science grade 2 unit 2 guide 2010
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O f f i c e o f E l e m e n t a r y E d u c a t i o nP a g e 1
Grade 2
Science Instruction
Unit Guide
Standard 4: Chemistry
Standard 5: Physics
WCPS 2010-2011 Grade 2 Standard 4: Chemistry and Standard 5:Physics
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Table of Contents
Standard 4: Chemistry
Standard 5: Physics
Topic PageMaryland State Curriculum for Science Skills and
Processes3-6
Maryland State Curriculum for Science Alignment 4-12Vertical Content Map 13-17
Planning Guide 18-32Instructional Support for Science Objectives 33-75
Word Cards and Vocabulary Sort 76-93Careers in Chemistry and Physics 94
Concept Attainment for Balance and Motion 95-104Literature To Support Chemistry and Physics 105-113netTrekker Directions 114-118
Websites To Support Chemistry and Physics 119-121Formative Assessments 122-131
Unit 2 Assessment and Key 132-144
WCPS 2010-2011 Grade 2 Standard 4: Chemistry and Standard 5:Physics
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O f f i c e o f E l e m e n t a r y E d u c a t i o nP a g e 3
MarylandState Curriculum
for Science
WCPS 2010-2011 Grade 2 Standard 4: Chemistry and Standard 5:Physics
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WCPS 2010-2011 Grade 2 Standard 4: Chemistry and Standard 5:Physics
Standard 1.0 Skills and Processes
Students will demonstrate the thinking and acting inherent in the practice of science.A. CONSTRUCTING KNOWLEDGE
1. Raise questions about the world around them and be willing to seek answers to some of themby making careful observations and trying things out.
a. Describe what can be learned about things by just observing those things carefully and adding informationby sometimes doing something to the things and noting what happens.
b. Seek information through reading, observation, exploration, and investigations.
c. Use tools such as thermometers, magnifiers, rulers, or balances to extend their senses and gather data.
d. Explain that when a science investigation is done the way it was done before, we expect to get a verysimilar result.
e. Participate in multiple experiences to verify that science investigations generally work the same way indifferent places.
f. Suggest things that you could do to find answers to questions raised by observing objects and/orphenomena (events such as, water disappearing from the classroom aquarium or a pet's water bowl).
g. Use whole numbers and simple, everyday fractions in ordering, counting, identifying, measuring, anddescribing things and experiences.
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WCPS 2010-2011 Grade 2 Standard 4: Chemistry and Standard 5:Physics
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WCPS 2010-2011 Grade 2 Standard 4: Chemistry and Standard 5:Physics
Standard 1.0 Skills and Processes
Students will demonstrate the thinking and acting inherent in the practice of science.B.APPLYING EVIDENCE AND REASONING
1.People are more likely to believe your ideas if you can give good reasons for them.
a. Provide reasons for accepting or rejecting ideas examined.
b. Develop reasonable explanations for observations made, investigations completed, and information gainedby sharing ideas and listening to others' ideas.
c. Explain why it is important to make some fresh observations when people give different descriptions of thesame thing.C.COMMUNICATING SCIENTIFIC INFORMATION
1.Ask, "How do you know?" in appropriate situations and attempt reasonable answers whenothers ask them the same question.
a. Describe things as accurately as possible and compare observations with those of others.
b. Describe and compare things in terms of number, shape, texture, size, weight, color, and motion.
c. Draw pictures that correctly portray at least some features of the thing being described and sequenceevents (seasons, seed growth).
d. Have opportunities to work with a team, share findings with others, and recognize that all team membersshould reach their own conclusions about what the findings mean.
e. Recognize that everybody can do science and invent things and ideas.
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WCPS 2010-2011 Grade 2 Standard 4: Chemistry and Standard 5:Physics
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WCPS 2010-2011 Grade 2 Standard 4: Chemistry and Standard 5:Physics
Standard 1.0 Skills and Processes
Students will demonstrate the thinking and acting inherent in the practice of science.
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WCPS 2010-2011 Grade 2 Standard 4: Chemistry and Standard 5:Physics
D. TECHNOLOGY
1.Design and make things with simple tools and a variety of materials.
a. Make something out of paper, cardboard, wood, plastic, metal, or existing objects that can actually be usedto perform a task.
b. Recognize that tools are used to do things better or more easily and to do some things that could nototherwise be done at all.
c. Assemble, describe, take apart and reassemble constructions using interlocking blocks, erector sets and thelike.
d. Recognize that some kinds of materials are better than others for making any particular thing, for example,materials that are better in some ways (such as stronger and cheaper) may be worse in other ways (such asheavier and harder to cut).
e. Explain that sometimes it is not possible to make or do everything that is designed.2.Practice identifying the parts of things and how one part connects to and affects another.
a. Investigate a variety of objects to identify that most things are made of parts
b. Explain that something may not work if some of its parts are missing.
c. Explain that when parts are put together, they can do things that they couldn't do by themselves.3.Examine a variety of physical models and describe what they teach about the real things theyare meant to resemble.
a. Explain that a model of something is different from the real thing but can be used to learn something aboutthe real thing.
b. Realize that one way to describe something is to say how it is like something else.
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WCPS 2010-2011 Grade 2 Standard 4: Chemistry and Standard 5:Physics
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O f f i c e o f E l e m e n t a r y E d u c a t i o nP a g e 11
Maryland State Curriculum for Science
Standard 4.0 ChemistryStudents will use scientific skills and processes to explainthe composition, structure, and interactions ofmatter inorder to support the predictability of structure and energytransformations.
Science Correlation Other Correlations
A. STRUCTURE OF MATTER
1. Cite evidence from investigations that most thingsare made of parts.
a. Examine a variety of objects, such as toys, objects madefrom Legos or Tinker Toys to identify and describe the partsfrom which they are made.
b. Take objects apart and rearrange the parts to identifyand describe the ways the parts work together.
c. Ask and seek answers to "What if" questions about thechanges made to the objects and how they affect the wayobjects work, for example, if a part were left out of theobject would it make a difference in how the object works?
All Investigations for Balance andMotion
WCPS 2010-2011 Grade 2 Standard 4: Chemistry and Standard 5:Physics
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Standard 4.0 Chemistry
Students will use scientific skills and processes to explain thecomposition, structure, and interactions ofmatter in order tosupport the predictability of structure and energy transformations.
Science Correlation Other Correlations
B. CONSERVATION OF MATTER
1. Provide evidence from investigations that things can bedone to materials to change some of their properties.
a. Based on evidence from investigations describe that materials,
such as clay are not changed by certain actions, such as reshapingor breaking into pieces.
b. Ask and seek answers to questions about what happened to thematerials if other things were done to them, such as being placed ina freezer, heated, etc.
