions and explanations; analyze and identify flaws in systems; and communicate ideas. Models are used to build and revise scientific explanations and proposed engineered systems. Measurements and observations are used to revise models and designs.

The end-products of science are explanations and the end-products of engineering are solutions. The goal of science is the construction of theories that provide explanatory accounts of the world. A theory becomes accepted when it has multiple lines of empirical evidence and greater explanatory power of phenomena than previous theories. The goal of engineering design is to find a systematic solution to problems that is based on scientific knowledge and models of the material world. Each proposed solution results from a process of balancing competing criteria of desired functions, technical feasibility, cost, safety, aesthetics, and compliance with legal requirements. The optimal choice depends on how well the proposed solutions meet criteria and constraints.

Planning and Carrying Out Investigations Engaging in Argument from Evidence Scientists and engineers plan and carry out investigations in the field or laboratory, working collaboratively as well as individually. Their investigations are systematic and require clarifying what counts as data and identifying variables or parameters. Engineering investigations identify the effectiveness, efficiency, and durability of designs under different conditions

Argumentation is the process by which evidence-based conclusions and solutions are reached. In science and engineering, reasoning and argument based on evidence are essential to identifying the best explanation for a natural phenomenon or the best solution to a design problem. Scientists and engineers use argumentation to listen to, compare, and evaluate competing ideas and methods based on merits. Scientists and engineers engage in argumentation when investigating a phenomenon, testing a design solution, resolving questions about measurements, building data models, and using evidence to evaluate claims

Analyzing and Interpreting Data Obtaining, Evaluating and Communicating Information Scientific investigations produce data that must be analyzed in order to derive meaning. Because data patterns and trends are not always obvious, scientists use a range of tools—including tabulation, graphical interpretation, visualization, and statistical analysis—to identify the significant features and patterns in the data. Scientists identify sources of error in the investigations and calculate the degree of certainty in the results. Modern technology makes the collection of large data sets much easier, providing secondary sources for analysis. Engineering investigations include analysis of data collected in the tests of designs. This allows comparison of different solutions and determines how well each meet specific design criteria— that is, which design best solves the problem within given constraints. Like scientists, engineers require a range of tools to identify patterns within data and interpret the results. Advances in science make analysis of proposed solutions more efficient and effective.

Scientists and engineers must be able to communicate clearly and persuasively the ideas and methods they generate. Critiquing and communicating ideas individually and in groups is a critical professional activity. Communicating information and ideas can be done in multiple ways: using tables, diagrams, graphs, models, and equations as well as orally, in writing, and through extended discussions. Scientists and engineers employ multiple sources to obtain information that is used to evaluate the merit and validity of claims, methods, and designs.

Developed by NSTA using information from Appendix F of the Next Generation Science Standards © 2011, 2012, 2013 Achieve, Inc

The Science and Engineering Practices Core Action 3: Science Instructional Practice Guide (IPG)


Grade 2 SCIENCE INSTRUCTIONAL CALENDAR 2019-2020 Week Dates Topic(s) Lessons

1 August 12-16 Introduction to Science See Canvas for support

2 August 19-23 3 August 26-30

Earth’s Surface and Weather

Rocks and Minerals T1 L1 4 September 2-6 (4 days/Labor Day) Soil T1 L2 5 September 9-13

Changes in Weather T1 L3 6 September 16-20 (4 days/PD Day) 7 September 23-27 The Sun T1 L4 8 September 30-October 4 Nature of Science Common Experiment #1 9 October 7-11 Earth’s Surface and Weather Air T1 L5

10 October 14-18 (4 days/Teacher Duty Day) Earth’s Surface and Weather Stay Safe in Severe Weather T1 L6 11 October 21-25

Properties of Matter Describe Matter T2 L1

12 October 28-November 1 Properties of Matter T2 L2 13 November 4-8 Nature of Science STEM Lesson #1 14 November 11-15 (4 days/Veterans Day)

Properties of Matter Use Solids T2 L3

15 November 18-22 Use Liquids and Gases T2 L4 16 December 2-6

17 December 9-13 Changing Matter Observe Changes in Matter T3 L1 18 December 16-20 (3 days/Teacher Duty Day) Nature of Science Common Experiment #2 19 January 6-10 Changing Matter Temperature and Matter T3 L2 20 January 13-17 Matter Within Objects T3 L3 21 January 20-24 (4 days/MLK Day) Energy, Force, and Motion Using Energy T4 L1 22 January 27-31 Motion and Force T4 L2 23 February 3-7 Nature of Science Common Experiment #3 24 February 10-14

Energy, Force, and Motion How Objects Move T4 L3

25 February 17-21 (4 days/Presidents’ Day) Magnets T4 L4 26 February 24-28 Gravity T4 L5 27 March 2-6

Plants and Animals Plant and Animal Life Cycles 28 March 9-13 (4 days/Teacher Duty Day) 29 March 23-27

Plants and Animals Plant Needs

30 March 30-April 3 31 April 6-10 Animal Needs 32 April 13-17 Human Body 33 April 20-24 Nature of Science Common Experiment #4 34 April 27-May 1

Habitats Identifying Habitats T6 L1

35 May 4-8 36 May 11-15 Living Things in Land Habitats T6 L2 37 May 18-22 Living Things in Water Habitats T6 L3 38 May 25-29 (4 days/Memorial Day) Nature of Science STEM Lesson #2


NGSSS BODY OF KNOWLEDGE: BIG IDEA:

NATURE OF SCIENCE The Practice of Science

PACING: Weeks 1-38 August 12 – May 29

Prerequisite Learning:

Kindergarten – SC.K.N.1.1, SC.K.N.1.2, SC.K.N.1.3, SC.K.N.1.4, SC.K.N.1.5 First Grade – SC.1.N.1.1, SC.1.N.1.2, SC.1.N.1.3, SC.1.N.1.4, SC.1.E.5.3

Topic Learning Targets/Skills Benchmark Academic Language

Pages 10 – 12 list all of the Grade 2 Nature of Science standards. These standards should be integrated and taught throughout the year to be mastered by the end of week 38.

