quarter 1-1 nine weeks science...fossils tell of long ago by aliki the best book of fossils, rocks,...

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SECOND_GRADE_SCIENCE QUARTER 1-1st NINE WEEKS SCIENCE

The material below should be covered within this time frame; specific pacing should be determined in school‐based PLCs and student assessments.

QUARTER 1 WEEKS 1-3

LIFE SCIENCE Grade 2: Standard 1-Cells (PLANTS AND ANIMALS) Conceptual Strand 1: All living things are made of cells that perform functions necessary for life. Tennessee Academic Standards/Grade Level Expectations: GLE 0207.1.1 Recognize that plants and animals are made up of smaller parts and use food, water, and air to survive. Learning Targets: I can tell how living things can be alike and different. I can describe the basic needs (air, water, food, living space, and shelter) that all living things need. I can tell how living things use their parts to meet their needs. Inquiry Skills: observe, infer, communicate, classify, compare, draw conclusion, predict Academic Vocabulary: plants, animals, cells, basic needs, leaves, stem, roots Essential/Guiding Question: What do living things need to survive? Instructional Resources: McGraw-Hill Science (2002) http://www.glencoe.com/ebooks/science/9780022877439/ Chapter 1 Lesson 1 pages 30-33 Websites Living or nonliving http://www.havefunteaching.com/activities/science-activities/living-and-non-living-things-activities Living or nonliving http://www.pbslearningmedia.org/resource/tdc02.sci.life.colt.lp_living/living-vs-nonliving/ Living and nonliving things http://www.instructorweb.com/lesson/livingthings.asp Living and nonliving sort http://www.firstschoolyears.com/science/resources/games/ourselves/living/living.htm Plant Needs https://www.youtube.com/watch?v=kkqETB7Xc5g

Literature Animal Needs by Sue Baraclough What Plants and Animals Need? by Nancy Leber Who Eats What? by Patricia Lauber Ann Plants A Garden by Susan Blackaby Good Morning, Garden by Barbara Brenner

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One Little Seed by Elaine Greenstein Pumpkin, Pumpkin by Jeanne Titherington Miss Rumphius by Barbara Cooney Thinking Map: Flow map-Create a flow map that demonstrates how plants or animals in forest meet their basic life requirements. Mastery: Students will be able to identify living and nonliving things, explain how living things use their parts to meet their needs, and identify the parts of plants and animals that allow it to obtain and use food, water, and air.

Return to Scope & Sequence

QUARTER 1 WEEKS 4-6

LIFE SCIENCE Grade 2: Standard 4-Heredity (GROWTH AND CHANGE) Conceptual Strand 4: Plants and animals reproduce and transmit hereditary information between generations. Tennessee Academic Standards/Grade Level Expectations: GLE 0207.4.1 Compare the life cycles of various organisms. GLE 0207.4.2 Realize that parents pass along physical characteristics to their offspring. Learning Targets: I can tell the stages of a plant or animal’s life cycle. I can tell about characteristics that parents pass on to their young. Inquiry Skills: observe, infer, communicate, classify, compare, draw conclusion, predict Academic Vocabulary: leaves, stem, roots, flowers, fruit, seeds, pollen, oxygen flower, seed, pollen, seedling, larva, pupa, life stage, life cycle, offspring, parent, characteristics, Essential/Guiding Questions: What are the principal mechanisms by which living things reproduce and transmit information between parents and offspring? How do living things grow and change? Instructional Resources: McGraw-Hill Science (2002) http://www.glencoe.com/ebooks/science/9780022877439/ GLE 0207.4.1 Chapter 2 Lesson 1 pages 76-77, 80-81 GLE 0207.4.1 Chapter 2 Lesson 2 pages 84-89 GLE 0207.4.2 Chapter 2 Lesson 3 pages 92-97 Websites Habitats http://www.discoveryeducation.com/teachers/free-lesson-plans/habitats-of-the-world.cfm Habitats http://artsedge.kennedy-center.org/educators/lessons/grade-k-2/Animal_Habitats.aspx Adaptations http://www.junglewalk.com/classroom/Adaptation-Lesson-Plan-4.htm The Needs of Living Things http://www.teachersdomain.org/resource/tdc02.sci.life.colt.lp_stayalive/ How Animals Meet Their Needs http://www.harcourtschool.com/activity/animalneeds/

Literature

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The magic school bus plants seeds: a book about how living things grow by Patricia Relf The Life Cycle of a Butterfly by Bobbie Kalman Do Penguins Have Puppies? A Book About Animal Babies by Michael Dahl Animals raising offspring by Wendy Perkins Lizards For Lunch A Roadrunner Tale by Conrad J. Storad Earth & Me, Our Family Tree: Nature's Creatures by J. Patrick Lewis Bumblebee At Apple Tree Lane by Laura Gates Galvin Loon At Northwood Lake by Elizabeth Ring Thinking Map: Flow map-Create a flow map to illustrate the life cycle of a particular plant or animal. Mastery: Students will be able to tell the stages of a plant or animal’s life cycle and describe characteristics that parents pass on to their young.


QUARTER 1 WEEKS 7-9

LIFE SCIENCE Grade 2: Standard 3-Flow of Matter and Energy (FOOD CHAINS) Conceptual Strand 3: Matter and energy flow through the biosphere. Tennessee Academic Standards/Grade Level Expectations: GLE 0207.3.1 Recognize that animals eat plants or other animals for food. Learning Targets: I can tell how plants and animals depend on each other for food. I can tell why all living things need food in order to have energy. Inquiry Skills: observe, infer, communicate, compare, draw conclusion, predict Academic Vocabulary: food chain, food web, prey, predator Essential/Guiding Question: What scientific information explains how matter and energy flow through the biosphere? Instructional Resources: McGraw-Hill Science (2002) http://www.glencoe.com/ebooks/science/9780022877439/ Chapter 1 Lesson 4 pages 54-59 Websites Food Chains http://www.brighthubeducation.com/lesson-plans-grades-1-2/50121-food-chain-lesson-plan/ Food Chains http://www.sheppardsoftware.com/content/animals/kidscorner/foodchain/foodchain.htm Brainpop Jr. Food Chains: https://jr.brainpop.com/science/animals/foodchain/preview.weml

Literature Who eats what? by Patricia Lauber The environment by Michael Allaby Blackberry Banquet by Terry Pierce

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This Is The Sea That Feeds Us by Robert F. Baldwin Earth Mother by Ellen Jackson Thinking Map: Flow map-Create a flow map to list and illustrate a food chain in a particular environment. Mastery: Students will be able to tell how animals eat plants and other animals for energy and why it is important that animals have food for energy.


QUARTER 2-2nd NINE WEEKS SCIENCE The material below should be covered within this time frame; specific pacing should be determined in school‐based PLCs and student assessments.

QUARTER 2 WEEKS 1-3

LIFE SCIENCE Grade 2: Standard 2-Interdependence (HABITAT INTERACTIONS) Conceptual Strand 2: All life is interdependent and interacts with the environment. Tennessee Academic Standards/Grade Level Expectations: GLE 0207.2.1 Investigate the habitats of different kinds of local plants and animals. GLE 0207.2.2 Investigate living things found in different places. GLE 0207.2.3 Identify basic ways that plants and animals depend on each other. Learning Targets: I can tell how plants and animals depend on each other in their habitats. I can tell about different habitats. I can compare the habitats of many different kinds of plants and animals and tell some of the ways animals depend on plants and each other. Inquiry Skills: observe, infer, communicate, classify, put things in order, compare, draw conclusion Academic Vocabulary: habitat, shelter, woodland forest, pond, lake, barrens, food chain, food web, prey, predator, organism, adaptation Essential/Guiding Questions: What is a habitat? How do plants and animals in a habitat depend on each other? Instructional Resources: McGraw-Hill Science (2002) http://www.glencoe.com/ebooks/science/9780022877439/ GLE 0207.2.1 and GLE 0207.2.2 Chapter 1 Lesson 3 pages 46-51 GLE 0207.2.3 Chapter 1 Lesson 2 pages 42-43 and Chapter 1 Lesson 4 pages 54-59

Websites Habitats http://www.discoveryeducation.com/teachers/free-lesson-plans/habitats-of-the-world.cfm Habitats http://artsedge.kennedy-center.org/educators/lessons/grade-k-2/Animal_Habitats.aspx Adaptations http://www.junglewalk.com/classroom/Adaptation-Lesson-Plan-4.htm The Needs of Living Things http://www.teachersdomain.org/resource/tdc02.sci.life.colt.lp_stayalive/

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How Animals Meet Their Needs http://www.harcourtschool.com/activity/animalneeds/

Literature The ABCs of Habitats by Bobbie Kalman Where in the Wild? Camouflaged Creatures Concealed…and Revealed by David M. Schwartz What Do You Do with a Tail Like This? by Robin Page & Steve Jenkins Lizards For Lunch A Roadrunner Tale by Conrad J. Storad Earth & Me, Our Family Tree: Nature's Creatures by J. Patrick Lewis Bumblebee At Apple Tree Lane by Laura Gates Galvin Loon At Northwood Lake by Elizabeth Ring Thinking Map: Double bubble map-Create a double bubble map to compare and contrast two habitats or two animals found in their habitats. Mastery: Students will be able to explain ways that plants and animals in a habitat depend on each other, investigate and compare a variety of habitats and the organisms that can be found there, and describe different habitats.