See Lesson Seeds
WCPS 2010-2011 Grade 2 Standard 4: Chemistry and Standard 5:Physics
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Standard 5.0 Physics
Students will use scientific skills and processes to explain theinteractions ofmatter and energy and the energy transformationsthat occur.
Science Correlation Other Correlations
B. THERMODYNAMICS
1. Identify and describe ways in which heat can beproduced.
a. Recognize that things that give offlight also give off heat.
b. Describe methods of producing heat.
Burning
Friction between surfaces
Electricity in wires
See Lesson Seeds
C. ELECTRICITYAND MAGNETISM
1. Identify and describe the sources and uses ofelectricityin daily life.
a. Identify sources ofelectricity.
Electrical outlets
Batteries
See Lesson Seeds
WCPS 2010-2011 Grade 2 Standard 4: Chemistry and Standard 5:Physics
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b. Identify the devices that use electricity to produce light, heat,and sound. (Students should be cautioned not to experiment withsources ofelectricity without adult supervision.)
WCPS 2010-2011 Grade 2 Standard 4: Chemistry and Standard 5:Physics
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Grade 3Standard 5.0 Physics
Students will use scientific skills and processes to explain theinteractions ofmatter and energy and the energytransformations that occur.
Science Correlation Other Correlations
A. MECHANICS
1. Cite evidence from observations to describe the
motion of an object using position and speed.
a. Describe the position of an object by locating it relative toanother object or to its background.
b. Using information from multiple trials, compare the speeds(faster or slower) of objects that travel the same distance indifferent amounts of time.
c. Using information from multiple trials, compare thedistances that objects moving at different speeds travel in the
same amount of time.
Investigation 3 Parts 1-3
Investigation 3 Parts 1-3
Investigation 3 Parts 1-3
2. Explain that changes in the ways objects move arecaused by forces.
a. Observe and describe the way an object's motion changesin a variety of situations (rolling a ball, bouncing a ball,dropping a yo-yo, winding up a toy, etc.) and identify what mayhave caused the change.
b. Describe changes in the motion of objects as they move
Investigation 2 Part 3Investigation 3 Parts 1--3
Investigation 3 Parts 1-3
WCPS 2010-2011 Grade 2 Standard 4: Chemistry and Standard 5:Physics
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across different textured surfaces and suggest possible causesfor the change.
c. Observe and describe that objects fall to the ground unless
something holds them up (gravity).
Investigation 1 Parts 1-3Investigation 3 Parts 1-3
WCPS 2010-2011 Grade 2 Standard 4: Chemistry and Standard 5:Physics
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WCPS 2010-2011 Grade 2 Standard 4: Chemistry and Standard 5:Physics
Standard 6.0 Environmental Science
Students will use scientific skills and processesto explain the interactions of environmentalfactors (living and non-living) and analyze theirimpact from a local to a global perspective.
Science Correlations Other Correlations
A. NATURAL RESOURCES AND HUMANNEEDS
1. Recognize and explain how Earth'snatural resources from the natural
environment are used to meet humanneeds.
a. Describe natural resources as somethingfrom the natural environment that is used tomeet one's needs.
b. Identify water, air, soil, minerals, animals,and plants as basic natural resources.
c. Explain that food, fuels, and fibers areproduced from basic natural resources.
d. Identify ways that humans use Earth'snatural resources to meet their needs.
e. Explain that some natural resources arelimited and need to be used wisely.
HM Themes 1-6
Consider fostering a classroomenvironment that continuously caresfor the environment. Be sure toinclude discussion about how humanactions can harm or help the
environment.
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WCPS 2010-2011 Grade 2 Standard 4: Chemistry and Standard 5:Physics
Standard 6.0 Environmental Science
Students will use scientific skills and processesto explain the interactions of environmental
factors (living and non-living) and analyze theirimpact from a local to a global perspective.
Science Correlations Other Correlations
B.ENVIRONMENTAL ISSUES
1. Recognize and describe that theactivities of individuals or groups ofindividuals can affect the environment.
a. Identify and describe that individual andgroup actions, such as turning off lights,conserving water, recycling, picking up litter, or
joining an organization can extend the naturalresources of the environment.
b. Identify and describe that individual andgroup actions, such as leaving lights on,wasting water, or throwing away recyclables,can limit the natural resources of theenvironment.
HM Themes 1-6
Consider fostering a classroomenvironment that continuously caresfor the environment. Be sure toinclude discussion about how humanactions can harm or help theenvironment.
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WCPS 2010-2011 Grade 2 Standard 4: Chemistry and Standard 5:Physics
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Vertical Content Map for Chemistry and Physics
WCPS 2010-2011 Grade 2 Standard 4: Chemistry and Standard 5:Physics
Grade 1 Grade 2 Grades 3
Standard 4: Chemistry
Students will use scientific skills and processes to explain the composition, structure, and interactions ofmatter in order to
support the predictability of structure and energy transformations.
None Provided by MSDE
A. STRUCTURE OF MATTER
1. Cite evidence from investigationsthat most things are made of parts.
a. Examine a variety of objects, such astoys, objects made from Legos or TinkerToys to identify and describe the partsfrom which they are made.
b. Take objects apart and rearrange theparts to identify and describe the ways theparts work together.
c. Ask and seek answers to "What if"questions about the changes made to theobjects and how they affect the wayobjects work, for example, if a part wereleft out of the object would it make adifference in how the object works?
A.STRUCTURE OF MATTER
1. Identify ways to classify objects
using supporting evidence from
investigations of observable
properties.
a. Classify objects based on their
observable properties.
b. Provide reasons for placing the
objects into groups.
c. Compare classifications with those
of others.
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O f f i c e o f E l e m e n t a r y E d u c a t i o nP a g e 21
WCPS 2010-2011 Grade 2 Standard 4: Chemistry and Standard 5:Physics
Grade 1 Grade 2 Grade 3
Standard 4: Chemistry
Students will use scientific skills and processes to explain the composition, structure, and interactions ofmatter in order tosupport the predictability of structure and energy transformations.
None Provided by MSDE
B.CONSERVATION OF MATTER
1. Provide evidence frominvestigations that things can be doneto materials to change some of theirproperties.
a. Based on evidence from investigationsdescribe that materials, such as clay arenot changed by certain actions, such asreshaping or breaking into pieces.
b. Ask and seek answers to questionsabout what happened to the materials ifother things were done to them, such asbeing placed in a freezer, heated, etc.