The first 2 weeks of instruction focused on the Nature of Science standards are meant to be an introduction to science. See pages 13, 14, and Canvas for resources specific to instruction during the first two weeks of school.

Weeks 1-38

Nature of Science

This topic is

continued on the next page.

Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Students will:

• generate questions about the world around them. • predict what may happen prior to engaging in an exploration activity based on one of their questions. • record data in the form of observations using the five senses during the activity in a science notebook. • record data in the form of measurements using science tools (e.g., beakers, graduated cylinders,

rulers, thermometers) made during the activity in a science notebook. • make inferences (assumptions or possible explanations) using observable and measurable data

collected during the exploration activity. • distinguish between observations and inferences that have been recorded in a science notebook

during the exploration activity.

SC.2.N.1.1 (Demand of Standard or

DOS – Level 3)

answer balance centimeter(s) data explain explore identify inch(es) inquiry skills

o classify o communicate o compare o estimate o infer/inference o investigate o measure o model o observe o predict/prediction o sequence o sort

investigate model natural world question results weigh

Compare the observations made by different groups using the same tools. Students will:

• know that scientists use tools to collect information. • explore tools that are used to make more detailed observations (e.g., pan balance/scale, hand lens,

thermometer, beaker, measuring cup, graduated cylinder, metric ruler, magnet, stopwatch, tape measure).

• record observations and measurements of objects/substances using the same scientific tools while working in teams.

• compare observations and measurements with other teams. • discuss differences in observations and measurements that may have occurred and why results of

teams are not always exactly the same. • match scientific tools to their use and corresponding units of measure (metric).

SC.2.N.1.2 (DOS – Level 2)

http://www.cpalms.org/Public/PreviewStandard/Preview/1547











Weeks 1-38

Nature of Science

This topic is

continued from the previous page AND is continued

on the next page.

Ask “how do you know?” in appropriate situations and attempt reasonable answers when asked the same question by others. Students will:

• raise questions about the world around them (e.g., “I wonder how…, I wonder what…, I wonder why…, I wonder if…”).

• research a topic using a variety of resources to find answers to questions. • form a hypothesis about any of the “I wonder” questions. • investigate a problem alone or in teams using appropriate scientific tools. • record observations made during an investigation that includes at least 5 trials. • generate an explanation based on the results of an investigation. • ask “how do you know?” after listening to another student’s explanation of something observed during a

scientific activity or investigation. • answer “how do you know” questions by providing details from recorded observations.


explanation investigation observation

Explain how particular scientific investigations should yield similar conclusions when repeated. Students will:

• compare the results of each trial that has been conducted during an investigation. • discuss why differences and similarities sometimes occur. • explain that scientific investigations should yield similar conclusions when repeated.


repeated trials

Distinguish between empirical observation (what you see, hear, feel, smell, or taste) and ideas or inferences (what you think). Students will:

• make inferences (assumptions or possible explanations) using observable and measurable data collected during the exploration activity.

• distinguish between observations and inferences that have been recorded in a science notebook during the exploration activity.


inference measurable observable

Explain how scientists alone or in groups are always investigating new ways to solve problems. Students will:

• discuss as a class their understanding of science (e.g., “What does science look like? Smell like? Feel like? Sound like? Taste like?...MAYBE”).

• develop science notebooks that will be used all year long to document new learning that results from investigations (how scientists document their work in the real-world).

• explore how science is used every day (e.g., sharpening a pencil, riding a bicycle, observing a dead bug, selecting food for energy)

• explore different types of scientists (e.g., astronomer, botanist, meteorologist, doctor, archaeologist, chef, student, teacher, principal, mom, dad).

• explain that scientists: o solve problems by first asking questions. o work alone or in groups to find dependable solutions to problems.

• seek new solutions that are simpler, faster, and more efficient.


explore inquire problem question science science notebooks scientists senses solve


Teacher Hints for “Nature of Science”: • There is no Nature of Science topic or lesson in the Pearson resource, rather students are encouraged to engage in these standards throughout the school year. • Consider using pictures to instruct the difference between an observation and an inference prior to engaging in an exploration activity. • Be creative when selecting an exploration activity (e.g., display unfamiliar objects/pictures, take a nature walk, sort a collection of objects). • In Grade 2, students will begin transitioning from customary units of measure (inches) to metric units of measure (centimeters, meters, and grams). • An enrichment opportunity for a class discussion would be to have students discuss and explain why is it more likely for an inference to be wrong than an observation

(although it is possible for both to be wrong). • Design a class investigation, collect data, and find results. This can happen several times throughout the school year, and not just within the first three weeks of school. • Teachers may want to direct students’ thinking to begin understanding why multiple trials are important to the experimental process (similar results increase reliability of

data). • When an investigation yields similar results, it does not mean that the results will be exactly the same for each trial. Results are considered similar when an acceptable

range of data has been recorded for multiple trials conducted in the same manner. • Developing a class investigation to share with others in the school is a great way to show that scientists communicate their results with other scientists.



