Midland Park Public Schools

Science

Grade 2

Prepared by:

Erin Holmes

Stefanie Greenberg

Superintendent of Schools:

Marie C. Cirasella, Ed.D.

Approved by the Midland Park Board of Education on

January 21, 2020

Midland Park Public Schools

Grade 2 Science Curriculum Overview

Grade 2 science is taught in three units throughout the school year. In the first unit, students study

Earth’s land and water. They will identify landforms and features as well as, investigate how the land

changes over time. In the second unit, the students will study matter. They will explore different objects,

identify their properties, and classify them accordingly. In the final unit, students will explore the various

habitats of plants and animals. They will study how plants and animals interact with and depend on their

habitats to survive. The science curriculum is a hands-on, open-ended and sequential process of

investigating the biological and physical world. A guided inquiry program gives students the opportunity

to explore topics and concepts though investigations. Participating in this hands-on program helps

students foster a life-long enjoyment of learning science, observe science in the world around them, as

well as meet the science standards for New Jersey Public Schools.

Suggested Course Sequence:

Unit 1: Earth’s Land and Water (20 days)

Unit 2: Matter and its Interactions (13 days)

Unit 3: Relationships in Habitats (34 days)

Prerequisite: Kindergarten and first grade science

Erin Holmes

Stefanie Greenberg

Midland Park Public Schools

Unit 1 - Overview

Content Area: Science

Unit Title: Earth’s Land and Water

Grade Level: 2

Unit Summary: In this unit of study, students will explore Earth’s features. They will use information and models to identify and represent the shapes and kinds of land and bodies of water in an area. They will differentiate between various slow and fast changes to land. Students will apply their understanding of the idea that wind and water can change the shape of land to compare design solutions to slow or prevent such change. Students will identify natural resources that come from the earth, how we protect them, and the importance of recycling.

Unit 1 - Standards

Standards (Content and Technology):

CPI#: Statement:

NJSLS Standards

2-ESS1-1 Use information from several sources to provide evidence that Earth events can occur quickly or slowly.

2-ESS2-1 Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.

2-ESS2-2 Develop a model to represent the shapes and kinds of land and bodies of water in an area.

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

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

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

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

21st Century Themes and Skills (standard 9)

9.2.4.A.4 Explain why knowledge and skills acquired in the elementary grades lay the foundation for future academic and career success.

Career Ready Practices

CRP2 Apply appropriate academic and technical skills.

CRP4 Communicate clearly and effectively and with reason.

CRP5 Consider the environmental, social and economic impacts of decisions

Educational Technology Standards

8.1.2.A.4 Demonstrate developmentally appropriate navigation skills in virtual environments (i.e. games, museums).

8.1.2.C.1 Engage in a variety of developmentally appropriate learning activities with students in other classes, schools, or countries using various media formats such as online collaborative tools, and social media.

Interdisciplinary Connections

ELA ● RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding

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

technical procedures in a text. (2-ESS1-1) ● W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing,

including in collaboration with peers. (2-ESS1-1)

Midland Park Public Schools

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

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

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

Mathematics ● MP.2 Reason abstractly and quantitatively. (2-ESS1-1) ● MP.4 Model with mathematics. (2-ESS1-1) ● 2.NBT.A Understand place value. (2-ESS1-1)

Unit Essential Question(s): ● What are some features of the earth and are they made

of land or water? ● In what ways can we represent the shapes and kinds of

land and bodies of water in an area? ● What are rocks made of and how do they travel to

different places? ● What are some slow and fast ways that land changes? ● How do weathering and erosion affect land and water? ● What is the difference between renewable and

nonrenewable natural resources? ● Why is it important to conserve our natural resources

and what are some ways that we can do that?

Unit Enduring Understandings: ● Water is found in the ocean, rivers, lakes, and ponds

and exists in liquid form and as solid ice. ● Wind and water can change the shape of the land. ● Some events happen very quickly; others occur very

slowly over a time period much longer than one can observe.