None Provided by MSDE
http://openpopupwh%28%27/share/vsc/glossary/science/composition.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/matter.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/energy.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/matter.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/investigation.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/investigation.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/composition.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/matter.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/energy.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/matter.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/investigation.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/investigation.html',200,200) -
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O f f i c e o f E l e m e n t a r y E d u c a t i o nP a g e 22
WCPS 2010-2011 Grade 2 Standard 4: Chemistry and Standard 5:Physics
Grade 1 Grade 2 Grades 3
Standard 5: Physics
Students will use scientific skills and processes to explain the interactions ofmatter and energy and the energy transformations
that occur.
None Provided By MSDE None Provided By MSDE
A. MECHANICS
1.Cite evidence from
observations to describe the
motion of an object using position
and speed.
a. Describe the position of an object
by locating it relative to another
object or to its background.
b. Using information from multiple
trials, compare the speeds (faster or
slower) of objects that travel the same
distance in different amounts of time.
c. Using information from multiple
trials, compare the distances that
objects moving at different speeds
travel in the same amount of time.
http://openpopupwh%28%27/share/vsc/glossary/science/matter.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/energy.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/energy.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/motion.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/speed.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/matter.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/energy.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/energy.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/motion.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/speed.html',200,200) -
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WCPS 2010-2011 Grade 2 Standard 4: Chemistry and Standard 5:Physics
Grade 1 Grade 2 Grades 3
Standard 5: Physics
Students will use scientific skills and processes to explain the interactions ofmatter and energy and the energy transformationsthat occur.
None Provided by MSDE
B.THERMODYNAMICS
1. Identify and describe ways in whichheat can be produced.
a. Recognize that things that give offlightalso give off heat.
b. Describe methods of producing heat.
Burning
Friction between surfaces
Electricity in wires
B. THERMODYNAMICS
1. Recognize and describe that
heat is transferred between
objects that are at different
temperatures.
a. Recognize and describe that the
temperature of an object increases
when heat is added and decreases
when heat is removed.
b. Recognize and describe that heat
will flow between object at different
temperatures until they reach the
same temperature.
http://openpopupwh%28%27/share/vsc/glossary/science/matter.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/energy.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/energy.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/light.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/friction.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/electricity.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/temperature.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/temperature.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/matter.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/energy.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/energy.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/light.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/friction.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/electricity.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/temperature.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/temperature.html',200,200) -
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WCPS 2010-2011 Grade 2 Standard 4: Chemistry and Standard 5:Physics
Grade 1 Grade 2 Grade 3
Standard 5: Physics
Students will use scientific skills and processes to explain the interactions ofmatter and energy and the energy transformationsthat occur.
C.ELECTRICITYAND MAGNETISM
3. Describe the effect magnets have
on a variety of objects.
a. Classify materials based on their
behavior in the presence of a magnet.
b. Describe how the magnet affects thebehavior of objects within each group.
C. ELECTRICITYAND MAGNETISM
1. Identify and describe the sourcesand uses ofelectricity in daily life.
a. Identify sources ofelectricity.
Electrical outlets
Batteries
b. Identify the devices that use electricityto produce light, heat, and sound.(Students should be cautioned not toexperiment with sources ofelectricitywithout adult supervision.)
None Provided by MSDE
None Provided by MSDE None Provided by MSDE
D. WAVE INTERACTIONS
2. Identify and describe the
relationship between a sound and
the vibrations that produce it.
a. Based on observations of objects
that produce sound, relate vibration to
the back and forth motion of parts of
the object.
b. Pose questions concerning the
relationship between loudness or pitch
and the vibration of an object.
http://openpopupwh%28%27/share/vsc/glossary/science/vibration.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/matter.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/energy.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/energy.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/electricity.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/magnetism.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/electricity.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/magnetism.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/electricity.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/electricity.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/electricity.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/light.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/sound.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/electricity.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/sound.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/vibration.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/sound.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/vibration.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/motion.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/pitch.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/vibration.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/matter.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/energy.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/energy.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/electricity.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/magnetism.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/electricity.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/magnetism.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/electricity.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/electricity.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/electricity.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/light.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/sound.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/electricity.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/sound.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/vibration.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/sound.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/vibration.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/motion.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/pitch.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/science/vibration.html',200,200) -
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Standard 4: Chemistry
Standard 5: Physics
Planning GuideTime State
Curriculu
m
Objective
s
Lesson Overview Vocabular
y
Formative Assessment Extensions and
Modifications
Session
1
4.A.1.a-c FOSS Balance and
Motion
Investigation 1 Part 1
Trick Crayfish
Guiding the
Investigation
1. Steps 1-10
Wrapping Up Part 1
2. Steps 11-12
crayfish
balance
clothespins
counterweig
ht
Focus Question
How many ways can a shape
be balanced?
Something is balanced when it
stays in a position on its own
without being held there.
The clothes pins (counterweights)
should go low on the crayfish tomake it balance.
Be sure to address the
objective below during
this lesson
3.5.A.2.c Observe and
describe that objects fall to
the ground unless
something holds them up
(gravity).
Guiding Questions
Describe how the parts are
made and how they work
together.
What would happen if _____
was left out? Would it still
work?
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Time State
Curriculu
m
Objectives
Lesson Overview Vocabular
y
Formative Assessment Extensions and
Modifications
Session
2
4.A.1.a-c FOSS Balance and
Motion
Investigation 1 Part 2
Triangle and Arch
Guiding the
Investigation
1. Steps 1-7
2. Closure: Have the
students discuss with a
partner what they have
observed so far about
balance.
stable
arch
triangle
balance
point
Focus Question
How can counterweights help
us balance other shapes?
You can tell something is in a
stable position if the
counterweights are below the
balance point.
Be sure to address the
objective below during
this lesson
3.5.A.2.c Observe and
describe that objects fall to
the ground unless
something holds them up
(gravity).
Guiding Questions
Describe how the parts are
made and how they work
together.
What would happen if _____
was left out? Would it still
work?
Session
3
4.A.1.a-c FOSS Balance and
Motion
Investigation 1 Part 2
Triangle and Arch
Guiding the
Investigation
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1. Steps 8-9
Wrapping Up Part 2
2. Steps 10-11
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Time State
Curriculu
m
Objectives
Lesson Overview Vocabular
y
Formative Assessment Extensions and
Modifications
Session
4
4.A.1.a-c FOSS Balance and
Motion
Investigation 1 Part 3
The Pencil Trick
Guiding the
Investigation
1. Steps 1-12
Wrapping Up Part 3
2. Steps 13-14
wire Focus Question
How can a pencil be balanced
on its point?
The trick to balancing anything is
add counterweights below the
balance point.