NATURE OF SCIENCE The Practice of Science

PACING: Weeks 1-2 August 12 – August 23


Kindergarten – SC.K.N.1.1, SC.K.N.1.2, SC.K.N.1.3, SC.K.N.1.4, SC.K.N.1.5 First Grade – SC.1.N.1.1, SC.1.N.1.2, SC.1.N.1.3, SC.1.N.1.4


Week 1-2

Introduction to Science

This topic is


Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Distinguish between empirical observation (what you see, hear, feel, smell, or taste) and ideas or inferences (what you think). Students will:

• generate questions about the world around them. • predict what may happen prior to engaging in an exploration activity based on one of their questions. • record data in the form of observations using the five senses during the activity in a science

notebook. • record data in the form of measurements using science tools (e.g., beakers, graduated cylinders,

rulers, thermometers) made during the activity in a science notebook. • make inferences (assumptions or possible explanations) using observable and measurable data

collected during the exploration activity. • distinguish between observations and inferences that have been recorded in a science notebook

during the exploration activity.


SC.2.N.1.5

(DOS – Level 2)

classify collect compare data draw estimate infer inference inquiry measure model predict record sort

Compare the observations made by different groups using the same tools. Students will:

• know that scientists use tools to collect information. • explore tools that are used to make more detailed observations (e.g., pan balance/scale, hand lens,

thermometer, beaker, measuring cup, graduated cylinder, metric ruler, magnet, stopwatch, tape measure).

• record observations and measurements of objects/substances using the same scientific tools while working in teams.

• compare observations and measurements with other teams. • discuss differences in observations and measurements that may have occurred and why results of

teams are not always exactly the same. • match scientific tools to their use and corresponding units of measure (metric).


centimeter/meter gram length measurement (metric) observation scientific tools o beaker o graduated cylinder o hand lens o magnet o measuring cup o meter stick o pan balance o ruler (metric) o scale o stopwatch o tape measure o thermometer

temperature weight











The first 2 weeks of instruction are meant to be an introduction to science. Students are NOT expected to MASTER the Nature of Science standards during these 2 weeks. These standards continue to be instructed throughout the year to be mastered by week 38.

Teacher Hints for “Introduction to Science”: • There is no unit of study for the Nature of Science standards, rather students are encouraged to engage in these standards throughout the school year. • The State Science Safety Manual (Animals in the Classroom Guidelines) can be accessed at http://www.fldoe.org/contact-us/search.stml?q=Animal+in+the+Classroom. • Student and Teacher digital textbook resources can be accessed through V-Portal. See the Grade 2 Science Canvas site for instructions to access the digital platform and

other resources. • Science is everything; everything is science. Science is all around us all the time. We are scientists every moment of our lives. • A science notebook is a compilation of student learning that provides a partial record of the instructional experiences a student has in the classroom. Stapled paper,

composition books, spiral notebooks, or 3-ring binders could be used to organize student work. • Students will have some experience with scientific tools. This year is spent developing proficient use of scientific tools to improve accuracy. • Linear measurement (inches and centimeters) has been introduced in previous years. • Expose students to tools as they are used. Students should not be required to memorize a list of scientific tools by the end of week 2. • Refer to page 33 in the Grade 2 Science Curriculum Map for an explanation of basic and integrated science process skills. • Consider using pictures to instruct the difference between an observation and an inference prior to engaging in an exploration activity. • Be creative when selecting an exploration activity (e.g., display unfamiliar objects/pictures, take a nature walk, sort a collection of objects). • In Grade 2, students will begin transitioning from customary units of measure (inches) to metric units of measure (centimeters, meters, and grams). • An enrichment opportunity for a class discussion would be to have students discuss and explain why it is more likely for an inference to be wrong than an observation

(although it is possible for both to be wrong). • Please note: Teachers may wish to begin growing plants in various types of soil for the next Common Experiment.

http://www.fldoe.org/contact-us/search.stml?q=Animal+in+the+Classroom


Teacher Notes All curriculum resources can be found on the 2nd Grade Science Canvas Site



NATURE OF SCIENCE/EARTH AND SPACE SCIENCE Earth Structures/Earth Systems and Patterns

PACING: Weeks 3-10 August 26 – October 18


Kindergarten – SC.K.P.8.1 First Grade – SC.1.E.6.1, SC.1.E.6.3, SC.1.P.8.1


Weeks 3-10

Earth’s Surface and

Weather

This topic is continued on the

next page.

Recognize that Earth is made up of rocks. Rocks come in many sizes and shapes. Students will:

• observe rocks using a hand lens. • sort rocks by observable traits (size, shape, color, texture) and measurable traits (weight/mass). • record data (observations and measurements) of rocks in their science notebooks. • compare observations as a group. • discuss the many uses of rocks (e.g., tile countertops, aquarium, jewelry, seawall). • explain how they know that Earth is made up of rocks.