QUARTER 2 WEEKS 4-6

LIFE SCIENCE Grade 2: Standard 5-Biodiversity and Change (FOSSILS) Conceptual Strand 5: A rich variety of complex organisms have developed in response to a continually changing environment. Tennessee Academic Standards/Grade Level Expectations: GLE 0207.5.1 Investigate the relationship between an animal’s characteristics and the features of the environment where it lives. GLE 0207.5.2 Draw conclusions from fossils about organisms that lived in the past. Learning Targets: I can tell how an animal’s features help it to live in its environment. I can tell about an organism from a fossil. Inquiry Skills: observe, infer, communicate, classify, compare, draw conclusion, predict Academic Vocabulary: organism, adaptation, antennae, cave, river, streams, drought, endangered, fossil, extinct, dinosaur, prehistoric Essential/Guiding Questions: How does natural selection explain how organisms have changed over time? Instructional Resources: McGraw-Hill Science (2002) http://www.glencoe.com/ebooks/science/9780022877439/ GLE 0207.5.1 Chapter 3 Lesson 1 pages 112-117 GLE 0207.5.1 Chapter 3 Lesson 2 pages 120-125 GLE 0207.5.1 Chapter 3 Lesson 3 pages 130-133 GLE 0207.5.2 Chapter 3 Lesson 3 pages 134-135

Websites Animals Around Us http://www.discoveryeducation.com/teachers/free-lesson-plans/animals-around-us.cfm

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Organisms http://sciencenetlinks.com/lessons/cycle-of-life-1-food-chain/

Literature Biomes and Ecosystems by Barbara J. Davis Life in a Deciduous Forest by Dianne MacMillan Life in a Desert by Dorothy Hinshaw Life in a Grassland by Dorothy Hinshaw Life in a Lake by Melissa Stewart Fossils Tell of Long Ago by Aliki The Best Book of Fossils, Rocks, & Minerals by Chris Pellant Bringing The Rain To Kapiti Plain: A Nandi Tale by Verna Aardema Big Old Bones: A Dinosaur Tale by Carol Carrick Digging for Dinosaurs by Judy Waite Thinking Map: Circle map-Create a circle map with the name of an animal in the center circle and write characteristics of that animal that help it to survive in the outer circle. Mastery: Students will be able to tell how an animal’s characteristics helps it to survive in its environment make observations of fossils using appropriate tools and draw conclusions about the organisms that created them.


QUARTER 2 WEEKS 7-9

PHYSICAL SCIENCE Grade 2: Standard 12-Forces in Nature (MAGNETS) Conceptual Strand 12: Everything in the universe exerts a gravitational force on everything else; there is an interplay between magnetic fields and electrical currents. Tennessee Academic Standards/Grade Level Expectations: GLE 0207.12.1 Experiment with magnets to determine that objects can move without being touched. GLE 0207.12.2 Realize that things fall toward the ground unless something holds them up. Learning Targets: I can tell how a magnet moves objects around it without touching them. Inquiry Skills: observe, infer, communicate, classify, put things in order, compare, draw conclusion, predict Academic Vocabulary: attract, force, magnet, magnetic field, mass, repel, poles, position, motion, gravity, weight Essential/Guiding Question: What are the scientific principles that explain gravity and electromagnetism? Instructional Resources: McGraw-Hill Science (2002) http://www.glencoe.com/ebooks/science/9780022877439/ GLE 0207.12.1 Chapter 8 Lesson 3 pages 334-339 GLE 0207.12.2 Chapter 8 Lesson 4 pages 346-349

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Websites Force and motion http://www.discoveryeducation.com/teachers/free-lesson-plans/rules-of-forces-and-motion.cfm Magnets and Springs http://www.bbc.co.uk/schools/scienceclips/ages/7_8/magnets_springs.shtml

Literature Magnetic and Nonmagnetic by Angela Royston Magnet Science by Glen Vecchione Gravity is a Mystery by Franklyn M. Branley Why I Can't Jump Very High? A book about Gravity by Kamal Prasad Shivers In The Fridge by Fran Manushkin Magnet Magic by Phylliss Adams Marta's Magnets by Wendy Pfeffer Thinking Map: Circle map-Create a circle map in which the word magnetism is written in the center and lists items in the outer circle that would be attracted to a magnet. Mastery: Students will be able to describe and illustrate how magnets can move objects without touching them and be able to tell that gravity is a force that has a pull on objects.


QUARTER 3-3rd NINE WEEKS SCIENCE

The material below should be covered within this time frame; specific pacing should be determined in school‐based PLCs and student assessments. QUARTER 3 WEEKS 1-3

EARTH & SPACE SCIENCE Grade 2: Standard 6-The Universe (EARTH AND MOON) Conceptual Strand 6: The cosmos is vast and explored well enough to know its basic structure and operational principles. Tennessee Academic Standards/Grade Level Expectations: GLE 0207.6.1 Realize that the sun is our nearest star and that its position in the sky appears to change. GLE 0207.6.2 Make observations of changes in the moon’s appearance over time. Learning Targets: I can tell that the sun is a star. I can describe objects in the day and night sky. I can watch and explain how the sun, moon, and stars all look like they move slowly across the sky. I can watch and describe how the moon looks a little different every day but looks the same in about four weeks. Inquiry Skills: observe, infer, communicate, classify, put things in order, compare, draw conclusion, predict

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Academic Vocabulary: axis, rotation, season, spring, star, summer, sun, Sun’s position, winter, fall, orbit, phase Essential/Guiding Question: What big ideas guide human understanding about the origin and structure of the universe, Earth’s place in the cosmos, and observable motions and patterns in the sky? Instructional Resources: McGraw-Hill Science (2002) http://www.glencoe.com/ebooks/science/9780022877439/ GLE 0207.6.1 Chapter 4 Lesson 1 pages 158-165 GLE 0207.6.1 Chapter 4 Lesson 2 page 175 GLE 0207.6.2 Chapter 4 Lesson 2 pages 170-173, 176-177

Websites Objects in the Sky http://mcdonaldobservatory.org/teachers/classroom Night Sky http://www.nea.org/tools/lessons/summer-night-sky-K-5.html NASA Kid Club http://www.nasa.gov/audience/forkids/kidsclub/flash/index.html

Literature Sun by Dana Meachen Rau The Sun: Our Nearest Star by Franklin Mansfield Branley Phases of the Moon by Gillia M. Olson The Moon Seems to Change by Franklyn M. Branley Astronaut Piggy Wiggy by Christyan and Diane Fox Brave Spaceboy by Dana Smith How to Catch a Star by Oliver Jeffers Thinking Map: Flow map-Create a flow map to illustrate the phases of the moon. Mastery: Students will be able to tell that the sun is a star and identify characteristics of the day and night sky.


QUARTER 3 WEEKS 4-6

EARTH & SPACE SCIENCE Grade 2: Standard 8-The Atmosphere (ATMOSPHERIC CONDITIONS) Conceptual Strand 8: The earth is surrounded by an active atmosphere and an energy system that controls the distribution life, local weather, climate, and global temperature. Tennessee Academic Standards/Grade Level Expectations: GLE 0207.8.1 Associate temperature patterns with seasonal changes. Learning Targets: I can describe different types of weather. I can name and describe the seasons. I can describe how seasons repeat in a pattern or cycle, but the weather can change throughout the day.

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Inquiry Skills: observe, infer, communicate, classify, put things in order, make a model, compare, draw conclusion, predict Academic Vocabulary: season, fall, winter, spring, summer, weather, temperature, thermometer, climate Essential/Guiding Question: How do the physical characteristics and the chemical makeup of the atmosphere influence surface processes and life on Earth? Instructional Resources: McGraw-Hill Science (2002) http://www.glencoe.com/ebooks/science/9780022877439/ Chapter 6 Lesson 2 pages 238-241 Chapter 6 Lesson 3 pages 246-249 Websites Weather http://www.cas.miamioh.edu/scienceforohio/seasons/l.html Seasonal Changes http://science.lotsoflessons.com/4seasons.html Weather Whiz Kids http://www.weatherwizkids.com

Literature Caps, Hats, Socks, and Mittens: A Book about the Four Seasons by Louise Borden Dear Rebecca, Winter is Here by Jean Craighead George Four Friends in Summer by Tomie de Paola Weather by Lorrie Mack Forces of Nature World Book Friends For All Seasons by Julia Hubery Fun in the Sun by Janine Scott Batter Up Wombat by Helen Lester Thinking Map: Double Bubble Map-Create a double bubble map listing characteristics of temperature and weather of two seasons (listing similarities and differences). Mastery: Students will be able to tell about the weather and characteristics and temperature ranges of each of the four seasons.