Be sure to address the
objective below during
this lesson
3.5.A.2.c Observe and
describe that objects fall to
the ground unless
something holds them up
(gravity).
Guiding Questions
Describe how the parts are
made and how they work
together.
What would happen if _____
was left out? Would it still
work?
Session
5
4.A.1.a-c FOSS Balance and
Motion
Investigation 1 Part 3
Science Stories: Make
It Balance!
Focus Question
Why is balance important in
our world? What are some
examples of things we need
balanced in our class, homes,
world, etc.?
Be sure to address the
objective below during
this lesson
3.5.A.2.c Observe and
describe that objects fall to
the ground unless
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O f f i c e o f E l e m e n t a r y E d u c a t i o nP a g e 30
See Science Stories Folio
for lesson plan.
Visit Fossweb.com to her
the audio for this
science story.
Balance keeps objects in a stable
position. If objects were not
stable they would fall over.
Examples may include but not
limited to:
Balancing a ball on the t-ball
stick, playing a particular game,
stacking items, pushing/moving
something from one place to
another without it tipping,
something holds them up
(gravity).
Other Guiding Questions
Describe how the parts are
made and how they work
together.
What would happen if _____
was left out? Would it still
work?
Time State
Curriculum
Objective
s
Lesson Overview Vocabular
y
Formative Assessment Extensions and
Modifications
Session
6
4.A.1.a-c FOSS Balance and
Motion
Investigation 1 Part 4
Mobiles
Guiding the
Investigation
1. Steps 1-6
Wrapping Up Part 4
2. Steps 7-8
mobile Focus Question
How do the parts of a mobile
stay in stable positions?
To balance a motion you can
move the object on the straws; if
one end of the straw is too low,
the objects attached there must
be moved toward the balance
point.
Mobiles can be made from
anything toys, dolls, or pieces of
colored cloth.
Be sure to address the
objective below during
this lesson
3.5.A.2.c Observe and
describe that objects fall tothe ground unless
something holds them up
(gravity).
Guiding Questions
Describe how the parts are
made and how they work
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together.
What would happen if _____
was left out? Would it still
work?
Session7
4.A.1.a-c FOSS Balance andMotion
Investigation 1
Reflections and
Assessment
Refer to focus questions andvocabulary from Parts 1-4
Session
8
4.A.1.a-c FOSS Balance and
Motion
Investigation 2 Part 1
Tops
Guiding the
Investigation
1. Steps 1-6
2. Closure: Have the
students discuss their
observations about thespinning or rotating.
motion
spin
rotate
topaxis
shaft
Focus Question
How can spinning tops be
changed?
You need a force to start a top
spinning. Fast-spinning tops are
more stable than slow ones.
Bigger tops are more stable
and spin longer. Bigger can
mean using large disks instead of
small disks, or using lots of small
disks.
Guiding Questions
What caused the change in
the tops motion?
What happens when the
top is spun on a different
surface?
Describe how the parts are
made and how they work
together.
What would happen if _____
was left out? Would it still
work?
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WCPS 2010-2011 Grade 2 Standard 4: Chemistry and Standard 5:Physics
Time State
Curriculu
m
Objective
s
Lesson Overview Vocabular
y
Formative Assessment Extensions and
Modifications
Session
9
4.A.1.a-c FOSS Balance and
Motion
Investigation 2 Part 1
Tops
Guiding the
Investigation
1. Steps 7-12
Wrapping Up Part 1
2. Steps 12-14
motion
spin
rotate
top
axis
shaft
Focus Question
How can spinning tops be
changed?
You need a force to start a top
spinning. Fast-spinning tops are
more stable than slow ones.
Bigger tops are more stableand spin longer. Bigger can
mean using large disks instead of
small disks, or using lots of small
disks.
Session
10
4.A.1.a FOSS Balance and
Motion
Investigation 2 Part 1
Science Stories: Push
or Pull?
See Science Stories Folio
for lesson plan.
Visit Fossweb.com to hear
the audio for this
science story.
Focus Question
How do things move?
Things move by a force. Pushingor pulling moves things.
-
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WCPS 2010-2011 Grade 2 Standard 4: Chemistry and Standard 5:Physics
Time State
Curriculu
mObjective
s
Lesson Overview Vocabular
y
Formative Assessment Extensions and
Modifications
Session
11
4.A.2.a FOSS Balance and
Motion
Investigation 2 Part 2
Zoomers
Guiding theInvestigation
1. Steps 1-7
Wrapping Up Part 2
2. Steps 8-9
zoomer
knot
Focus Question
How can a spinning object be
kept in motion?
Both tops and zoomers spin.
Tops are put in motion by
pushing the straw around.
Zoomers are put in motion by
pulling on the string. Both need a
force to start. You can speed up
a zoomer by pulling on the string
with more force.
Guiding Questions
What caused the change in
the zoomers motion?
Describe how the parts are
made and how they work
together.
What would happen if _____
was left out? Would it still
work?
Session
12
4.A.1.a FOSS Balance and
Motion
Investigation 2 Part 2
Science Stories: Tools
and Machines
See Science Stories Folio
for lesson plan.
Visit Fossweb.com to hear
the audio for thisscience story.
Focus Question
How do machines or toolshelp things move?
Machines and tools use force,
push or pull, to move things.
Other Guiding Questions
Describe how the parts aremade and how they work
together.
What would happen if _____
was left out? Would it still
work?
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O f f i c e o f E l e m e n t a r y E d u c a t i o nP a g e 34
WCPS 2010-2011 Grade 2 Standard 4: Chemistry and Standard 5:Physics
Time State
Curriculu
mObjective
s
Lesson Overview Vocabular
y
Formative Assessment Extensions and
Modifications
Session
13
4.A.1.a FOSS Balance and
Motion
Investigation 2 Part 2
Science Stories: Move
It But Dont Touch It
See Science Stories Folio
for lesson plan.
Visit Fossweb.com to hear
the audio for this
science story.
Focus Question
What other focus can make
things move?
Magnetism can push and pull
other magnets. Magnets also pull
on metals like iron and steel.
Guiding Questions
Describe how the parts are
made and how they work
together.
What would happen if _____
was left out? Would it still
work?
Session
14
4.A.1.a-c
3.5.A.2.a
FOSS Balance and
Motion
Investigation 2 Part 3
Twirlers
Guiding the
Investigation
1. Steps 1-9
Wrapping Up Part 3
2. Steps 13-14
twirler
wing
airresistance
Focus Question
How can air start an objectspinning?
Tops, zoomers, and twirlers all
rotate (spin). Twirlers move
when air pushes against the
extended wings. Electric beaters,
propellers, and fans spin. People
spin when they dance or ice
skate.