SC.2.E.6.1 (DOS – Level 2)

Embedded Nature of Science

SC.2.N.1.1 SC.2.N.1.2 SC.3.N.1.3

boulders clay color decay Earth humus pebbles rocks sand shape soil size texture weathering weight

Describe how small pieces of rock and dead plant and animal parts can be the basis of soil and explain the process by which soil is formed. Students will:

• record observations of soil found on school campus as seen through a hand lens. • compare observations of soil made by different groups using the same tools. • explain the basis of soil composition (small pieces of rock/dead plant and animal parts). • explain how soil is formed (weathering of rock and the decomposition of dead plant and animal

remains).


Embedded

Nature of Science SC.2.N.1.2 SC.2.N.1.3

Classify soil types based on color, texture (size of particles), the ability to retain water, and the ability to support the growth of plants. Students will:

• sort and classify soil types (clay, sand, silt, and humus) based on color, texture, and size of particles. • investigate alone and/or in groups the ability of different soils to hold water. • investigate which soil types best support plant growth. • record observations and measurements collected during the soil investigation. • compare findings with classmates and record changes in thinking after listening to the ideas of

classmates.


Embedded

Nature of Science SC.2.N.1.1 SC.2.N.1.2 SC.2.N.1.4 SC.2.N.1.6






Weeks 3-10


This topic is

continued from the previous page AND is continued on the

next page.

Compare and describe changing patterns in nature that repeat themselves, such as weather conditions including temperature and precipitation, day to day and season to season. Measure and compare temperatures taken every day at the same time. Students will:

• discuss what weather is and how weather changes. • explain that weather patterns occur day to day. • predict and record a description of weather conditions each day for two weeks (e.g., hot, cold, windy,

sunny, cloudy) • predict and record measurements of air temperature (thermometer) and precipitation (rain gauge)

every day at the same time in science notebooks. • compare predictions of weather to actual results. • organize measurements in appropriate data displays (e.g., data tables, graphs). • discuss findings in small groups and as a class.


SC.2.P.8.5

(DOS – Level 2)


SC.2.N.1.2

Celsius (ºC) Fahrenheit (ºF) fall precipitation rain gauge rainfall seasons spring summer temperature thermometer weather weather patterns winter

Students will: • discuss and explain what seasons are. • sequence seasons, using pictures, in the order they occur starting at any point in the cycle. • sequence seasons according to temperature.

o coldest to hottest - winter, fall, spring, summer o hottest to coldest – summer, spring, fall, winter

• explain that a weather pattern also occurs season to season. Investigate by observing and measuring, that the Sun’s energy directly and indirectly warms the water, land, and air. Students will:

• investigate that heat from the sun causes an increase in temperature. • discuss and explain that more direct exposure to the sun causes a greater increase in temperature. • Investigate and record change as the sun directly and indirectly heats land (soil), air, and water.

o direct – placing objects in sun’s direct rays o indirect – placing objects in containers that are not in sun’s direct rays

(e.g., hot dog in a solar oven, chocolate in a paper bag, crayons in a pencil box, air in a sealed jar, vegetable oil in a plastic bag)

• compare results with their peers. • answer “how do you know” questions to communicate own thinking. • ask “how do you know” questions to understanding peers’ thinking.


Embedded

Nature of Science SC.2.N.1.1 SC.2.N.1.4 SC.2.N.1.5

air disappear evaporate evaporation land liquid sun’s energy water water vapor

Investigate, observe and describe how water left in an open container disappears (evaporates), but water in a closed container does not disappear (evaporate). Students will:

• investigate and record how water left in an open container seems to disappear (evaporate) and water in a closed container does not disappear (evaporate).

• compare the results of the two investigations. • discuss the impact sun’s energy plays in evaporation. • explain that air/water are in constant motion as water changes from a liquid to water vapor.


Embedded



Weeks 3-10


This topic is

continued from the previous page.

Investigate that air is all around us and that moving air is wind. Students will:

• explain that air is all around us even though it cannot be seen. • observe that air takes up space and has weight. • define wind as moving air. • investigate the effects of wind on various objects (e.g., leaves, pinwheels, sand, sailboats). • identify ways wind can be harnessed for human use (e.g., windmills, hand-held fans). • explain that wind can be a source of great power and can cause damage and dangerous storms (e.g.,

hurricane, tornado).


Embedded


air wind

State the importance of preparing for severe weather, lightning, and other weather-related events. Students will:

• identify and describe severe conditions such as hail, lightning, floods, and fires associated with severe weather events specific to this area (e.g., thunderstorms, tornadoes, hurricanes).

• discuss the procedures the school has in place to prepare students and staff for severe weather events (e.g., Code Green).

• discuss the importance of having a plan at home and in the classroom for severe weather. • generate a list of items that would be good to have in a home or classroom emergency kit, making

comparisons between them (e.g., water, food, bandages, flashlights, batteries).