QUARTER 3 WEEKS 7-9

EARTH & SPACE SCIENCE Grade 2: Standard 7-The Earth (EARTH’S MATERIALS) Conceptual Strand 7: Major geologic events that occur over eons or brief moments in time continually shape and reshape the surface of the Earth, resulting in continuous global change. Tennessee Academic Standards/Grade Level Expectations: GLE 0207.7.1 Compare and record the components of a variety of soil types. GLE 0207.7.2 Describe rocks according to their origin, size, shape, texture, and color. GLE 0207.7.3 Differentiate between renewable and non–renewable resources.

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Learning Targets: I can tell about soil types. I can describe rocks based on their attributes. I can identify how natural resources are used and why they are important. Inquiry Skills: classify, compare, contrast, draw conclusion, infer, investigate, make a model, observation, predict, reasoning, scientific inquiry Academic Vocabulary: rock, mineral, Earth resource, pebble, minerals, decompose, soil, natural resource, nonrenewable resource, reduce, reuse, recycle, renewable resource, resource, pollution Essential/Guiding Question: How is the earth affected by long-term and short-term geological cycles and the influence of man? Instructional Resources: McGraw-Hill Science (2002) http://www.glencoe.com/ebooks/science/9780022877439/ GLE 0207.7.1 Chapter 5 Lesson 2 pages 198-203 GLE 0207.7.2 Chapter 5 Lesson 1 pages 190-195 GLE 0207.7.3 Chapter 5 Lesson 3 pages 208-213

Websites Energy Sources http://www.eia.gov/kids/energy.cfm?page=nonrenewable_home-basics Natural Resources for Kids http://www.nrdc.org/reference/kids.asp

Literature There's A Hair In My Dirt: A Worm's Story by Gary Larson Our Big Home: An Earth Poem by Linda Glaser Soil by Adele D. Richardson A Handful of Dirt by Raymond Bial Rocks, gems, and minerals by Trudi Strain Trueit Rocks and minerals by Caroline Bingham Rock by Chris Oxlade Rocks in his Head by Carol Otis Hurst Everybody Needs a Rock by Byrd Baylor Dumpster Diver by Janet S. Wong The Earth's Resources: Renewable and Nonrenewable by Rebecca Harman Recycle Everyday! by Nancy Elizabeth Wallace Thinking Map: Circle maps-Create two circle maps in which to show renewable and non-renewable resources on each map. Mastery: Students will be able to tell about soil types, describe rocks, and identify natural resources and their importance.


QUARTER 4-4th NINE WEEKS SCIENCE

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The material below should be covered within this time frame; specific pacing should be determined in school‐based PLCs and student assessments. QUARTER 4 WEEKS 1-3

PHYSICAL SCIENCE Grade 2: Standard 9-Matter (PROPERTIES OF MATTER) Conceptual Strand 9: The composition and structure of matter is known, and it behaves according to principles that are generally understood. Tennessee Academic Standards/Grade Level Expectations: GLE 0207.9.1 Use tools to observe the physical properties of objects. GLE 0207.9.2 Investigate how temperature changes affect the state of matter. GLE 0207.9.3 Recognize that air takes up space. Learning Targets: I can tell the physical properties of objects. I can tell how temperature affects the states of matter. I can explain how air takes up space. Inquiry Skills: observe, infer, communicate, classify, compare, draw conclusion, predict Academic Vocabulary: solid, liquid, gas, volume, evaporate, condense Essential/Guiding Question: How does the structure of matter influence its physical and chemical behavior? Instructional Resources: McGraw-Hill Science (2002) http://www.glencoe.com/ebooks/science/9780022877439/ GLE 0207.9.1 Chapter 7 Lesson 2 pages 280-285 GLE 0207.9.1 Chapter 7 Lesson 3 pages 288-293 GLE 0207.9.2 Chapter 7 Lesson 4 pages 296-301 GLE 0207.9.3 Chapter 7 Lesson 3 pages 292-293

Websites States of Matter http://www.education.com/activity/article/states_of_matter_second/ States of Matter http://www.bbc.co.uk/schools/scienceclips/ages/8_9/solid_liquids.shtml

Literature States of Matter by Lynnette Brent Crabtree How Water Changes by Jim Mezzanotte Air is All Around You by Franklyn M. Branley Thinking Map: Tree Map-Create a tree map listing the properties of matter (liquid, solid, and gas) and list characteristics under each. Mastery: Students will be able to tell the properties of matter, explain how temperature affects the states of matter, and explain how air takes up space.


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QUARTER 4 WEEKS 4-6

PHYSICAL SCIENCE Grade 2: Standard 10-Energy (HEAT AND LIGHT) Conceptual Strand 10: Various forms of energy are constantly being transformed into other types without any net loss of energy from the system. Tennessee Academic Standards/Grade Level Expectations: GLE 0207.10.1 Explain why the sun is the primary source of the earth’s energy. Learning Targets: I can describe heat energy. I can tell why the sun is a source of earth’s energy. Inquiry Skills: observe, infer, communicate, compare, draw conclusion, predict Academic Vocabulary: fuel, heat, sun, energy Essential/Guiding Question: What basic energy related ideas are essential for understanding the dependency of the natural and man-made worlds on energy? What is the effect of sunlight on the surface of the earth?

Instructional Resources: McGraw-Hill Science (2002) http://www.glencoe.com/ebooks/science/9780022877439/ Chapter 8 Lesson 1 pages 316-319 Websites What is Energy? http://www.turtlediary.com/video/what-is-energy.html Heat Energy http://www.turtlediary.com/video/heat-energy.html

Literature The sun by Elaine Landau Ten worlds : everything that orbits the sun by Ken Croswell The sun by Martin Schwabacher Excited About Energy by Nadia Higgins Keesha's Bright Idea by Eleanor May Pumpkin Runner by Marsha Diane Arnold Thinking Map: Bubble map-Create a bubble map to list characteristics of the Sun. Mastery: Students will be able to tell about heat energy and how the Sun is the primary source of earth’s energy.


QUARTER 4 WEEKS 7-9

PHYSICAL SCIENCE Grade 2: Standard 11-Motion (SOUND)

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Conceptual Strand 11: Objects move in ways that can be observed, described, predicted, and measured. Tennessee Academic Standards/Grade Level Expectations: GLE 0207.11.1 Investigate how vibrating objects produce sound. GLE 0207.11.2 Classify sounds according to their loudness and pitch. Learning Targets: I can explore how things make sounds. I can explore and describe the different sounds made by vibrating objects. Inquiry Skills: observe, infer, communicate, compare, draw conclusion, predict Academic Vocabulary: sound, vibration, pitch, Essential/Guiding Question: What causes objects to move differently under different circumstances? Instructional Resources: McGraw-Hill Science (2002) http://www.glencoe.com/ebooks/science/9780022877439/ GLE 0207.11.1 Chapter 8 Lesson 2 pages 324-327 GLE 0207.11.2 Chapter 8 Lesson 2 pages 328-331

Websites Sound http://www.pbslearningmedia.org/resource/ba1c1421-6d54-4044-98b7-496f325cccb7/sound/ How Are Sound Waves Produced? http://www.turtlediary.com/video/how-is-sound-produced.html Sounds and Solids http://tn.pbslearningmedia.org/resource/phy03.sci.phys.howmove.zlistenstick/sound-and-solids-listening-stick/

Literature The Magic School Bus in the Haunted Museum: A Book About Sound by Linda Beech Sound : a question and answer book by Fiona Bayrock All about sound by Lisa Trumbauer Sound by Jenny Karpelenia Sound by Steve Parker Thinking Map: Brace map-Create a brace map with Sound and then into two categories (loud and soft)-list or illustrate items that make loud and soft sounds. Mastery: Students will be able to tell how sound is made and classify sounds according to loudness and pitch.


END OF SCIENCE

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SECOND_GRADE_SOCIAL STUDIES QUARTER 1-1st NINE WEEKS SOCIAL STUDIES

The material below should be covered within this time frame; specific pacing should be determined in school‐based PLCs and student assessments. Teaching with Primary Sources Second Grade Resources (correlated to the standards)http://library.mtsu.edu/tps/tools/Second_Grade_Resources.pdf

QUARTER 1 WEEKS 1-3

GEOGRAPHY Standard_2.13 Compare how maps and globes depict geographical information in different ways. Learning Target: I can describe the differences between a map and a globe. Academic Vocabulary: map, globe, continent, ocean, sphere Essential/Guiding Question: What items are found on a map or on a globe? How do items found on a map help to identify Information? How do items found on a globe help to identify Information? Instructional Resources: Harcourt Horizons (2003)- Unit 3. Lesson 3 BrainPOP Jr. Reading Maps https://jr.brainpop.com/socialstudies/geography/readingmaps/preview.weml Read Works-The Difference Between Maps and Globes http://www.readworks.org/passages/difference-between-maps-and-globes Video- Maps and Globes https://www.youtube.com/watch?v=NazvXwWumaQ How I Learned Geography by Uri Shulevitz My Global Address by Tamara Nunn Up North And Down South: Using Map Directions by Doreen Gonzales Reading Maps by Cynthia Kennedy Henzel Follow That Map! A First Book of Mapping Skills by Scot Ritchie Thinking Map: Bubble map-Create a bubble map comparing maps and globes and how they depict information in different ways. Mastery: Students will be able to tell the similarities and the differences between a map and a globe.