Guiding Questions
What caused the change inthe twirlers motion?
Describe how the parts are
made and how they work
together.
What would happen if _____
was left out? Would it still
work?
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WCPS 2010-2011 Grade 2 Standard 4: Chemistry and Standard 5:Physics
Time State
Curriculu
mObjective
s
Lesson Overview Vocabular
y
Formative Assessment Extensions and
Modifications
Session
15
3.5.A.2.a FOSS Balance and
Motion
Investigation 2 Part 3
Science Stories: Things
That Spin
See Science Stories Folio
for lesson plan.
Visit Fossweb.com to hear
the audio for this
science story.
Focus Questions
How do things spin? What
are some things at home,
school, etc. that spin?
Things spin on an axis. Things
that spin can include but not
limited: Ferris wheel, fan,
blender, drier, spinning wheel on
a game,
Guiding Questions
What caused the change in
motion?
Describe how the parts are
made and how they work
together.
What would happen if _____
was left out? Would it still
work?
Session
16
4.A.1.a-c
3.5.A.2.a
FOSS Balance and
Motion
Investigation 2
Reflections and
Assessment
Refer to focus questions and
vocabulary from Parts 1-3
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WCPS 2010-2011 Grade 2 Standard 4: Chemistry and Standard 5:Physics
Time State
Curriculu
m
Objective
s
Lesson Overview Vocabular
y
Formative Assessment Extensions and
Modifications
Session
17
4.A.1.a-c
3.5.A.1.a-c
3.5.A.2.a-c
FOSS Balance and
Motion
Investigation 3 Part 1
Rolling Wheels
Guiding the
Investigation
1. Steps 1-13
Wrapping Up Part 1
2. Steps 14-15
roll
wheel
axle
slope
ramp
Focus Question
How can a wheel-and axle
system be changed?
Things roll down ramps. Use two
wheels the same size on an axle
to roll straight. Use wheels of
different sizes to make a rollerthat turns. Some things that roll
are rolling pins, carts, pencils,
and balls.
Guiding Questions
What caused the change in
the wheels motion?
Describe the position of the
wheels relative to other
objects/backgrounds.
Compare the speeds of the
wheels traveling the same
distance in different
amounts of time. (fast or
slow)
Compare the distance that
objects moving at different
speeds travel the same
amount of time.
What happens when the
wheels are rolled on a
different surface?
Describe how the parts are
made and how they work
together.
What would happen if _____
was left out? Would it stillwork?
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WCPS 2010-2011 Grade 2 Standard 4: Chemistry and Standard 5:Physics
Time State
Curriculu
m
Objective
s
Lesson Overview Vocabular
y
Formative Assessment Extensions and
Modifications
Session
18
4.A.1.a-c
3.5.A.1.a-c
3.5.A.2.a-c
FOSS Balance and
Motion
Investigation 3 Part 2
Rolling Cups
Guiding the
Investigation
1. Steps 1-13
Wrapping Up Part 2
2. Steps 14-15
Focus Questions
Can we predict the behaviors
of a rolling cup?
What happens if weight is
added to a rolling-cup
system?
A cup will roll in the direction of
the smaller end. To make a cup
roll straight, tape another cup to
it and let it roll on the large ends.
Weights can slow down, speed
up, or stop the rolling motion of a
cup.
Guiding Questions
What caused the change in
the wheels motion?
Describe the position of the
wheels relative to other
objects/backgrounds.
Compare the speeds of the
wheels traveling the same
distance in different
amounts of time. (fast or
slow)
Compare the distance that
objects moving at different
speeds travel the same
amount of time.
What happens when the
wheels are rolled on a
different surface?
Describe how the parts are
made and how they work
together.
What would happen if _____
was left out? Would it stillwork?
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WCPS 2010-2011 Grade 2 Standard 4: Chemistry and Standard 5:Physics
Time State
Curriculu
m
Objective
s
Lesson Overview Vocabular
y
Formative Assessment Extensions and
Modifications
Session
19
4.A.1.a-c
3.5.A.1.a-c
3.5.A.2.a-c
FOSS Balance and
Motion
Investigation 3 Part 2
Science Stories:
Rolling, Rolling,
Rolling!
See Science Stories Folio
for lesson plan.
Visit Fossweb.com to hear
the audio for this
science story.
Focus Question
How do things roll? What
things at home, school, ect.
roll?
Rolling things go around and
ahead. Things that roll may
include but not limited to balls,wheels, cans, marbles,
Guiding Questions
What caused the change in
the wheels motion?
Describe the position of the
wheels relative to other
objects/backgrounds.
Compare the speeds of the
wheels traveling the same
distance in different
amounts of time. (fast or
slow)
Compare the distance that
objects moving at different
speeds travel the same
amount of time.
What happens when the
wheels are rolled on a
different surface?
Describe how the parts are
made and how they work
together.
What would happen if _____
was left out? Would it stillwork?
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WCPS 2010-2011 Grade 2 Standard 4: Chemistry and Standard 5:Physics
Time State
Curriculu
m
Objective
s
Lesson Overview Vocabular
y
Formative Assessment Extensions and
Modifications
Session
20
4.A.1.a-c
3.5.A.1.a-c
3.5.A.2.a-c
FOSS Balance and
Motion
Investigation 3 Part 3
Rolling Sphere
Guiding the
Investigation
1. Steps 1-8
2. Conclusion: Have the
students discuss their
observations about the
different runways with
their team.
sphere
runaway
loop
spiral
Focus Question
How can we make a runway
system that will keep a
marble rolling?
Round things roll. A cup rolls in
all directions; it rolls down a
slope. To make a marble roll allthe way down a runway, start
high and end low.
Guiding Questions
What caused the change in
the wheels motion?
Describe the position of the
wheels relative to other
objects/backgrounds.
Compare the speeds of the
wheels traveling the same
distance in different
amounts of time. (fast or
slow)
Compare the distance that
objects moving at different
speeds travel the same
amount of time.What happens when the
wheels are rolled on a
different surface?
Describe how the parts are
made and how they work
together.
What would happen if _____
was left out? Would it stillwork?
Session
21
FOSS Balance and
Motion
Investigation 3 Part 3
Rolling Sphere
Guiding the
Investigation
1. Steps 9-13
Wrapping Up Part 3
2. Steps 14-15
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WCPS 2010-2011 Grade 2 Standard 4: Chemistry and Standard 5:Physics
Time State
Curriculu
mObjective
s
Lesson Overview Vocabular
y
Formative Assessment Extensions and
Modifications
Session
22
3.5.D.2.a-
b
FOSS Balance and
Motion
Investigation 3 Part 3
Science Stories:
Strings in Motion
See Science Stories Folio
for lesson plan.