Embedded

Nature of Science SC.2.N.1.1 SC.2.N.1.3 SC.2.N.1.6

blizzard hail hurricane/monsoon lightning severe weather snowstorm thunderstorm tornado

Teacher Hints for “Earth’s Surface and Weather”: • Teachers should take the opportunity to discuss the vocabulary of physical properties (size, shape, color, texture) and how they relate to rocks and soil. • Students do not need to know the three types of rock (igneous, sedimentary, and metamorphic). They only need to be able to describe different rocks and discuss how

they differ. • Following a comparison of rock observations with peers, students should be encouraged to re-evaluate their initial observations after listening to the thinking of their

classmates. Students should be given the opportunity to make changes to their recorded observations in their student notebook. • Rock weathers to make soil along with decaying plant and animal matter (http://www.geography4kids.com/files/land_soil2.htm.). • Discussing composting is acceptable at this time. Caution: Compost contains bacteria that should NOT be handled by students. • Temperature is a measure of how hot or cold something is. A thermometer is the tool that is typically used to measure temperature. • Precipitation is the form of water that falls from the sky (rain, snow, sleet, and hail). A rain gauge is the tool that is typically used to measure precipitation. • Evaporation in an open system can be measured by tracking a change in volume or mass of water in a container. • Evaporation in a closed system is difficult to observe. We see evidence of evaporation occurring when we see tiny water droplets appear on the sides of the container.

While this is actually the process of condensation, evaporation must have occurred in order for that to show up. • The water cycle is not taught at this grade level. • Weather tracking information can be found at www.noaa.org. • Common Experiment #1 integrates the Nature of Science standards into this unit. Common Experiment #1 is suggested during Week 8 of instruction. See Canvas for

lesson plans and resources.

http://www.geography4kids.com/files/land_soil2.htm

http://www.noaa.org./



NATURE OF SCIENCE/PHYSICAL SCIENCE Properties of Matter

PACING: Weeks 11 – 16 October 21 – December 6

Prerequisite Learning

Kindergarten – SC.K.P.8.1 First Grade – SC.1.E.5.3, SC.1.P.8.1


Weeks 11-16

Properties of Matter

This topic is


Observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets. Students will:

• describe and record an object’s physical properties – observable and measurable characteristics (e.g., size, shape, color, texture, temperature, weight, length) in a science notebook.

• explain that objects/substances are known as matter. • discuss that matter is anything that has weight and takes up space. • measure and compare the length of objects (matter) using a metric ruler. • measure and compare the weight of objects (matter) using a balance. • measure and compare the temperature of matter (solids, liquids, and gases) using a thermometer. • predict and investigate whether various objects will sink or float in water. • draw conclusions about objects that sink and objects that float. • investigate the effect a magnet has on magnetic (including other magnets) and non-magnetic objects

(push/repel, pull/attract, no effect). • compare their data with other groups’ findings.

SC.2.P.8.1 (DOK – Level 1)


SC.2.N.1.1 SC.2.N.1.2 SC.2.N.1.4 SC.2.N.1.6

attract centimeter Fahrenheit (ºF) float/sink gram length magnets matter measure meter physical property pull push repel temperature texture thermometer weight

Identify objects and materials as solid, liquid, or gas. Students will:

• sort objects (matter) and materials into three categories (solid, liquid or gas) based on similar physical characteristics.

• explain the reasons objects/materials were put into each category. • explain that scientists classify things into groups according to common or similar properties

(characteristics).


Embedded

Nature of Science SC.2.N.1.3

boiling cooling definite shape evaporation freezing gas heating liquid solid

Recognize that solids have a definite shape and that liquids and gases take the shape of their container. Students will:

• explain that one physical characteristic of a solid is that it has a definite shape. • investigate how the shape of a solid can be changed by applying energy or a force to it (e.g., fold, cut,

hammer, slice, twist, heat). • explain that one physical characteristic of a liquid is that it takes the shape of its container. • investigate how a liquid flows from one place to another when it is not contained. • explain that one physical characteristic of a gas is that it takes the shape of its container. • compare any two forms of matter.



SC.2.N.1.1





Weeks 11-16

Properties of Matter

This topic is

continued from the previous

page.

Observe and describe water in its solid, liquid, and gaseous states. Students will:

• observe and describe water in its solid, liquid and gaseous state. • investigate how a change in temperature changes the physical properties of water (heating, cooling,

freezing, boiling, melting, evaporating). • explain that water is still water even when it changes from a solid to a liquid to a gas and vice versa.


Embedded

Nature of Science SC.2.N.1.1

ice water water vapor

Measure and compare the volume of liquids using containers of various shapes and sizes. Students will:

• define volume as the amount of space a substance (solid, liquid, or gas) takes up. • recognize volume as a physical characteristic of all forms of matter (solid, liquid, gas) that can be

measured. • measure the volume of liquids using a variety of scientific tools (e.g., beakers, graduated cylinders). • compare equal volumes of liquids using containers of various shapes and sizes. • discuss how the shape of a liquid may change when placed in different containers even though the

volume of the liquid does not.



SC.2.N.1.1 SC.2.N.1.2

beaker graduated cylinder measuring cup measuring spoon volume

Teacher Hints for “Properties of Matter”: • As an extension to sink/float activities, consider measuring sink/float by timing how long it takes different objects to sink in different liquids. • Grade 2 students are expected to use standard units of metric measure (centimeters and meters) at this time. • Students do not need to know about the particle arrangement of each state of matter. • Volume is another measurable property of matter. It is introduced here in conjunction with learning about the states of matter. All matter has weight (mass) and takes

up space (volume). • Foldables, Thinking Maps®, and other graphic organizers are great tools to use when helping students organize their thinking on this topic. • STEM Lesson #1 integrates the Nature of Science standards and Engineering Practices into this unit. STEM Lesson #1 is suggested during Week 13 of instruction. See

Canvas for lesson plans and resources.