● Some natural resources are renewable while others are not and have a finite supply.

● It is important to conserve our resources, especially those that are nonrenewable.

Unit Learning Targets/Objectives: Students will… ● Identify where water is found on Earth and that it can be solid or liquid ● Develop a model to represent the shapes and kinds of land and bodies of water ● Use information from several sources to provide evidence that Earth events can occur quickly or slowly ● Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land ● Differentiate between renewable and nonrenewable resources and analyze ways to conserve them

Evidence of Learning

Formative Assessments: ● Observation ● Questioning ● Discussion ● Exit tickets ● Activity sheets ● Kahoot ● BrainPop Jr. ● Mystery Science post-experiment assessments ● Models Summative/Benchmark Assessment(s): ● Unit 1 test Resources/Materials: Second Grade Student Learning Standards: Science Mystery Science: Erosion and Earth's Surface Discovery Education Techbook: Changes in Earth's Systems Unit read alouds-

● Rocks and Minerals (NG Kids) ● Earthquakes (NG Kids) ● Volcanoes (NG Kids) ● Water (NG Kids)

Midland Park Public Schools

● Dirt

Modifications: ● Special Education Students/504

o Consult with Case Managers and follow IEP/504 accommodations/modifications

o Rephrase questions, directions, and

explanations

o Allow extended time to answer question

● English Language Learners o Assign a buddy, same language or English

speaking

o Allow errors in speaking

o Rephrase questions, directions, and

explanations

o Allow extended time to answer questions

o Accept participation at any level

● At-Risk Students

o Consult with Guidance Counselors and

follow I&RS procedures/action plans

o Consult with classroom teacher(s) for

specific behavior interventions

o Provide rewards as necessary

● Gifted and Talented Students o Provide extension activities

o Build on students’ intrinsic motivations

Suggested Pacing Guide

Time Frame Lesson Name/Topic Lesson Objective(s)

3 class periods

Earth’s features ● Create models of landforms

Students will examine various features of the earth and how those features can be made from land or water.

1 class period Rocks and minerals Students will understand that rocks are made of minerals and will examine various rocks.

1 class period Flow of water ● Mystery Science

Students will discover that water flows from high land to low land, causes erosion, and carries rocks and minerals to new places.

5 class periods

Slow Land Changes ● Weathering and erosion ● Create models ● Mystery Science

Students will analyze how weathering and erosion slowly cause changes to land and water over extended periods of time.

5 class periods

Fast Land Changes ● Volcanoes, earthquakes, landslides ● Create models ● Mystery Science

Students will examine fast land changes including volcanoes and earthquakes and how those changes affect land and water in a very short period of time.

2 class periods

Protecting the earth ● Natural resources ● Recycling

Students will distinguish between renewable and nonrenewable resources and analyze ways to preserve them.

2 class periods

Unit 1 Review ● Study guide ● Jeopardy ● Kahoot

Review concepts covered in Unit 1

1 class period Unit 1 Assessment Demonstrate knowledge gained in Unit 1

Teacher Notes:

Midland Park Public Schools

Additional Resources: Second Grade Student Learning Standards: Science BrainPop Jr: Land BrainPop Jr: Conservation Flocabulary: Earth Science videos/songs

Unit 2 - Overview

Content Area: Science

Unit Title: Matter

Grade Level: 2

Unit Summary: In this unit, students will be introduced to the idea of matter. They will explore different objects, identify their properties, and classify them accordingly. Students will recognize that matter can be found in three states: solid, liquid, and gas. They will investigate how matter can be mixed and changed and will differentiate between chemical and physical changes.

Unit 2 - Standards

Standards (Content and Technology):

CPI#: Statement:

NJSLS Standards

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

2-PS1-2 Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.

2-PS1-3 Make observations to construct an evidence-based account of how an object made of a small set of pieces can be disassembled and made into a new object.