Return to Scope & Sequence Standard_2.14 Construct a globe depicting the four hemispheres, seven continents, and five oceans using the equator and prime meridian. Learning Target: I can construct a globe that includes the four hemispheres, seven continents and five oceans using the equator and prime meridian. Academic Vocabulary: climate, landforms, temperature, hemisphere, continents, oceans, equator, prime, meridian Essential/Guiding Question: What are the different elements found on a globe?

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Instructional Resources: Harcourt Horizons (2003)- T23-25 BrainPOP Jr. Continent and Oceans https://jr.brainpop.com/socialstudies/geography/continentsandoceans/preview.weml Oceans and Continents (TNCore Unit) http://tncore.org/sites/www/Uploads/ELA%20Units/G2-3RUOceansContinentsfinal.pdf Video- Globes https://www.youtube.com/watch?v=wjpghOjA0qI Maps and Globes by Jack Knowlton Madlenka by Peter Sis From Here to There by Margery Cuyler Mastery: Students will be able to construct a globe with the following: 4 hemispheres, 7 continents, five oceans, equator, and primer meridian.

Return to Scope & Sequence Standard_2.15 Create a map depicting the current boundaries of the United States, Canada, and Mexico and recognize they are part of the North American continent. Learning Target: I can create a map to show the boundaries of the United States, Canada and Mexico. I can explain and apply the following terms: United States, island, distance, globe, sphere, continent, capital, maps, map symbols, coordinates, map key, legend, relative location, cardinal directions, good judgment, community, climate, and landform. Academic Vocabulary: distance, map, travel, boundary, continent Essential/Guiding Question: Where are the boundaries of the United States located on a map? Instructional Resources: Harcourt Horizons (2003)- T22 North America Map http://www.yourchildlearns.com/megamaps/print-usa-maps.html Maps http://mrnussbaum.com/second-grade-social-studies/ Welcome to My World! http://www.uen.org/Lessonplan/preview?LPid=16255 Me On the Map by Joan Sweeney My Map Book by Sara Finelly Where Do I Live? by Neil Chesanow Mapping Penny’s World by Loreen Leedy Mastery: Students will be able to create a map of the US with boundaries of Canada and Mexico.


QUARTER 1 WEEKS 4-6

Standard_2.16 Utilize legends, cardinal directions, and grids to determine locations on different types of maps. Learning Target: I can use a legend, cardinal direction, and grid to locate different places on a map. Academic Vocabulary: map key, itinerary, legend, navigate, symbol, cardinal directions

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Essential/Guiding Question: What is a legend and how do we use it to determine locations on a map? Instructional Resources: Harcourt Horizons (2003)- Unit 3. Lesson 3 Video- Maps and Cardinal Directions https://www.youtube.com/watch?v=5IpdjyD_uPo&spfreload=10 There’s a Map on My Lap (All About Maps) written by Tish Rabe Henry’s Map by David Elliott Mastery: Students will be able to use map key, cardinal directions, and grids to locate places on a map.

Return to Scope & Sequence Standard_2.17 Locate major cities, bodies of water, mountain ranges and rivers in the United States

hington D.C. Gulf of Mexico, Atlantic and Pacific Oceans

Learning Targets: I can locate Chattanooga, Knoxville, Memphis, Nashville, New York, Chicago, Los Angeles, New Orleans, Seattle, St. Louis, Washington, D.C. and Miami on a map of the United States. I can use a physical map of the United States to locate the Great Lakes, Gulf of Mexico, Atlantic and Pacific Oceans, Alaska Range, Appalachian, and Rockies Mountains, and the Colorado, Cumberland, Mississippi, Tennessee and Ohio Rivers. Academic Vocabulary: rural, urban, rivers, mountains, city, county Essential/Guiding Question: How can we show where major cities, bodies of water, mountain ranges, and rivers are on a map of the United States? Instructional Resources: Harcourt Horizons (2003)- Unit 3. Lessons 1-2 US Map Outline http://www.eduplace.com/ss/maps/pdf/us_nl.pdf Tour the States video https://www.youtube.com/watch?v=_E2CNZIlVIg Geography A to Z by Jack Knowlton Tennessee by Patricia Lantier The Train of States by Peter Sis Thinking Map: Brace Map- Create a brace map to show the three grand divisions of Tennessee. Tennessee would go on the first line, then the three divisions, then branch out to the major cities and landmarks. Mastery: Students will be able to locate specific cities, bodies of water, rivers, and mountain ranges on a map.

Return to Scope & Sequence Standard_2.18 Compare physical features of the earth, including islands, lakes, mountains, oceans, peninsulas, plains, plateaus, rivers, and valleys. Learning Target: I can identify and compare the difference between islands, lakes, mountains, oceans, peninsulas, plains, plateaus, rivers and valleys. Academic Vocabulary: landform, island, lake, mountain, ocean, peninsula, plains, plateaus, rivers, valleys

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Essential/Guiding Question: How do we distinguish physical features of the earth? Instructional Resources: Harcourt Horizons (2003)- Unit 3. Lessons 1-2 Read Works Our World http://www.readworks.org/passages/our-world-0 Video- Learning About Landforms https://www.youtube.com/watch?v=KWTDmg8OI_Y Where On Earth DK Publishing As the Crow Flies: A First Book of Maps By Gail Hartman Thinking Map: Double bubble map-Create a double bubble map to compare and contrast two physical features of the earth-lake and a river (or two other physical features). Mastery: Students will be able to compare physical features of the earth (islands, lakes, mountains, oceans, peninsulas, plains, plateaus, rivers, and valleys).


QUARTER 1 WEEKS 7-9

Standard_2.19 Compare and contrast the regions of the United States (Southeast, Northeast, Great Plains, Southwest, and Pacific Northwest) in terms of climate, physical features, and population. Learning Target: I can compare and contrast the climate, physical features, and populations of the major regions of the United States. Academic Vocabulary: climate, regions, landmarks, population Essential/Guiding Question: How do climate, physical features, and populations vary in the different regions of the United States? Instructional Resources: Our Fifty States by Mark Bockenhaver Tulip Sees America by Cynthia Rylant Tulip Sees America video http://www.teachertube.com/video/tulip-sees-america-285397 US Regions video https://www.youtube.com/watch?v=cIdOINLX9SE Thinking Map: Double bubble map-Create a double bubble map to compare and contrast the regions of Southwest and Southeast (or two other geographic regions). Mastery: Students will be able to compare and contrast regions of the United States in terms of climate, physical features, and population.

Return to Scope & Sequence Standard_2.20 Analyze the differences in natural resources in the three Grand Divisions of Tennessee and make connections to the major industries that are found in each. Learning Target: I can identify the natural resources and industries within the three Grand Divisions of Tennessee. Academic Vocabulary: natural resources, industry, volunteer Essential/Guiding Question: What are the 3 grand divisions of Tennessee? What natural resources and industries can be found in each? Instructional Resources:

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Grand Divisions of TN http://www.tnhistoryforkids.org/geography/b_4 Explore Tennessee Part 1 https://www.youtube.com/watch?v=718EGteIAbA Explore Tennessee Part 2 https://www.youtube.com/watch?v=QNAxRgI1Axg V is for Volunteer by Michael Shoulders Thinking Map: Brace Map- Create a brace map to show the three grand divisions of Tennessee. Tennessee would go on the first line, then the three divisions, then branch out to the major cities and landmarks. Mastery: Students will be able to tell the differences between the three grand divisions of the state of Tennessee and name the types of industries found within each.


QUARTER 2-2nd NINE WEEKS SOCIAL STUDIES The material below should be covered within this time frame; specific pacing should be determined in school‐based PLCs and student assessments.

QUARTER 2 WEEKS 1-3

CULTURE *Standard_2.1 Compare the beliefs, customs, ceremonies, and traditions of the varied cultures represented in the United States by researching informational texts. Learning Target: I can compare the beliefs, customs, and traditions of cultures within the United States through informational texts. Academic Vocabulary: traditions, culture, Christmas, customs Essential/Guiding Question: What are some of your family traditions during the Christmas Season? How is Christmas celebrated in different cultures? Instructional Resources: Harcourt Horizons (2003)- Unit 4. Lesson 3 BrainPOP Jr. Winter Holidays https://jr.brainpop.com/socialstudies/holidays/winterholidays/ Christmas Around the World http://www.the-north-pole.com/around/ Christmas Traditions Around the World https://www.youtube.com/watch?v=KkAMHMGm07Q Christmas Around the World https://www.youtube.com/watch?v=EJP2eVOaDNo Children Around The World by Donata Montanari Why Do We Do That? By Mark Kirtland Thinking Map: Double bubble map-Compare and contrast the beliefs, customs and traditions of two cultures within the United States. Mastery: Students will be able to tell about two different cultures within the United States and how their beliefs, customs, and traditions are different and similar.