Visit Fossweb.com to hear
the audio for this
science story.
Focus Question
How do strings move? What
happens when strings move?
Strings move back and forth
when they are plucked. The back
and forth motion is called
vibration. This makes a sound
when the strings are vibrating.
Guiding Questions
Describe how the parts are
made and how they work
together.
What would happen if _____
was left out? Would it still
work?
Session
23
4.A.1.a-c
3.5.A.1.a-c
3.5.A.2.a-c
3.5.D.2.a-
b
FOSS Balance and
Motion
Investigation 3
Reflections and
Assessment
Refer to focus questions and
vocabulary from Parts 1-3
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WCPS 2010-2011 Grade 2 Standard 4: Chemistry and Standard 5:Physics
Time State
Curriculu
mObjective
s
Lesson Overview Vocabular
y
Formative Assessment Extensions and
Modifications
Session
24
5.B.1.a-c
5.C.1.a-b
Addressing Heat and
Electricity
See Lesson Seeds
heat
light
burning
friction
surface
electricity
fuels
Focus Questions
What are some things that
give off heat?
How is heat produced?
Things that give off light also giveoff heat. Examples may include
but not limited to sun, light bulbs,
fire, etc. Heat is produced by
burning, friction between
surfaces, and electricity in wires.
What are some devices that
use electricity to produce
light, heat, and sound?
Why is it important not to
experiment with electricity?
Electrical currents are dangerous
and could harm and even cause
death. Electrical wires can also
produce heat that can burn you.
Students
should be
cautioned not to
experiment withsources of
electricity without
adult supervision.
Session
25
Addressing Heat and
Electricity
See Lesson Seeds
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WCPS 2010-2011 Grade 2 Standard 4: Chemistry and Standard 5:Physics
Time State
Curriculu
mObjective
s
Lesson Overview Vocabular
y
Formative Assessment Extensions and
Modifications
Session
26
4.B.1.a-b
4.D.1.a-c
Chemistry
See Lesson Seeds
materials
observable
properties
processes
Focus Questions
What happened to the
materials when they were
made wet and mixed?
What happened to the object
when it was reshaped, broken
apart, placed in the freezer,
and heated with your hands?
Answers may vary depending on
material/objects being observed.
Session
27
Chemistry
See Lesson Seeds
Session
28
Unit 2 Reflections
Session29
Unit 2 Assessment
Session
30
Unit 2 Assessment
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Instructional Support for Science Objectives
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4.A.1.a
Examine a variety of objects, such as toys, objects made from Legos
or Tinker Toys to identify and describe the parts from which they are
made.
WCPS 2010-2011 Grade 2 Standard 4: Chemistry and Standard 5:Physics
Resources to Support 4.A.1.a
Name of Resource Where Can the Resource Be
Found?
Notes
ScienceSaurus Pages 234-255
FOSS: Balance and Motion All Investigations
PLEASE BE SURE TO VISIT netTrekker FOR ADDITIONAL RESOURCES.
SEE DIRECTIONS ON PAGE 115.
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4.A.1.b
Take apart objects and rearrange the parts to identify and describe
the ways the parts work together.
WCPS 2010-2011 Grade 2 Standard 4: Chemistry and Standard 5:Physics
Resources to Support 4.A.1.b
Name of Resource Where Can the Resource Be
Found?
Notes
ScienceSaurus Pages 234-255
FOSS: Balance and Motion All Investigations
PLEASE BE SURE TO VISIT netTrekker FOR ADDITIONAL RESOURCES.
SEE DIRECTIONS ON PAGE 115.
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4.A.1.cAsk and seek answers to What if questions about the changes made
to the objects and how they affect the way object work, for example,
if a part were left out of the object would it make a difference in how
the objects works?
WCPS 2010-2011 Grade 2 Standard 4: Chemistry and Standard 5:Physics
Resources to Support 4.A.1.c
Name of Resource Where Can the Resource Be
Found?
Notes
ScienceSaurus Pages 234-255
FOSS: Balance and Motion All Investigations
PLEASE BE SURE TO VISIT netTrekker FOR ADDITIONAL RESOURCES.
SEE DIRECTIONS ON PAGE 115.
O f f i f l d i
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4.B.1.a
Based on evidence from investigations describe that materials, such
as clay are not changed by certain actions, such as reshaping or
breaking into pieces.
WCPS 2010-2011 Grade 2 Standard 4: Chemistry and Standard 5:Physics
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SEE LESSON SEEDS FROM 4.D.1.a4.B.1.b
Ask and seek answers to questions about what happened to thematerials if other things were done to them, such as being placed in a
WCPS 2010-2011 Grade 2 Standard 4: Chemistry and Standard 5:Physics
Resources to Support 4.B.1.a
Name of Resource Where Can the Resource Be
Found?
Notes
ScienceSaurus Pages 234-255
Safari Montage All About Solids, Liquids, and Gases All About Properties of Matter
These videos may be used to
enhance science investigations.
The videos are not intended to
replace investigations or to be
used as a stand-alone activity.
Please select chapters or
segments within the videos to
meet the needs of your students.
PLEASE BE SURE TO VISIT netTrekker FOR ADDITIONAL RESOURCES.
SEE DIRECTIONS ON PAGE 115.
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freezer, heated, etc.
WCPS 2010-2011 Grade 2 Standard 4: Chemistry and Standard 5:Physics
Resources to Support 4.B.1.b
Name of Resource Where Can the Resource Be
Found?
Notes
ScienceSaurus Pages 234-255
Safari Montage All About Solids, Liquids, and Gases All About Properties of Matter
These videos may be used to
enhance science investigations.
The videos are not intended to
replace investigations or to be
used as a stand-alone activity.
Please select chapters or
segments within the videos to
meet the needs of your students.
PLEASE BE SURE TO VISIT netTrekker FOR ADDITIONAL RESOURCES.
SEE DIRECTIONS ON PAGE 115.
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SEE LESSON SEEDS FROM 4.D.1.a
4.D.1.a
Based on investigations, describe what changes occur to theobservable properties of various materials when they are subjected to
the processes of wetting, cutting, bending, and mixing.
WCPS 2010-2011 Grade 2 Standard 4: Chemistry and Standard 5:Physics
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Lesson Seeds
WCPS 2010-2011 Grade 2 Standard 4: Chemistry and Standard 5:Physics
Resources to Support 4.D.1.a
Name of Resource Where Can the Resource Be
Found?