2-PS1-4 Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot

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

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

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

21st Century Themes and Skills (standard 9)

9.2.4.A.4 Explain why knowledge and skills acquired in the elementary grades lay the foundation for future academic and career success.

Career Ready Practices

CRP2 Apply appropriate academic and technical skills.

CRP4 Communicate clearly and effectively and with reason.

CRP5 Consider the environmental, social and economic impacts of decisions

Educational Technology Standards

8.1.2.A.4 Demonstrate developmentally appropriate navigation skills in virtual environments (i.e. games, museums).

8.1.2.C.1 Engage in a variety of developmentally appropriate learning activities with students in other classes, schools, or countries using various media formats such as online collaborative tools, and social media.

8.1.2.E.1 Use digital tools and online resources to explore a problem or issue.

Interdisciplinary Connections

ELA ● RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding

of key details in a text. (2-PS1-4)

Midland Park Public Schools

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

● RI.2.8 Describe how reasons support specific points the author makes in a text. (2-PS1-2),(2-PS1-4) ● W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion,

supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. (2-PS1-4)

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

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

Mathematics ● MP.2 Reason abstractly and quantitatively. (2-PS1-2) ● MP.4 Model with mathematics. (2-PS1-1),(2-PS1-2) ● MP.5 Use appropriate tools strategically. (2-PS1-2) ● 2.MD.D.10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four

categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph. (2-PS1-1),(2-PS1-2)

Unit Essential Question(s): ● How can we sort objects into groups that have similar

properties? ● What is matter and how do we classify it into different

states? ● How can matter be mixed and changed? ● Can all changes caused by heating or cooling be

reversed?

Unit Enduring Understandings: ● Objects can be classified into various groups based

on their properties. ● Objects may break into smaller pieces and be put

together into larger pieces or change shapes. ● Different properties are suited to different purposes. ● Matter is anything that has weight and takes up

space and can be classified by its observable properties.

● Matter can be changed with physical changes and chemical changes.

● Heating or cooling a substance may cause changes that can be observed. Sometimes these changes are reversible, and sometimes they are not.

Unit Learning Targets/Objectives: Students will… ● Sort objects based on their properties ● Define matter and determine states of matter ● Determine that an object can be disassembled into smaller pieces and then put together into a new object ● Explore ways that matter can be mixed and changed ● Differentiate between physical and chemical changes to matter

Evidence of Learning

Formative Assessments: ● Observation ● Questioning ● Discussion ● Exit tickets ● Activity sheets ● Kahoot ● BrainPop Jr. ● Mystery Science post-experiment assessments ● Collages Summative/Benchmark Assessment(s): ● Unit 2 test Resources/Materials:

Midland Park Public Schools

Second Grade Student Learning Standards: Science Mystery Science: Properties and Phases of Matter Discovery Education Techbook: Properties and Interactions of Matter Discovery Education Techbook: Working with Materials Unit read alouds-

● Matter songs and poems ○ Ice Cold Lemonade ○ Three States of Matter ○ States of Matter

Modifications: ● Special Education Students/504

o Consult with Case Managers and follow IEP/504 accommodations/modifications

o Rephrase questions, directions, and

explanations

o Allow extended time to answer question

● English Language Learners o Assign a buddy, same language or English

speaking

o Allow errors in speaking

o Rephrase questions, directions, and

explanations

o Allow extended time to answer questions

o Accept participation at any level

● At-Risk Students

o Consult with Guidance Counselors and

follow I&RS procedures/action plans

o Consult with classroom teacher(s) for

specific behavior interventions

o Provide rewards as necessary

● Gifted and Talented Students o Provide extension activities

o Build on students’ intrinsic motivations

Suggested Pacing Guide

Time Frame Lesson Name/Topic Lesson Objective(s)

1 class period Introduction to matter and materials Students will understand that materials have a unique set of properties based on their use.

1 class period Properties of objects Students will identify properties of objects and sort them into different categories.