NATURE OF SCIENCE/PHYSICAL SCIENCE PROPERTIES OF MATTER

PACING: Weeks 17-20 December 9 – January 17


Kindergarten –SC.K.P.9.1 First Grade - none


Weeks 17-20

Changing Matter

Investigate that materials can be altered to change some of their properties, but not all materials respond the same way to any one alteration. Students will:

• investigate ways to change solid and liquid materials (e.g., cut, break, bend, cook, tear, freeze, melt, burn, soak, dissolve, evaporate, heat, rust).

• explain that not all materials change the same way when undergoing the same change.


Embedded


burn change dissolve evaporate freeze heat melt rust

Teacher Hints for “Changing Matter”: • At this grade level, students do not need to grapple with differentiating between physical and chemical changes. The expectation is that students are able to make

observations of changes and communicate their observations clearly and efficiently with their teacher and classmates. • Water is an example of matter that can exist as a solid, liquid, or gas. • Common Experiment #2 integrates the Nature of Science standards into this unit. Common Experiment #2 is suggested during Week 18 of instruction. See Canvas for





NATURE OF SCIENCE/PHYSICAL SCIENCE Forms of Energy/Forces & Changes in Motion

PACING: Weeks 21-26 January 20 – February 28


Kindergarten – SC.K.E.5.1, SC.K.P.10.1, SC.K.P.12.1, SC.K.P.13.1 First Grade – SC.1.E.5.2, SC.1.P.12.1, SC.1.P.13.1


Weeks 21 – 26

Energy, Force, and Motion

This topic is


Discuss that people use electricity or other forms of energy to cook their food, cool or warm their homes, and power their cars. Students will:

• identify ways people use the energy from the sun, wind, and water. • match an object with its energy source (e.g., hair dryer-electricity, animals-food, car-gas, calculator-

sun). • explain various ways people need and use energy (e.g., cooking food, heating/cooling homes,

powering cars, cooling off).



SC.2.N.1.1 SC.2.N.1.6

electricity energy energy sources heat light solar sound

Investigate the effect of applying various pushes and pulls on different objects. Students will:

• identify pushes and pulls that occur in pictures or nature walk. • predict and investigate how a push or pull will affect the motion of an object (speed and direction). • record observations of motion investigations in a science notebook. • discuss that energy is required for a push or pull to occur.


Embedded


direction distance farther faster float force gravity motion pull push sink slower

Demonstrate that the greater the force (push or pull) applied to an object, the greater the change in motion of the object. Students will:

• explain that force is a push or pull on an object that causes it to stop, change speed, or change direction.

• demonstrate that the greater the force (push or pull) applied to an object, the greater the change in motion of the object.

• observe and explain that it takes more force (push or pull) to change the motion of an object with more weight.

• compare findings with others.



SC.2.N.1.1 SC.2.N.1.2









Weeks 21 – 26

Energy, Force, and Motion

This topic is

continued from the previous page.

Demonstrate that magnets can be used to make some things move without touching them. Students will:

• investigate how magnets work (attract vs. repel). • investigate and classify objects that are attracted/not attracted to magnets (wood, plastic, metal). • demonstrate how to move objects (including magnets) with a magnet without contact. • observe and explain that the amount of movement a magnet can cause on a magnetic object is

affected by the strength of the magnet and its distance from the object. • investigate ways to change the motion of an object (including a magnet) by using a magnet. • explore the poles of magnets (north and south).



SC.2.N.1.1 SC.2.N.1.2

attract magnets o horseshoe o ring o bar o cow

repel

Recognize that objects are pulled toward the ground unless something holds them up. Students will:

• demonstrate and explain gravity’s effect on objects when dropped (when something is falling it is actually being pulled to Earth by a force called gravity).

• demonstrate and explain how to overcome gravity (e.g., student sitting in a chair, pencil on a desk, helium-filled balloon on a string, grasshopper jumping, raft floating on water).



SC.2.N.1.1 SC.2.N.1.5

gravity overcome

Teacher Hints for “Energy, Force, and Motion”: • Grade 2 students focus on the ways energy impacts our lives (electrical energy, solar energy, light energy, heat energy, and sound energy). • Energy is the ability to do work. Energy causes motion and causes change. • A force is a push or a pull. Forces are acting upon you all day. • Gravity, mass/weight, buoyancy, magnetism, and friction are common forces that can act upon us. • An assortment of magnets is recommended for magnet investigations (horseshoe, ring, bar, wand, etc.). • Magnets have a north and south pole even though they may not be marked as such. • The main emphasis for Grade 2 students is to have a solid understanding of the types of objects that are attracted to magnets.

Note: They will quickly build a misconception about metallic objects. Aluminum foil and pennies do not have magnetic properties. • Students will need time to discover that repulsion (act of repelling) MAY occur when two magnets are brought together. • Explore the use of contact and non-contact forces to move objects and other magnets with a magnet. • Common Experiment #3 integrates the Nature of Science standards into this unit. Common Experiment #3 is suggested during Week 23 of instruction. See Canvas for




NATURE OF SCIENCE/LIFE SCIENCE Organization & Development of Living Things/Interdependence/Heredity

PACING: Weeks 27 - 33 March 2 – April 24

Prerequisite Learning

Kindergarten – SC.K.L.14.1, SC.K.L.14.3 First Grade – SC.1.L.16.1, SC.L.1.17.1, SC.L.1.14.1


Weeks 27-33

Plants and Animals

This topic is continued on the

next page.