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*Standard_2.2 Summarize stories from American Indian legends that reflect the cultural history of various regions in TN and the US to determine their central message, lesson, or culture. Learning Target: can summarize stories from American Indian legends and explain the meaning of the stories and how they reflect the culture. I can explain and apply the following terms: totem, chickee, powwow, public, population, endangered, consequences, habitat, natural resources, immigrant, germs, disease, symbol, culture, celebrate, legends, and folktales. Academic Vocabulary: colony, environment, explorer, factory, immigrant, population, settlement, tribe, legend, hardship, Pilgrims Essential/Guiding Question: Who are the Cherokee tribe? What is a lesson we can learn from the Cherokee tribe? Why did the American Indians tell stories/legends? Instructional Resources: Harcourt Horizons (2003)- Unit 5. Lesson 3 BrainPOP Jr. Thanksgiving https://jr.brainpop.com/socialstudies/holidays/thanksgiving/ The First Thanksgiving http://www.scholastic.com/scholastic_thanksgiving/ The First Thanksgiving K-2 Lesson Plans http://www.scholastic.com/teachers/lesson-plan/thanksgiving-lessons-grades-prek-2 Video-Plimoth Plantation: Virtual Field Trip https://www.youtube.com/watch?v=p5qi3Meqy24 Dancing Drum by Cohlene If You Lived with the Cherokees by Peter Roop The First Strawberries by Joseph Bruchac First Woman and the Strawberry by Gloria Dominic Thinking Map: Double bubble map-Create a double bubble map to list/illustrate parts of two Native American legends to compare and contrast cultural aspects of the stories. Mastery: Students will be able to tell stories based on Native America legends specific to regions in TN.


QUARTER 2 WEEKS 4-6

*Standard_2.3 Compare and contrast various cultures in the United States by engaging in collaborative conversations with partners. Learning Target: I can engage in collaborative conversation about the beliefs, customs, ceremonies and traditions of cultures with a partner. Academic Vocabulary: cultures, festivals, multicultural Essential/Guiding Question: What is the importance of learning about other diverse cultures, customs, and traditions? What other cultures are found in the United States? How are they alike and different? What common characteristics do these cultures share? Instructional Resources: Far Away Places at your Fingertips http://www.timeforkids.com/around-the-world Cultures for Kids http://cultureforkids.exploreandmore.org Modern Cultures https://web.archive.org/web/20120822052620/http://www.nationalgeographic.com/xpeditions/lessons/10/gk2/fairytale.html Tar Beach by Faith Ringgold Lon Po Po by Ed Young

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Ruby’s Wish by Shirin Bridges Thinking Map: Double bubble map-Create a double bubble map in which two cultures found in the US are compared and contrasted. Mastery: Students will be able to compare and contrast various cultures within the US through collaborative conversations.

Return to Scope & Sequence *Standard_2.4 Write an expository paragraph about another culture represented in the US, introducing the topic, using facts and definitions to develop points, and providing a concluding statement. Learning Target: I can write an expository paragraph about another culture represented in the United States. I can write an expository paragraph that includes a beginning, middle and end. I can introduce a topic, use facts and definitions to develop points, and provide a concluding statement in this paragraph. Academic Vocabulary: culture, expository paragraph, topic, facts, conclusion Essential/Guiding Question: How is Tia’s culture represented in the story? Instructional Resources: Far Away Places at your Fingertips http://www.timeforkids.com/around-the-world Cultures for Kids http://cultureforkids.exploreandmore.org Modern Cultures https://web.archive.org/web/20120822052620/http://www.nationalgeographic.com/xpeditions/lessons/10/gk2/fairytale.html Thinking Map: Flow map-Create a flow map in which the topic, facts and definitions, and a conclusion is presented in order to write an expository paragraph. Mastery: Students will be able to write an expository paragraph about another culture with a topic, facts, and a conclusion.


QUARTER 2 WEEKS 7-9

*Standard_2.5 Create audio recordings, adding drawings or other visual displays, to explain the ways in which we are all part of the same community, sharing principles, goals, and traditions despite varied ancestry. Learning Target: I can share how friends are part of the same community, sharing principles, goals and traditions despite varied ancestry. Academic Vocabulary: traditions, folktales, legends Essential/Guiding Question: What are some of your family’s traditions? Instructional Resources: Schoolhouse Rock Great American Melting Pot https://www.youtube.com/watch?v=5ZQl6XBo64M Family Culture Traditions http://www.uen.org/Lessonplan/preview?LPid=25971 Video- Celebrating our Traditions https://www.youtube.com/watch?v=nXQQ693Z7cw Reading Rainbow: The Patchwork Quilt by Valerie Flournoy Thinking Map: Circle map-Create a circle map to list specific principles, goals, and traditions of a community. Mastery: Students will be able to create a visual display to explain how we are all part of the same community.


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*Standard_2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe in grade level texts that explore the early cultures of TN. Learning Target: I can explain the main idea of an expository text about the early cultures of Tennessee. Academic Vocabulary: immigrants, colony, explorer, settlement Essential/Guiding Question: How can time be organized? How did the author of the quilt story show the passage of time? What is the main purpose of this story? Instructional Resources: Read Works Heading West: Learn about a Pioneer’s Life http://www.readworks.org/passages/heading-west-learn-about-pioneers-life History Bill Journey Through the Gap https://www.youtube.com/watch?v=fdsanxn6r8Q&list=PL7D30837EFD825E4C Liberty Kids http://www.libertyskids.com/nowthen/index.html Show Way by Jacqueline Woodson Thinking Map: Circle map- Create a circle map to list the main purpose of a text, that covers the early cultures of Tennessee, in the center and the details written in the outer circle. Mastery: Students will be able to tell the main idea of a text that explore the early cultures of Tennessee.


QUARTER 3-3rd NINE WEEKS SOCIAL STUDIES The material below should be covered within this time frame; specific pacing should be determined in school‐based PLCs and student assessments.

QUARTER 3 WEEKS 1-3

GOVERNMENT AND CIVICS Standard_2.21 Recite and analyze the lyrics of “The Star Spangled Banner” to determine the meaning of the song and its origins in the War of 1812. Learning Targets: I can recite/sing “The Star Spangled Banner.” I can identify the meaning of the lyrics and its origins in the War of 1812. Academic Vocabulary: anthem, spangled, ramparts, twilight Essential/Guiding Questions: What are the lyrics of “The Star Spangled Banner”? How do they relate to the war of 1812? Instructional Resources: Harcourt Horizons (2003)- Unit 2. Lesson 6 Kids Sing for America: “The Ultimate National Anthem https://www.youtube.com/watch?v=gFBVJDrJvSo Nsync-Winter Olympics- National Anthem https://www.youtube.com/watch?v=zYGb4ryT3DM The Accurate Story Behind The Star Spangled Banner https://www.youtube.com/watch?v=6hZe8CPGA1E Star Spangled Banner with Lyrics https://www.youtube.com/watch?v=NfqSN0c2pVE Thinking Map: Circle map- Divide the class into groups and assign them part of the “Star Spangled Banner”. Have them use a circle map to define

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their assigned lyrics. Mastery: Students will be able to recite “The Star Spangled Banner” and analyze the words to determine the meaning of the song.

Return to Scope & Sequence Standard_2.22 Identify the location and summarize the significance of well-known sites and landmarks in the United States including Mt. Rushmore, The White House, Statue of Liberty, Golden Gate Bridge, St. Louis Arch, Natchez Trace, and Grand Canyon. Learning Target: I can identify the location and significance of well-known historical sites and landmarks in the United States including Mt. Rushmore, The White House, Statue of Liberty, Golden Gate Bridge, St. Louis Arch, Natchez Trace and the Grand Canyon. Academic Vocabulary: landmark Essential/Guiding Question: Where is ____located? What is an important fact about _____ ? (Mt. Rushmore, The White House, Statue of Liberty, Golden Gate Bridge, St. Louis Arch, Natchez Trace, and Grand Canyon) Instructional Resources: Harcourt Horizons (2003)- Unit 2. Lesson 6 Kidport Reference Library http://www.kidport.com/RefLib/SocialStudies/Landmarks/Landmarks.htm American Landmarks https://www.youtube.com/watch?v=-D7LaLVOhlk O, Say Can You See? America's Symbols, Landmarks, And Important Words by Sheila Keenan L Is for Liberty by Wendy Cheyette Lewison The Lincoln Memorial by Karen Latchana Kenney Thinking Map: Tree Map- Create a tree map with the word historical landmarks at the top and list the historical sites and landmarks on the branches and their facts underneath. Mastery: Students will be able to tell where well known US sites and landmarks are located and the importance of each one.