1 class period What is matter? Students will define matter and conduct an investigation to find the properties of matter.

1 class period Interactions of matter ● Mystery science

Students will explore how an object made of small pieces can be disassembled and reassembled into a new object.

3 class periods

States of Matter ● Solids, liquids, gases ● Mystery Science

Students will identify the three states of matter and classify different examples of matter into the three categories.

1 class period Mixing matter Students will conduct an experiment evaluating if matter can be mixed.

3 class periods

Changing matter ● Physical changes ● Chemical changes ● Mystery Science

Students will differentiate between physical and chemical changes.

1 class period Unit 2 Review Review concepts covered in Unit 2

1 class period Unit 2 Assessment Demonstrate knowledge gained in Unit 2

Teacher Notes:

Additional Resources: Second Grade Student Learning Standards: Science BrainPop Jr: Matter

Midland Park Public Schools

Flocabulary: Physical Science videos/songs

Unit 3 - Overview

Content Area: Science

Unit Title: Plant and Animal Relationships in Habitats

Grade Level: 2

Unit Summary: In this unit of study, students will compare the diversity of life in different habitats. They will develop an understanding of what plants and animals need to live and grow. Students will study different groups of animals and how they grow and change. They will explore animal habitats and how those habitats help them survive. Students will also identify different plants and what they need to grow and change. Students will develop an understanding that plants depend on animals for seed dispersal and pollination.

Unit 3 - Standards

Standards (Content and Technology):

CPI#: Statement:

NJSLS Standards

2-LS2-1 Plan and conduct an investigation to determine if plants need sunlight and water to grow.

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

2-LS4-1 Make observations of plants and animals to compare the diversity of life in different habitats.

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

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

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

21st Century Themes and Skills (standard 9)

9.2.4.A.4 Explain why knowledge and skills acquired in the elementary grades lay the foundation for future academic and career success.

Career Ready Practices

CRP2 Apply appropriate academic and technical skills.

CRP4 Communicate clearly and effectively and with reason.

CRP5 Consider the environmental, social and economic impacts of decisions

Educational Technology Standards

8.1.2.A.4 Demonstrate developmentally appropriate navigation skills in virtual environments (i.e. games, museums).

8.1.2.B.1 Illustrate and communicate original ideas and stories using multiple digital tools and resources.

8.1.2.C.1 Engage in a variety of developmentally appropriate learning activities with students in other classes, schools, or countries using various media formats such as online collaborative tools, and social media.

Interdisciplinary Connections

ELA ● W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to

produce a report; record science observations). (2-LS4-1) ● W.2.8 Recall information from experiences or gather information from provided sources to answer a question.

(2-LS4-1) Mathematics

● MP.2 Reason abstractly and quantitatively. (2-LS4-1) ● MP.4 Model with mathematics. (2-LS4-1) ● MP.5 Use appropriate tools strategically. (2-LS2-1) ● 2.MD.D.10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four

categories. Solve simple put-together, take-apart, and compare problems. (2-LS2-2, 2-LS4-1)

Midland Park Public Schools

Unit Essential Question(s): ● What is the difference between living and nonliving

things? ● How are animals and plants categorized? ● What are some similarities between plant and animal

life cycles? ● How does the diversity of plants and animals compare

among different habitats? ● What do animals need to survive? ● What do plants need to live and grow? ● What do plants rely on for reproduction?

Unit Enduring Understandings: ● There are many different kinds of living things in any

area, and they exist in different places on land and in water.

● Plants and animals can be categorized into different groups depending on their features.

● Plants and animals live in different habitats based on their needs.

● Plants depend on water and light to grow. ● Plants depend on wind and animals for pollination or

to move their seeds around.