Observe and describe major stages in the life cycles of plants and animals, including beans and butterflies. Students will:

• observe and describe major stages in the life cycle of the butterfly (egg, larva, pupa, adult). • investigate the life cycles of other animals (e.g., cat, snake, hamster, spider, fish, kangaroo,

salamander, penguin, possum). • observe and describe major stages in the life cycle of the bean plant (seed, seedling, mature plant). • investigate the life cycles of other plants (e.g., marigolds, fern, pine tree, ivy). • explain that, when repeated, life cycle investigations yield the same results. • compare the life cycles of the butterfly to the bean (or other plants to other animals).

SC.2.L.16.1 (DOK – Level 2)


SC.2.N.1.1 SC.2.N.1.2 SC.2.N.1.4

adult bean butterflies egg frog larva life cycles pupa seed germinate seedling

Compare and contrast the basic needs that all living things, including humans, have for survival. Students will:

• identify the basic needs of plants (water, light, air, nutrients, space). • identify the basic needs of animals (water, air, food, shelter, space). • compare the basic needs that all living things (plant and animal) have for survival. • investigate a plant’s ability to survive when one of its basic needs are not met. • compare findings with other groups focusing on any differences that may have occurred. • describe how different animals and plants depend on each other and the environment to meet their

basic needs.



SC.2.N.1.1 SC.2.N.1.2 SC.2.N.1.3

basic needs o air o food o light o nutrients o shelter o space o water

living survival

Distinguish human body parts (brain, heart, lungs, stomach, muscles, and skeleton) and their basic functions. Students will:

• identify outside human body parts (e.g., head, arms, legs, ankles). • identify inside human body structures (limited to brain, heart, lungs, stomach, muscles, and

skeleton). • describe the basic function of the brain, heart, lungs, stomach, muscles, and skeleton.

o brain – gets information from your senses; control center of your body o heart – pumps blood and oxygen throughout your body o lungs – take in oxygen o stomach – breaks down food and mixes it with digestive juices o muscles – make your body move (bones, heart, lungs, pupils of your eyes) o skeleton – supports your body; gives it shape; protects internal organs



SC.2.N.1.1

brain function heart human body lungs muscles oxygen skeleton stomach





Teacher Hints for “Plants and Animals”: • All living things have a life cycle; not just frogs and butterflies (common misconception held by young learners). • This is the first year this topic is formally taught to children. Previous grade levels may have spent some time observing the growth and development of plants and

animals. • Not all animals go through the same kind of change. Some grow from smaller to larger (kitten to cat, shark pup to shark, infant to adult). Some start as one animal and

change to something completely different (e.g., mealworm to beetle, tadpole to frog, caterpillar to butterfly). • In previous years, students have learned about the basic needs of all living things. In Grade 2, they focus on being able to compare the basic needs of two living

organisms. • Plants and animals are adapted to survive in different environments. Students should be able to discuss the features they have that allow them to survive in their

specific environment. • Common Experiment #4 integrates the Nature of Science standards into this unit. Common Experiment #4 is suggested during Week 33 of instruction. See Canvas

for lesson plans and resources.



NATURE OF SCIENCE/LIFE SCIENCE Interdependence

PACING: Weeks 34 - 38 May 18 – May 29


Kindergarten – none First Grade – SC.1.L.17.1


Weeks 34-38

Habitats

Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs. Students will:

• describe different environments (e.g., ocean, rain forest, desert, tundra, prairie, wetlands, woodland).

• match plants and animals to their environments/habitats (e.g., wetlands, desert, woodland, prairie, ocean, rainforest, arctic).

• explain that plants and animals live in habitats that meet their basic needs.



SC.2.N.1.1 SC.2.N.1.2 SC.2.N.1.3

environment/habitat o arctic o desert o ocean o prairie o rain forest o tundra o wetlands o woodland

Teacher Hints for “Habitats”:

• In previous years, students have learned about the basic needs of all living things. In Grade 2, they focus on being able to compare the basic needs of two living organisms.

• Plants and animals are adapted to survive in different environments. Students should be able to discuss the features they have that allow them to survive in their specific environment.

• STEM Lesson #2 integrates the Nature of Science standards and the Engineering Practices into this unit. STEM Lesson #2 is suggested during Week 38 of instruction. See Canvas for lesson plans and resources.



Observing: using your senses to gather information about an object or event; a description of what is perceived; information that is qualitative data

Measuring: using standard measures or estimations to describe specific dimensions of an object or event; information considered to be quantitative data

Inferring: formulating assumptions or possible explanations based upon observations

Classifying: grouping or ordering objects or events into categories based upon characteristics or defined criteria

Predicting: guessing the most likely outcome of a future event based upon a pattern of evidence

Communicating: using words, symbols, or graphics to describe an object, action, or event

Formulating Hypotheses: stating the proposed solutions or expected outcomes for experiments; proposed solutions to a problem must be testable

Identifying Variables: stating the changeable factors that can affect an experiment; important to change only the variable being tested and keep the rest constant

Defining Variables: explaining how to measure a variable in an experiment

Designing Investigations: designing an experiment by identifying materials and describing appropriate steps in a procedure to test a hypothesis

Experimenting: carrying out an experiment by carefully following directions of the procedure so the results can be verified by repeating the procedure several times

Acquiring Data: collecting qualitative and quantitative data as observations and measurements

Organizing Data: making data tables and graphs for data collected

Analyzing Investigations: interpreting data, identifying errors, evaluating the hypothesis, formulating conclusions, and recommending further testing when necessary

Science Process Skills: Basic and Integrated


HEALTH - HE.1.C.1.6 Students will: Emphasize the correct names of human body parts.