Return to Scope & Sequence Standard_2.23 Compare the branches of Tennessee’s government to the national government. Learning Target: I can understand that the United States Government and Tennessee’s Government consist of three branches. Academic Vocabulary: branches, government Essential/Guiding Question: How is the government of Tennessee organized and what does it do? Instructional Resources: Harcourt Horizons (2003)- Unit 2. Lesson 5 Three Branches of Government http://kids.usa.gov/three-branches-of-government/index.shtml TN History for Kids Tennessee Government http://www.tnhistoryforkids.org/civics/b_3 TN History for Kids How State Government is Set Up http://www.tnhistoryforkids.org/civics/b_4 My First Book About Tennessee by Carole Marsh Tennessee by Anne Heinrichs Thinking Map: Double bubble map-Create a double bubble map to compare and contrast Tennessee’s government to the US government. Mastery: Students will be able to compare how the government of Tennessee is very much like the government for the United States.


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QUARTER 3 WEEKS 4-6

Standard_2.24 With guidance and support, read how government systems were laid out in the Constitution of the United States and the Tennessee Constitution to form three balanced branches with checks and balances. Learning Targets: I can understand that rules are important. This means that I understand that the Constitution provides laws and tells how our government works. I understand that the Constitution guarantees our natural rights to all people. Academic Vocabulary: Constitution, branches, government, executive, legislative, and judicial, checks and balances Essential/Guiding Question: How do the three branches of government work together? Instructional Resources: Harcourt Horizons (2003)- Unit 2. Lesson 5 Three Branches of Government http://kids.usa.gov/three-branches-of-government/index.shtml TN History for Kids What Does Government Do? http://www.tnhistoryforkids.org/civics/b_1 Thinking Map: Tree map-Create a tree map to list and describe the three branches of government and the role of each branch. (2.25) Mastery: Students will be able to tell how the US Government is laid out and how it works together for the people of the US.

Return to Scope & Sequence Standard_2.25 Create a graphic organizer to explain the three branches of government and the basic role of each. Learning Targets: I can understand that the three branches of government have checks and balances. I can create a graphic organizer that describes and defines the three branches of government as the executive, legislative and judicial. Academic Vocabulary: government, executive, legislative, and judicial Essential/Guiding Question: What are the 3 branches of the government and what do they do? Instructional Resources: Harcourt Horizons (2003)- Unit 2. Lesson 5 Congress for Kids http://www.congressforkids.net/ Government https://kids.usa.gov/government/index.shtml Three Branches of Government http://kids.usa.gov/three-branches-of-government/index.shtml Government http://bensguide.gpo.gov/ BrainPOP Jr. Branches of the Government Three Branches Rap https://www.youtube.com/watch?v=ZCB8EOY5d48 Schoolhouse Rock Three Ring Circus https://www.youtube.com/watch?v=tEPd98CbbMk Thinking Map: Tree map-Create a tree map to list and describe the three branches of government and the role of each branch. Mastery: Students will be able to name and explain the three branches of government.

Return to Scope & Sequence Standard_2.26 Summarize how the United States makes laws, determines whether laws have been violated, and the consequences for breaking different types of laws.

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Learning Targets: I can summarize how the United States Government makes and determines whether laws have been broken. I can explain the role and importance of consequences for breaking different types of rules and laws. I can explain that communities have different laws depending on the needs and problems of their community. Academic Vocabulary: decisions, laws, bill, annual, patriot Essential/Guiding Question: How is a law made? Instructional Resources: Read Works What is a Law? http://www.readworks.org/passages/what-law School House Rock “How a Bill Become a Law” https://www.youtube.com/watch?v=L3KHBczTYxA How Laws Are Made https://www.youtube.com/watch?v=1mbQZLHLQzc Thinking Map: Flow map-Create a flow map to the process of how a law is made. Mastery: Students will be able to tell how a law is made and what happens when laws are broken.

Return to Scope & Sequence Standard_2.27 Explain the development and consequences of rules in the United States, including traffic laws, laws on drugs and alcohol, laws against harm, and basic tax laws. Learning Target: I can explain and apply the following terms: minutemen, memorial, immigrants, replica, symbol, liberty, migrant workers, landmark, president, and monument. Academic Vocabulary: duty, rights, responsibilities, law, rules Essential/Guiding Question: How do rules and laws help us in everyday life? Instructional Resources: Harcourt Horizons (2003)- Unit 2. Lesson 3 BrainPOP Jr. Rights and Responsibilities https://jr.brainpop.com/socialstudies/citizenship/rightsandresponsibilities/preview.weml Rights and Responsibilities of Children https://www.youtube.com/watch?v=VLwXtvLPWzA The Citizen https://www.youtube.com/watch?v=UBr3pFIeh5U Why People Have Laws https://www.youtube.com/watch?v=rOLJeOHF8G0 Thinking Map: Flow map-Create a flow map to show how laws and rules are made. Mastery: Students will be able to tell how rules and laws are developed and the consequences of not following rules and laws.


QUARTER 3 WEEKS 7-9

Standard_2.28 Explain how individuals living in societies went from developing rules for small groups (as in early colonial times) to developing rules for larger groups, including states and nations. Learning Target: I can explain how the society’s needs change as the population grows and changes. Academic Vocabulary: duty, rights, responsibilities, law, rules Essential/Guiding Question: How do rules for small groups of people differ from rules needed for large groups of people?

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Instructional Resources: Harcourt Horizons (2003)- Unit 2. Lesson 3 BrainPOP Jr. Rights and Responsibilities https://jr.brainpop.com/socialstudies/citizenship/rightsandresponsibilities/preview.weml Rights and Responsibilities of Children https://www.youtube.com/watch?v=VLwXtvLPWzA The Citizen https://www.youtube.com/watch?v=UBr3pFIeh5U Why People Have Laws https://www.youtube.com/watch?v=rOLJeOHF8G0 Thinking Map: Double bubble map-Compare and contrast rules for small groups and larger groups of people. Mastery: Students will be able to explain how rules and laws developed for small groups to larger groups of people.

Return to Scope & Sequence Standard_2.29 Identify the rights and responsibilities of citizens of the United States. Learning Targets: I can understand that being a citizen of the United States carries rights and responsibilities. I can identify the rights and responsibilities of citizens of the United States. Academic Vocabulary: rights, responsibilities, citizen Essential/Guiding Question: What are some rights and responsibilities of citizens of the United States? Instructional Resources: Harcourt Horizons (2003)- Unit 2. Lesson 3 BrainPOP Jr. Rights and Responsibilities https://jr.brainpop.com/socialstudies/citizenship/rightsandresponsibilities/preview.weml Rights and Responsibilities of Children https://www.youtube.com/watch?v=VLwXtvLPWzA TN History for Kids Being A Good Citizen http://www.tnhistoryforkids.org/civics/b_6 Thinking Map: Circle map-Create a circle map with the word citizen in the center and list words and phrases about being a US citizen in the outer circle. Mastery: Students will be able to tell the rights and responsibilities of a US citizen.

Return to Scope & Sequence Standard_2.30 Examine the amendments written to protect all citizens’ right to vote. Learning Target: I can explain and apply the following terms: government, U.S. Constitution, limit, president, governor, naturalization, commissioner, mayor, factory, mill, recycle, responsibility, free speech, and gender. Academic Vocabulary: privilege, amendment, depend, organize, respect, responsible Essential/Guiding Questions: What is an amendment? How can it protect your right to vote? Instructional Resources: Harcourt Horizons (2003)- Unit 2. Lesson 3 TN History for Kids Election Year http://www.tnhistoryforkids.org/civics/b_7 Ameriquest Kids (Your Right to Vote) https://www.youtube.com/watch?v=9kADLPNZGy4 27 Amendments, For Kids https://www.youtube.com/watch?v=NURbGZSZRx0 Thinking Map: Circle Map- Assign each student a partner and an amendment to define. Create a circle map with the amendment written in the center and words to describe the amendment written in the outer circle.

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Mastery: Students will be able to tell about the amendments in order to protect citizens’ right to vote. Return to Scope & Sequence

Standard_2.31 Compare the ways one becomes a citizen (by birth or naturalization). Learning Target: I can explain how someone becomes a citizen. Academic Vocabulary: qualifications, ceremony, citizen, government, oath, process Essential/Guiding Question: How does one become a citizen? Instructional Resources: Citizenship http://www.congressforkids.net/citizenship_intro.htm How to Become a US Citizen https://www.youtube.com/watch?v=4rDcfEjaBUU Everyone Counts: A Citizens’ Number Book by Elissa Grodin Being Good Citizens by Adrian Vigliano Becoming a Citizen by John Hamilton Born to Rope by Anthony Reynoso Citizenship by Bruce Glassman We Live Here Too! Kids Talk About Citizenship by Nancy Loewen Thinking Map: Tree map-Create a tree map to explain ways that a person can become a US citizen. Mastery: Students will be able to tell ways that a person can become a US citizen.


QUARTER 4-4th NINE WEEKS SOCIAL STUDIES The material below should be covered within this time frame; specific pacing should be determined in school‐based PLCs and student assessments.