Unit Learning Targets/Objectives: Students will… ● Compare the diversity of life in different habitats ● Identify plants and animals and classify them into different groups ● Identify what plants and animals need to survive in various habitats ● Plan and conduct an investigation to determine if plants need sunlight and water to grow ● Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants

Evidence of Learning

Formative Assessments: ● Observation ● Questioning ● Discussion ● Exit tickets ● Graphic organizer ● Activity sheets ● Kahoot ● BrainPop Jr. ● Mystery Science post-experiment assessments ● Animal and plant mini-books ● Habitat posters Summative/Benchmark Assessment(s): ● Animal test ● Plant test Resources/Materials: Second Grade Student Learning Standards: Science Mystery Science: Animal Biodiversity Mystery Science: Plant Adaptations Discovery Education Techbook: Interactions of Living Things Unit read alouds-

● Magic School Bus: Hops Home ● Where Do Frogs Come From? ● Awesome Ocean ● Migration ● Staying Alive! ● Magic School Bus: Plant Seeds ● From Seed to Plant ● How a Seed Grows ● How a Plant Grows ● Honey Bees ● Dirt

Midland Park Public Schools

Modifications: ● Special Education Students/504

o Consult with Case Managers and follow IEP/504 accommodations/modifications

o Rephrase questions, directions, and

explanations

o Allow extended time to answer question

● English Language Learners o Assign a buddy, same language or English

speaking

o Allow errors in speaking

o Rephrase questions, directions, and

explanations

o Allow extended time to answer questions

o Accept participation at any level

● At-Risk Students

o Consult with Guidance Counselors and

follow I&RS procedures/action plans

o Consult with classroom teacher(s) for

specific behavior interventions

o Provide rewards as necessary

● Gifted and Talented Students o Provide extension activities

o Build on students’ intrinsic motivations

Suggested Pacing Guide

Time Frame Lesson Name/Topic Lesson Objective(s)

1 class period Living and Nonliving Students will understand the difference between living and nonliving things.

4 class periods

Animal groups ● Mystery Science ● Classify animals into different

groups ● Animal group illustrations

Students will classify animals into different groups based on their features.

3 class periods

Animals grow and change ● Frog life cycle ● Butterfly life cycle ● Mystery Science

Students will explore how various animal groups grow and change along a life cycle.

5 class periods

Animal habitats ● Study different habitats ● Take notes with habitat books ● Create habitat posters

Students will compare and contrast different habitats and the animals that exist in them.

4 class periods

Animal adaptations and survival ● Mystery Science ● Animal adaptations ● Animal protections and defenses ● Food chain

Students will analyze animal adaptations and their importance for survival.

1 class period Animal Review Review concepts covered in Animal unit

1 class period Animal Assessment Demonstrate knowledge gained in Animal unit

1 class period Types of plants Students will study and classify different types of plants based on their features.

1 class period Parts of a plant Students will identify the different parts of a plant and their functions.

3 class periods

Plant adaptations and survival ● Mystery Science ● Plant adaptations ● Plant protections and defenses

Students will analyze how plants adapt to their environments and are able to protect themselves and survive.

3 class periods

What do plants need to grow? ● Needs booklet ● Plant a Marigold

Students will identify what a plant needs to live and grow.

Midland Park Public Schools

● Mystery Science

1 class period Plant life cycle Students will explore the life cycle of a plant.

2 class periods

Seed Dispersal ● Marigold observations ● Pollination ● Mystery Science

Students will examine and demonstrate how plant seeds and be dispersed, as well its importance for plant survival.

1 class period How do people and animals use plants? Students will understand and explain various ways that people and animals use plants.

1 class period Compare/contrast plants and animals in different habitats

Students will review habitats and the plants’ and animals’ adaptations that help them survive in those habitats.

1 class period Plant Review Review concepts covered in Plant unit

1 class period Plant Assessment Demonstrate knowledge gained in Plant unit

Teacher Notes:

Additional Resources: Second Grade Student Learning Standards: Science BrainPop Jr: Animals BrainPop Jr: Plants BrainPop Jr: Habitats Flocabulary: Life Science videos/songs