Notes
ScienceSaurus Pages 234-255
Safari Montage All About Solids, Liquids, and Gases All About Properties of Matter
These videos may be used to
enhance science investigations.
The videos are not intended to
replace investigations or to be
used as a stand-alone activity.
Please select chapters or
segments within the videos to
meet the needs of your students.
PLEASE BE SURE TO VISIT netTrekker FOR ADDITIONAL RESOURCES.
SEE DIRECTIONS ON PAGE 115.
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How Is Paper Made?Materials:
Aluminum foil cut in 6 in. squares
Scissors
Pencils
Newspaper
Large plastic container with lid
Hot tap water
Spoon
Metal baking pans
Cornstarch (ask Kindergarten or Grade 1)
Measuring cup
Markers, crayons, or paint
Directions:
1. Use a pencil to punch holes in each foil square. The holes should be vertical columns about 1 cm apart.
2. Cut or tear the newspaper into smaller pieces. You want to pack the plastic container half-full with shredded
newspaper.
3. Put the paper into the plastic container and fill the container with 2/4 of the way with hot tap water. Put the lidWCPS 2010-2011 Grade 2 Standard 4: Chemistry and Standard 5:Physics
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on the container and let it stand for about three hours. Every once in while shake the container to break up the
clumpy paper. Add more hot tap water as the paper absorbs the water already in the container.
4. Once the newspaper has become a soupy, creamy mixture, pour the mixture into the baking pans. Add more
hot water. Stir the mixture to make sure all the paper has dissolved.
5. Get 100 mL (1/2 cup) of hot tap water and add 40 mL (3 Tablespoons) of cornstarch. Stir the mixture until all the
cornstarch has dissolved. Pour the mixture over the paper in the baking pan.
6. Place a foil square over the mixture in the baking pan. Press down on the foil square. Then pull the foil up.
Some of the mixture should stick to the foil.
How Is Paper Made? (Cont.)
7. Place the foil square on the table and press it flat to squeeze out all of the water. Repeat this same step with the
three other foil squares.
8. Let the foil-backed paper dry in the sun on clean sheets of newspaper. Continue to squeeze any extra water out
of the foil. If you see any holes or tears in the paper, pinch the sides of the holes or tears together.
9. After three hours, carefully peel the paper from the foil back. Trim the paper into a square note card. Use
crayons, markers, or paint to decorate the note card.
10. Try this same experiment using clean sheets of white paper instead of newspaper. What do you notice is
different about the feel, look, and texture of the paper?
Resource: Standards-Based Investigations Science Labs, Shell Education
WCPS 2010-2011 Grade 2 Standard 4: Chemistry and Standard 5:
Physics
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WCPS 2010-2011 Grade 2 Standard 4: Chemistry and Standard 5:
Physics
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How Does Dough Work?
Materials:
700 mL (3 cups) flour
475 mL (2 cups) salt (Ask Grade 5)
Bowl
120 mL (1/2 cup) vegetable oil
Spoon
Water
Baking tray
Paper
Oven
Directions:
1. Mix the flour and salt in the bowl.
2. Add the oil and mix it in with the spoon.
3. Pour in water and stir until the mixture sticks together.
4. Roll the mixture into a ball. Divide it among your group.
WCPS 2010-2011 Grade 2 Standard 4: Chemistry and Standard 5:
Physics
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5. Make a shape or a creature out of your mixture.
6. Place your shape or creature on a piece of paper on the baking tray. Draw your shape.
7. Your teacher will bake the shape in the oven at 180 degrees for 10 minutes. What happens to the shape? Can
you turn your shape back into flour, salt, oil, and water? How or why?
Resource: Standards-Based Investigations Science Labs, Shell Education
4.D.1.b
Compare the observable properties of objects before and after they
have been subjected to various processes.
WCPS 2010-2011 Grade 2 Standard 4: Chemistry and Standard 5:
Physics
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SEE LESSON SEEDS FROM 4.D.1.a
4.D.1.c
WCPS 2010-2011 Grade 2 Standard 4: Chemistry and Standard 5:
Physics
Resources to Support 4.D.1.b
Name of Resource Where Can the Resource Be Found? Notes
ScienceSaurus Pages 234-255
Safari Montage All About Solids, Liquids, and Gases
All About Properties of Matter
These videos may be used to
enhance science investigations.The videos are not intended to
replace investigations or to be
used as a stand-alone activity.
Please select chapters or
segments within the videos to
meet the needs of your students.
PLEASE BE SURE TO VISIT netTrekker FOR ADDITIONAL RESOURCES.
SEE DIRECTIONS ON PAGE 115.
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yP a g e 63
Ask and seek answers to What if questions about what might
happen to the materials if different processes, such as heating,
freezing, and dissolving were used to change them.
WCPS 2010-2011 Grade 2 Standard 4: Chemistry and Standard 5:
Physics
Resources to Support 4.D.1.c
Name of Resource Where Can the Resource Be
Found?
Notes
ScienceSaurus Pages 234-255
Safari Montage All About Solids, Liquids, and Gases All About Properties of Matter
These videos may be used to
enhance science investigations.
The videos are not intended to
replace investigations or to be
used as a stand-alone activity.
Please select chapters or
segments within the videos to
meet the needs of your students.
PLEASE BE SURE TO VISIT netTrekker FOR ADDITIONAL RESOURCES.
SEE DIRECTIONS ON PAGE 115.
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yP a g e 64
Mystery Matter
Exploring Physical Changes in Matter
Materials:
1 cup of water 16 oz box of corn starch (ask Grades 1 and 5)
You can mix the water and cornstarch together before class or have the kids help during class.
Large bowl
Zipper-style sandwich bags (for each group or students)
Spoon
6 oz plastic cup filled with frozen water
Directions:1. Hold up the clear plastic cup with frozen water. What state of matter is the material in the cup?
(solid) If you want to change the solid into a liquid, what would you need to do? (heat, let the
cup sit, etc.) Once the ice turns completely liquid, is there any way to make it solid again?(Place back into the freezer.)2. Explain that when you freeze and melt a substance, you are making a physical change. In a
physical change, the material doesnt change its composition, only its form. Most physicalchanges are reversible, and the most common ones involved adding or taking away heat.
3. Introduce the mystery matter. Have the students hold the bag of mystery matter in their hands.Make and record observations.
4. What happens when you poke it, squeeze it, etc.?
WCPS 2010-2011 Grade 2 Standard 4: Chemistry and Standard 5:
Physics
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yP a g e 65
5. What would happen if we made it hot or cold?
Resource: Sandwich Bag Science, Tomecek
5.A.1.a (Grade 3)
Describe the position of an object by locating it relative to another
object or to its background.