QUARTER 4 WEEKS 1-3

ECONOMICS Standard_2.7 Compare and contrast authors’ main points in texts examining different types of producers and consumers in the community and larger United States. Learning Target: I can explain and apply the following terms: trade, choice, food bank, scarcity, resources, capital resources, human resources, natural resources, taxes, income, goods, service, producers, consumers, allowance, interest, and market. I can identify difference between a producer and consumer. I can identify the different types of producers and consumers in Tennessee and the United States. Academic Vocabulary: consumer, producer Essential/Guiding Question: What is a consumer? What is a producer? How do consumers and producers depend on one another? Instructional Resources:

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PBS Learning How People Make Things http://pbskids.org/rogers/picpic.html A Chair for my Mother https://www.stlouisfed.org/education/a-chair-for-my-mother Alexander, Who Used to Be Rich Last Sunday https://www.stlouisfed.org/education/alexander-who-used-to-be-rich-last-sunday Earth Day! Hooray! https://www.stlouisfed.org/education/earth-day-hooray BrainPOP Jr. Goods and Services https://jr.brainpop.com/socialstudies/economics/goodsandservices/preview.weml Producers & Consumers https://www.youtube.com/watch?v=fxfbvQsCeTE Tarantula Shoes by Tom Birdseye Community Resources: The Land And The People In Communities by Angela Catalano Thinking Map: Double bubble map-Create a double bubble map to compare and contrast the author’s main points in the text regarding producers and consumers. Mastery: Students will be able to compare and contrast the author’s main points in a text about consumers and producers.

Return to Scope & Sequence Standard_2.8 Ask and answer questions including who, what, where, when, why, and how to demonstrate understanding of key details in texts about major United States products and industries. Learning Target: I can identify key details regarding the major products and industries in the United States by using various maps and informational texts. I can ask and answer questions about major products and industries by using various maps and informational texts. Academic Vocabulary: products, industry Essential/Guiding Question: What are the major products and industries of the United States? Instructional Resources: Harcourt Horizons (2003)- Unit 6. Lesson 3 and pgs.306- 307 Simple Simon Meets A Pie Man lesson http://www.econedlink.org/teacher-lesson/464/ Read Works Honeybee Man http://www.readworks.org/lessons/grade2/honeybee-man Industry http://www.neok12.com/Industry.htm Producing http://www.uen.org/Lessonplan/preview?LPid=25999 How is a crayon made? http://www.econedlink.org/teacher-lesson/711/ Crayons https://www.youtube.com/watch?v=4ZuwxYdJ7rk Thinking Map: Flow map-Create a flow map to show how a product is made from start to finish (use crayon production). Mastery: Students will be able to ask and answer questions about key details in a text about US products and industries.

Return to Scope & Sequence Standard_2.9 Create a graphic organizer or concept map that describes how supply and demand influences production. Learning Target: I can create a graphic organizer or concept map that demonstrates the influence on supply and demand on production. Academic Vocabulary: consumer, producer, economy, scarcity Essential/Guiding Question: What is supply and demand and how does it influence production? Instructional Resources: Chocolate Economics http://www.carroll.kyschools.us/userfiles/ 34/3rdGrade_ChocolateEconomics.pdf

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Supply and Demand for Kids https://www.youtube.com/watch?v=7lPMoyzDiNo What Do We Buy? A Look at Goods and Services by Robin Nelson What are Goods and Services? by Carolyn Andrews What We Buy? by Caroline Arnold Flower Garden by Eve Bunting Thinking Map: Flow map-Create a flow map that demonstrates the influence on supply and demand on production. Mastery: Students will be able to create a flow map that demonstrates the influence on supply and demand on production.

Return to Scope & Sequence Standard_2.10 Participate in a shared research and writing project exploring how products are imported and exported to meet the needs of the people in the United States. Learning Target: I can identify the difference between a need and a want. I can work with a partner to research how imported and exported products meet the needs of the United States. I can work with a partner to create a written product that demonstrates importation, exportation, and how people’s needs are met. Academic Vocabulary: consumer, producer, economy, scarcity Essential/Guiding Question: What is supply and demand and how does it influence production? Instructional Resources: To Market to Market Lesson http://www.econedlink.org/teacher-lesson/357/Market-Market Opportunity Costs Lesson Plan http://www.econedlink.org/teacher-lesson/1289/Opportunity-Cost-Consumers Thinking Map: Flow Map- Create a flow map showing how goods are imported. Create a flow map showing how goods are exported. Mastery: Students will be able to participate in a shared research and writing project exploring the importing and exporting of products.

Return to Scope & Sequence Standard_2.11 Write an opinion piece (supplying reasons that support the opinion, using linking words to connect opinion and reasons, and provide a concluding sentence) evaluating an advertisement to sell a good or service. Learning Target: I can give reasons to support my opinions. I can write a paragraph that includes beginning, middle, and end with linking words to connect my opinions and reasons. I can write an opinion piece that evaluates an advertisement to sell a good or service. I can tell the difference between products that are imported and exported. Academic Vocabulary: advertisement, goods, services, commercial Essential/Guiding Question: How does an advertisement help sell a good or service? Instructional Resources: Advertisements from kid magazines or online websites Good Lemonade by Frank Asch PBS Kids Don’t Buy It http://pbskids.org/dontbuyit/ Food Ad Tricks: Helping Kids understand food ads on TV https://www.youtube.com/watch?v=fUjz_eiIX8k Thinking Map: Flow map-Create a flow map to develop an opinion piece evaluating an advertisement to sell a good or service. Mastery: Students will be able to write an opinion piece evaluating an advertisement to sell a good or service.

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QUARTER 4 WEEKS 4-6

Standard_2.12 Describe the purpose of a budget and create a simple budget using money to buy goods and services. Learning Target: I can understand the definition and purpose of a budget. I can create a basic plan for spending an allotted amount of money to purchase specific goods and services i.e. allowance, holiday shopping, lunch purchases, Walmart vs. high end stores. Academic Vocabulary: budget, goods, services Essential/Guiding Question: Why do we need a budget? Instructional Resources: Harcourt Horizons (2003)- Unit 6. Lesson 1 Old Magazines and Grocery Store Advertisements BrainPOP Jr. Saving and Spending https://jr.brainpop.com/socialstudies/economics/savingandspending/preview.weml Using a Budget to Help Save Money (TNCore Unit) http://tncore.org/sites/www/Uploads/ELA%20Units/Grade2UsingBudgettoHelpSaveMoneyReadingUnit.pdf Smart Budgeting https://www.youtube.com/watch?v=58EuubFG9-c Thinking Map: Tree Map- Create a budget using a tree map. Title the map “Budget” and list different categories such as food, clothing, wants, entertainment, etc. Mastery: Students will be able to create a simple budget for spending allotted money.

Return to Scope & Sequence HISTORY Standard_2.32 Participate in shared research using biographies to interpret the significance of contributions made by people of the United States, recounting or describing key ideas and details from the texts. Teachers may choose any biographies. Some suggestions are as follows: John Smith, Pocahontas, Benjamin Franklin, George Washington, Benjamin Banneker, Nancy Ward, James Robertson, John Sevier, Sequoyah, David Crockett, Sacagawea, Sam Houston, Abraham Lincoln, Harriet Beecher Stowe, Fredrick Douglass, Harriet Tubman, Sitting Bull, Booker T. Washington, Ida B. Wells, the Wright Brothers Marian Anderson, Thurgood Marshall, Rosa Parks, Jackie Robinson, Cesar Chavez, Martin Luther King, Jr., Neil Armstrong, Roberto Clemente, Wilma Rudolph, Sally Ride, and Bill Gates. Learning Target: I can work with a partner to choose an individual from history and research their contributions to the United States. I can describe how this individual’s accomplishments were significant. I can use details from non-fiction texts as well as primary or secondary source maps, pictures and artifacts to support my research. I can explain and apply the following terms: explorer, journey, expedition, journal, scientist, inventors, Wright Brothers, phonograph, and oceanographer. Academic Vocabulary: discover, expedition, explore, guide, journey, astronaut Essential/Guiding Question: What contributions did famous people make in the United States? Instructional Resources: Ducksters http://www.ducksters.com/biography/

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Quia https://www.quia.com/jg/7846.html A Boy Called Dickens by Deborah Hopkinson Abe Lincoln Crosses a Creek by Deborah Hopkinson Mr. Lincoln’s Whiskers by Karen B. Winnick Jackie’s Bat by Marybeth Lorbiecki (a story about Jackie Robinson) Thinking Map: Circle map-List the famous American in the center circle and list details about the person in the outer circle. Mastery: Students will be able to participate in shared research using biographies to interpret the significance of contributions made by people of the United States, recounting or describing key ideas and details from the texts.