LANGUAGE ARTS Students will: LAFS.1.RI.1.1 Ask and answer questions about key details in a text.

LAFS.1.RI.2.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. LAFS.1.RI.4.10 With prompting and support, read informational texts appropriately complex for grade 1. LAFS.1.SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger

groups. a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts

under discussion). b. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. c. Ask questions to clear up any confusion about the topics and texts under discussion.

LAFS.1.W.3.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

MATHEMATICS Students will: MAFS.1.MD.1.a Understand how to use a ruler to measure length to the nearest inch.

a. Recognize that the ruler is a tool that can be used to measure the attribute of length. b. Understand the importance of the zero point and end point and that the length measure is the span between two points. c. Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal

interval distances can be counted to determine the overall length of an object.

MAFS.1.MD.3.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.

TECHNOLOGY Students will: Creativity and innovation Demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.

Communication and collaboration Use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

Research and informational fluency Apply digital tools to gather, evaluate, and use information.

Critical thinking, problem solving, and decision making

Use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

Digital Citizenship Understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Technology operations and concepts

Demonstrate a sound understanding of technology concepts, systems, and operations.

MAKING CONNECTIONS Health (NGSSS) / Language Arts (LAFS) / Mathematics (MAFS) / Technology (ISTE)


Students will:

Make sense of problems and persevere in solving them. (SMP.1) Solving a mathematical problem involves making sense of what is known and applying a thoughtful and logical process which sometimes requires perseverance, flexibility, and a bit of ingenuity.

Reason abstractly and quantitatively. (SMP.2) The concrete and the abstract can complement each other in the development of mathematical understanding: representing a concrete situation with symbols can make the solution process more efficient, while reverting to a concrete context can help make sense of abstract symbols.

Construct viable arguments and critique the reasoning of others. (SMP.3) A well-crafted argument/critique requires a thoughtful and logical progression of mathematically sound statements and supporting evidence.

Model with mathematics. (SMP.4) Many everyday problems can be solved by modeling the situation with mathematics.

Use appropriate tools strategically. (SMP.5) Strategic choice and use of tools can increase reliability and precision of results, enhance arguments, and deepen mathematical understanding.

Attend to precision. (SMP.6) Attending to precise detail increases reliability of mathematical results and minimizes miscommunication of mathematical explanations.

Look for and make use of structure. (SMP.7) Recognizing a structure or pattern can be the key to solving a problem or making sense of a mathematical idea.

Look for and express regularity in repeated reasoning. (SMP.8) Recognizing repetition or regularity in the course of solving a problem (or series of similar problems) can lead to results more quickly and efficiently.

MAKING CONNECTIONS Standards for Mathematical Practice


The Science Curriculum Map has been developed by teachers for ease of use during instructional planning. Terminology found within the framework of the curriculum map is defined below.

Next Generation Sunshine State Standards (NGSSS): a set of content and process science standards that define with specificity what teachers should teach and students should know and be able to do; adopted by the Florida State Board of Education in 2008

NGSSS Body of Knowledge: the broadest organizational structure used to group content and concepts within the curriculum map and include the following: Nature of Science, Earth Science, Physical Science and Life Science (also known as Reporting Category)

Big Idea: an overarching organizational structure used to describe the scope of a selected group of benchmarks; for example, The Characteristics of Science Knowledge, Earth Systems and Patterns, Forms of Energy, and Interdependence

Topic: a grouping of standards, curriculum, and skills that form a subset of scientific concepts covered in each unit of study

Lesson: the division of course instruction

Benchmark: the required NGSSS expectations presented in the course descriptions posted on CPALMS by FLDOE

Learning Targets/Skills: the content knowledge, processes, and enabling skills that will ensure successful mastery of the standards

Academic Language: the content terminology and other vocabulary and phrases that support mastery of the learning targets and skills; for teacher- and student-use alike

Prerequisite Learning: the standards assigned to previous grade levels that support learning within the current grade level

Pacing: a recommended time-frame for initial delivery of instruction and assessment in preparation for K-5 content that occurs on the grade 5 Statewide Science Assessment (SSA) including “fair game” content review

Teacher Hints: a listing of considerations when planning for instruction; may include suggestions or ideas for review Teacher Hints are available for each Topic on Canvas.

Resource Alignment: a listing of available, high quality and benchmark-aligned materials including: activities, strategies, lessons, websites, and videos from textbook and other media sources All adopted and aligned resources may be accessed in Canvas under the Curriculum Resources button.

Formative Assessment Strategies: techniques that can be used before, during, and after instruction to evaluate student learning The Formative Assessment Strategies document may be accessed in Canvas under the Curriculum Maps and Instructional Tools button.

The District Science Office recommends that all students engage in hands-on, minds-on

science experiences DAILY.

GLOSSARY OF TERMS

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