WCPS 2010-2011 Grade 2 Standard 4: Chemistry and Standard 5:
Physics
Resources to Support 5.A.1.a (Grade 3)
Name of Resource Where Can the Resource Be
Found?
Notes
ScienceSaurus Pages 254-259, 280-297
FOSS: Balance and Motion Investigation 2 Part 3
Investigation 3 Parts 1-3
PLEASE BE SURE TO VISIT netTrekker FOR ADDITIONAL RESOURCES.
SEE DIRECTIONS ON PAGE 115.
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P a g e 66
Lesson Seed
Where Is It?
Materials:
Blocks of various shapes, sizes, and/or colors or various items or pictures of various items
Crayons or markers
Directions:
1. With your teacher, brainstorm a list of words that tell where something is located. Write the words below.
2. Get in a group of four. Each student need two blocks.
3. Take turns around the circle. When it is our turn, place a block on the table. Everyone should say one fact about
the blocks location. Write the facts down as you go.
4. Draw the blocks as they are laid out.
5. How would you describe the location of an item without using position or direction?
6. Pick a shape and describe its location in several different ways. (Dont move the shape, just tell where it is using
different positional words!)
Resource: Standards-Based Investigations Science Labs, Shell Education
WCPS 2010-2011 Grade 2 Standard 4: Chemistry and Standard 5:
Physics
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5.A.1.b
Take objects apart and rearrange the parts to identify and describethe ways the parts work together.
WCPS 2010-2011 Grade 2 Standard 4: Chemistry and Standard 5:
Physics
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WCPS 2010-2011 Grade 2 Standard 4: Chemistry and Standard 5:
Physics
Resources to Support 5.A.1.b
Name of Resource Where Can the Resource Be
Found?
Notes
ScienceSaurus Pages 254-259, 280-297
FOSS: Balance and Motion Investigation 3 Parts 1-3
Safari Montage Tops and Yo-Yos (More suitable forteachers)
Bill Nye: Balance
These videos may be used to
enhance science investigations.
The videos are not intended to
replace investigations or to be
used as a stand-alone activity.
Please select chapters or
segments within the videos tomeet the needs of your students.
PLEASE BE SURE TO VISIT netTrekker FOR ADDITIONAL RESOURCES.
SEE DIRECTIONS ON PAGE 115.
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5.A.1.b (Grade 3)
Using information from multiple trails, compare the speeds (faster or slower) of objects
that travel the same distance in different amounts of time.
WCPS 2010-2011 Grade 2 Standard 4: Chemistry and Standard 5:
Physics
Resources to Support 5.A.1.b (Grade 3)
Name of Resource Where Can the Resource Be
Found?
Notes
ScienceSaurus Pages 254-259, 280-297
FOSS: Balance and Motion Investigation 3 Parts 1-3
Safari Montage Tops and Yo-Yos (More suitable forteachers)
Bill Nye: Balance Bill Nye: Motion
These videos may be used to
enhance science investigations.
The videos are not intended to
replace investigations or to be
used as a stand-alone activity.
Please select chapters or
segments within the videos to
meet the needs of your students.
PLEASE BE SURE TO VISIT netTrekker FOR ADDITIONAL RESOURCES.
SEE DIRECTIONS ON PAGE 115.
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5.A.1.cAsk and seek answers to What if questions about the changes madeto the objects and how they affect the way objects work, for example,if a part were left out of the object would it make a difference in how
the object works?
WCPS 2010-2011 Grade 2 Standard 4: Chemistry and Standard 5:
Physics
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WCPS 2010-2011 Grade 2 Standard 4: Chemistry and Standard 5:
Physics
Resources to Support 5.A.1.c
Name of Resource Where Can the Resource Be
Found?
Notes
ScienceSaurus Pages 254-259, 280-297FOSS: Balance and Motion Investigation 3 Parts 1-3
Safari Montage Tops and Yo-Yos (More suitable forteachers)
Bill Nye: Balance Bill Nye: Motion
These videos may be used to
enhance science investigations.
The videos are not intended to
replace investigations or to be
used as a stand-alone activity.
Please select chapters or
segments within the videos tomeet the needs of your students.
PLEASE BE SURE TO VISIT netTrekker FOR ADDITIONAL RESOURCES.
SEE DIRECTIONS ON PAGE 115.
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5.A.1.c (Grade 3)
Using information from multiple trials, compare the distances thatobjects moving at different speeds travel in the same amount of time.
WCPS 2010-2011 Grade 2 Standard 4: Chemistry and Standard 5:
Physics
Resources to Support 5.A.1.c
Name of Resource Where Can the Resource Be
Found?
Notes
ScienceSaurus Pages 254-259, 280-297FOSS: Balance and Motion Investigation 3 Parts 1-3
Safari Montage Tops and Yo-Yos (More suitable forteachers)
Bill Nye: Balance Bill Nye: Motion
These videos may be used to
enhance science investigations.
The videos are not intended to
replace investigations or to be
used as a stand-alone activity.
Please select chapters or
segments within the videos tomeet the needs of your students.
PLEASE BE SURE TO VISIT netTrekker FOR ADDITIONAL RESOURCES.
SEE DIRECTIONS ON PAGE 115.
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5.A.2.a (Grade 3)Observe and describe the way an objects motion changes in a variety
of situations (rolling a ball, bouncing a ball, dropping a yo-yo, winding
up a toy, etc.) and identify what may have caused the change.
WCPS 2010-2011 Grade 2 Standard 4: Chemistry and Standard 5:
Physics
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5.A.2.b (Grade 3)Describe changes in the motion of objects as they move across
different textured surfaces and suggest possible causes for the
WCPS 2010-2011 Grade 2 Standard 4: Chemistry and Standard 5:
Physics
Resources to Support 5.A.2.a (Grade 3)
Name of Resource Where Can the Resource Be
Found?
Notes
ScienceSaurus Pages 280-297
FOSS: Balance and Motion Investigation 3 Parts 1-3
Safari Montage Tops and Yo-Yos (More suitable forteachers)
Bill Nye: Balance Bill Nye: Motion
These videos may be used to
enhance science investigations.
The videos are not intended to
replace investigations or to be
used as a stand-alone activity.
Please select chapters orsegments within the videos to
meet the needs of your students.
PLEASE BE SURE TO VISIT netTrekker FOR ADDITIONAL RESOURCES.
SEE DIRECTIONS ON PAGE 115.
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change.
5.A.2.c (Grade 3)
WCPS 2010-2011 Grade 2 Standard 4: Chemistry and Standard 5:
Physics
Resources to Support 5.A.2.b (Grade 3)
Name of Resource Wh