Return to Scope & Sequence Standard_2.33 With guidance and support from adults, use a variety of digital tools to produce and publish a writing piece in collaboration with peers on a famous American to describe how his or her accomplishments were significant. Learning Target: I can work with a classmate to use a variety of digital tools to produce and publish my research on the life of a famous American. Academic Vocabulary: history, society, contributions Essential/Guiding Question: Who is and what contributions did he/she make to society? Instructional Resources: Tennessee Electronic Library http://www.tel4u.org Britannica Online http://school.eb.com BrainPOP Jr. George Washington https://jr.brainpop.com/socialstudies/biographies/georgewashington/preview.weml BrainPOP Jr. George Washington Carver https://jr.brainpop.com/socialstudies/biographies/georgewashingtoncarver/preview.weml BrainPOP Jr. Abraham Lincoln https://jr.brainpop.com/socialstudies/biographies/abrahamlincoln/preview.weml BrainPOP Jr. Harriet Tubman https://jr.brainpop.com/socialstudies/biographies/harriettubman/preview.weml Thinking Map: Circle Map- Create a circle map with the famous American in the center and describe their accomplishments in the outer circle. Mastery: Students will be able to using a variety of digital tools to publish a writing piece in collaboration with peers on a famous American.

Return to Scope & Sequence Standard_2.34 Describe periods of time in terms of days, weeks, months, years, decades, centuries and ages and discriminate between ancient times and modern times, recognizing time is organized into distinct periods. Learning Target: I can define a period of time in increments of days, weeks, months, years, decades, centuries and ages. I can distinguish between ancient and modern times using the terms “past” and “present.” I can use and apply the vocabulary words ancient, modern, past, present and future to describe events in history. Academic Vocabulary: days, weeks, months, years, decades, centuries, ages, ancient, modern, past, present Essential/Guiding Question: How is time incremented or divided? Instructional Resources: Meanwhile, Back at the Ranch by Anne Isaacs Apples to Oregon by Deborah Hopkinson Saving Strawberry Farm

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The House in the Mail Saturdays and Teacakes Silver Packages: An Appalachian Christmas Story Pioneer Sisters When Pioneer Wagons Rumbled West Brave Kids: True Stories from America’s Past Cassie’s Journey: Going West in the 1860s The following are from the My First Little House Books: County Fair Prairie Day A Little Prairie House Sugar Snow A Little House Birthday Dance at Grandpa’s The Deer in the Wood Going to Town A Farmer Boy Birthday Going West Winter Days in the Big Woods Thinking Map: Double Bubble Map- Create a double bubble map comparing and contrasting ancient and modern times. Mastery: Students will be able to define time periods and distinguish between ancient and modern times.

Return to Scope & Sequence Standard_2.35 Select major events from texts to place sequentially on a timeline to show the sequence and main ideas of events in history. Learning Target: I can explain how communities have changed over time. This means I can tell similarities and differences in the past and present. I can read a timeline and understand its sequence of events. I can explain how a specific event impacted United States history. Academic Vocabulary: timeline, calendar, community, future, past Essential/Guiding Questions: How does a timeline help us sequence events in history? How can you compare a timeline to a life cycle? Instructional Resources: Timelines http://ancienthistory.mrdonn.org/timelines.html Timelines with Baby Dragon https://www.youtube.com/watch?v=DW0I6cx4Obs Life in the American Colonies by Kristen Rajczak Life During the American Revolution by Kristen Rajczak Mastery: Students will be able to select major events in history to place on a timeline.


QUARTER 4

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WEEKS 7-9

Standard_2.36 Explain the connection between a series of events in United States history. Teachers may choose any events. Some suggestions are as follows: Jamestown, Plymouth, Westward Expansion, Trail of Tears, Industrial Revolution, Ellis Island, Suffrage Movement, Great Depression, Dust Bowl, the Civil Rights Movement, and wars involving the United States. Learning Target: I can explain how a specific event impacted United States history. I can explain and apply the following terms: events, history, Aztec, calendar, freedoms, constitution, governor, volunteer, and amendment. Academic Vocabulary: connection of historical events Essential/Guiding Questions: What was the ? What were some important events in the ? Instructional Resources: Epic! Books Website (free for educators) Stories (Most could be read aloud to the students): The Great Depression, Ellis Island, Trail of Tears, Civil Rights Movement, The Last Brother: A Civil War Tale Brainpop Jr.: Ellis Island Magic Tree House: Civil War on Sunday The Trail of Tears: Step Into Reading Book Virgie Goes to School with Us Boys by Elizabeth Fitzgerald Howard Sweet Clara and the Freedom Quilt by Deborah Hopkinson Billy and the Rebel: Based on a True Civil War Story by Deborah Hopkinson Unspoken: A Story from the Underground Railroad by Henry Cole Lewis and Papa: Adventure of the Santa Fe Trail by Barbara Joosse From Slave to Soldier: Based on a True Civil War Story by Deborah Hopkinson Pennies in a Jar (a story about the time during WWII) by Dori Chaconas Boxes for Katje (after WWII) by Candace Fleming Goin’ Someplace Special by Patricia C. McKissack The All-I’ll-Ever-Want Christmas Doll by Patricia C. McKissack (The Great Depression) Freedom River by Doreen Rappaport (Underground Railroad) Fireboat by Maira Kalman Thinking Map: Bubble map-List the historical event in the center bubble and list other components of the event in the other bubbles. Mastery: Students will be able to tell the connection between a series of events from US history.

Return to Scope & Sequence Standard_2.37 Narrate a perspective of a historical event in the United States using details to describe actions, thoughts, and feelings, using temporal words to signal event order and provide a sense of closure. Learning Target: I can turn an explanation into a narrative with details that describes action, thoughts, and feelings and use words such as first, next, then, and finally to show the order of events. I can use words such as first, next, then and finally to summarize a historical event. Academic Vocabulary: historical, perspective, temporal words Essential/Guiding Question: Why is it important to recount or retell a historical event with actions, thoughts, and feelings?

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Instructional Resources: Epic! Books Website (free for educators) Stories (Most could be read aloud to the students): The Great Depression, Ellis Island, Trail of Tears, Civil Rights Movement, The Last Brother: A Civil War Tale Brainpop Jr.: Ellis Island Magic Tree House: Civil War on Sunday The Trail of Tears: Step Into Reading Book Thinking Map: Flow map-Create a flow map of a historical event including actions, thoughts, and feelings and use temporal words to signal event order. Mastery: Students will be able to narrate a perspective of a US historical event using details to describe actions, thoughts, and feelings.

Return to Scope & Sequence Standard_2.38 Construct a timeline to depict the evolution of a technology over time. Some suggestions are as follows: automobiles, planes, refrigeration, telecommunication, computers, and television. Learning Targets: I can create a sequential timeline using major events from texts. I can recognize the development of technology by creating a timeline of a product’s development. I can explain and apply the following terms: scientist, inventors, Wright Brothers, and phonograph. Academic Vocabulary: timeline, technology, computer, history, internet, library Essential/Guiding Question: How can a timeline help us show the evolution of technology? Instructional Resources: Harcourt Horizons (2003)- Unit 1. Lesson 5 The Evolution of Technology https://www.youtube.com/watch?v=X7vwfD-vctY Timelines http://www.timetoast.com/categories/4 Discover the History Behind http://transition.fcc.gov/cgb/kidszone/history.html Mastery: Students will be able to create a timeline of the evolution of technology.

Return to Scope & Sequence Standard_2.39 Summarize the importance of commemorative months including Black History, Women’s History, Hispanic Heritage, and American Indian Heritage. Learning Targets: I can recognize the meaning of Black History month [February] and Women’s History month [March]. I can describe and summarize the importance of commemorative months. Academic Vocabulary: commemorative, celebrations, honor Essential/Guiding Questions: What are commemorative months? How and why do we celebrate them? Why are they important to diverse groups of people and heritages? Instructional Resources: Horizons (2003)- Unit 2. Lesson 7 African American History Month http://www.africanamericanhistorymonth.gov Hispanic Heritage Month http://hispanicheritagemonth.gov Native American History Month http://nativeamericanheritagemonth.gov

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Women’s History Month http://womenshistorymonth.gov Thinking Map: Circle maps-Create circle maps for each commemorative month title and list aspects of the month (why? famous people) Mastery: Students will be able to tell the importance of commemorative months.

Return to Scope & Sequence Standard_2.40 Analyze primary and secondary source maps, photographs, and artifacts for contradictions, supporting evidence, and historical details. Learning Target: I can analyze primary and secondary sources. Academic Vocabulary: Primary Secondary Symbols Citizen Community Country Pledge Allegiance Essential/Guiding Question: How can I tell the difference between a primary and secondary source? Instructional Resources: Harcourt Horizons (2003)- Unit 3 page 136A Primary Sources: What are They? http://teachinghistory.org/best-practices/using-primary-sources/19079 Primary sources www.tnhistoryforkids.org Symbols of the United States https://www.youtube.com/watch?v=x3auxqCEUyU BrainPOP Jr. US Symbols https://jr.brainpop.com/socialstudies/citizenship/ussymbols/ Library of Congress US Symbols http://www.loc.gov/teachers/classroommaterials/primarysourcesets/symbols-us/ Primary Sources http://www.georgewbushlibrary.smu.edu/en/Teachers/Classroom-Resources/Primary-Sources-Toolkit.aspx Thinking Map: Double bubble map-Create a double bubble map in which information is listed about primary and secondary sources. Mastery: Students will be able to tell the importance of primary and secondary sources.

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