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Department of Academic Advancement Second Grade Science Curriculum Guide

Germantown Municipal Schools 2014-‐2015

Second Grade Pacing Guide First Nine Weeks Second Nine Weeks

Units Topics Units Topics Structures and Functions 4 weeks

1. Parts and Functions of Plants 2. Parts and Functions of Animals 3. Needs of Plants 4. Needs of Animals

Habitats 4 weeks

1. Life Cycles of Plants and Animals 2. Heredity 3. Extinction

Growth and Change 4 weeks

1. Life Cycles of Plants 2. Life Cycles of Animals 3. Heredity

Interactions 3 weeks

1. Interactions of Plants and Animals 2. Relationships between Organisms and their Environment

Fossils 2 weeks

1. Organisms from the Past

Third Nine Weeks Fourth Nine Weeks Units Topics Units Topics

Objects in the Sky 3 weeks

1. Sun 2. Moon Phases

Properties of Matter 4 weeks

1. Observable Properties 2. Measurement 3. Affects of Temperature (States of Matter) 4. Air

Atmospheric Conditions 3 weeks

1. Weather 2. Temperature 3. Seasons

Energy and Sound 3 weeks

1. Sun (primary source of energy) 2. Vibration 3. Pitch 4. Loudness

Earth’s Materials 3 weeks

1. Characteristics of Soil 2. Classifying Rocks 3. Renewable Resources 4. Non-Renewable Resources

Magnetism and Gravity 3 weeks

1. Strengths of Magnets 2. Gravity



Guiding Question: How do plants and animals meet their needs in order to survive?

Life Science 1st Nine Weeks-Structures and Functions (4 weeks) TN State Standards Embedded GLEs Objectives/Learning Targets Instructional Resources Interdisciplinary Ideas

GLE 0207.1.1 Recognize that plants and animals are made up of smaller parts and use food, water, and air to survive

GLE 0207.Inq.1 Observe the world of familiar objects using the senses of tools.

GLE 0207.Inq.2 Observe the world of familiar objects using the senses and tools.

Identify living and nonliving things.

Explain how living things use their parts to meet their needs.

Identify the parts of plants and animals that allow it to obtain and use food, water, and air.

Design an imaginary plant or animal and describe the parts that allow it to meet its basic needs.

Compare a variety of animals to determine how they use specific structures to meet their basic needs.

McGraw-Hill (2002) Chapter 1 Lesson 1 pgs. A4-10; Chapter 1 Lesson 2 pgs. A11-13 Chapter 2 Lesson 5 pgs. A32-35 Chapter 1 Lesson 3 A14-A19

Next Generation Science Standard Practices 1.Asking questions and defining problems 2.Developing and using models 3.Planning and carrying out investigation 4.Analyzing and Interpreting Data 5.Using Mathematics and Computational Thinking 6.Constructing Explanations and Designing Solutions 8. Obtaining, Evaluating, and Communicating Information

Mathematics 2.MD.10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph. MP.7 Look for and make use of structure.

English/Language Arts RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RI.2.9 Compare and contrast the most important points presented by two texts on the same topic. W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).



Guiding Questions: What are the growth stages of plants and animals? How are children and their parents alike?

1st Nine Weeks-Growth and Change (5 weeks) TN State Standards Embedded GLEs Objectives/Learning Targets Instructional Resources Interdisciplinary Ideas

GLE 0207.4.1 Compare the life cycles of various organisms.


GLE 0207.Inq.2 Ask questions, make logical predictions, plan investigations, and represent data

GLE 0207.Inq.3 Explain the data from an investigation

Describe seeds and their origins.

Identify the stages in a plant’s life cycle.

Explain that every animal goes through life stages.

Describe and compare the life cycles of animals.

McGraw-Hill (2002) Chapter 2 Lesson 7 pgs. A44-52 Unit A Lesson 2 pgs. A10-A13 Unit A Lesson 3 pgs. A14-A19 Unit A Chapter 2 Lesson 7 pgs. A44-52 Unit A Chapter 1 Lesson 3 A14-A19 Unit A Chapter 2 Lesson 7 A 44-A49

Next Generation Science Standard Practices 1.Asking questions and defining problems 2.Developing and using models 3.Planning and carrying out investigation 4.Analyzing and Interpreting Data 5.Using Mathematics and Computational Thinking

Mathematics 2.MD.5 Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem. 2.MD.6 Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2,..., and represent whole-number sums and differences within 100 on a number line diagram. MP2 Reason abstractly and quantitatively. MP.8 Look for and express regularity in repeated reasoning.

English/Language Arts RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RI.2.9 Compare and contrast the most important points presented by two texts on the same topic. W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).

GLE 0207.4.2 Realize that parents pass along physical characteristics their offspring.


Identify physical characteristics that are passed from parents to offspring.

Recognize that people, like other living things, have a life cycle.

Formulate a hypothesis about the shared characteristics of parents and offspring.

Compare the visible characteristics of parents and offspring using a graphic organizer.



First Nine Weeks Resources

Vocabulary: reproduce, habitat, shelter, food chain, food web, prey, predator, minerals, leaves, stem, roots, flowers, fruit, seeds, pollen, life cycle, oxygen flower, seed, pollen, seedling, life cycle, larva, pupa, life stage, offspring, parent, characteristics, similarity, difference, organism, adaptation, antenna, river, stream, drought, endangered, fossil, extinct, dinosaur, prehistoric

Inquiry Skills: predict, record data, observe, infer, communicate, classify, make a model, compare, draw conclusions Plans Unit 1.1-Structures and Functions

Students will be able to identify and categorize objects as living or nonliving. https://sites.google.com/site/msteagues2ndgradeclass/Lesson- Plans/living-vs-nonliving-things A science-teaching lesson on the characteristics and classification of living and non-living things. Includes printable teaching worksheets. http://www.instructorweb.com/lesson/livingthings.asp

Students will link common animals and plants within the food chain and understand the significance of each link in the food chain. http://www.brighthubeducation.com/lesson-plans-grades-1-2/50121-food-chain-lesson-plan/

In this lesson, students learn about the characteristics that distinguish living things from nonliving things. http://www.teachersdomain.org/resource/tdc02.sci.life.colt.lp_living/

Unit 1.2-Growth and Change Students will illustrate the life cycle of a butterfly and compare a butterfly's life cycle to that of a different insect or animal. http://www.uen.org/Lessonplan/preview?LPid=702

Students will use body movements and facial expressions to act out the life cycle of a butterfly. http://www.uen.org/Lessonplan/preview?LPid=16270

Students will learn about the life cycle by exploring tadpoles. http://www.uen.org/Lessonplan/preview?LPid=5717

Background for Teachers

Unit 1.1-Structures and Functions Information about the food chain: http://www.shepgs.ardsoftware.com/content/animals/kidscorner/foodchain/foodchain.htm

Unit 1.2-Growth and Change Life Cycles http://www.bbc.co.uk/schools/scienceclips/ages/9_10/life_cycles.shtml Metamorphosis: Change of Plans http://www.teachersdomain.org/resource/tdc02.sci.life.cyc.metamorph/

Student Activities

Unit 1.1-Structures and Functions Illustrate and write a paragraph describing the perfect habitat for an ant. Lab: Edible insect using marshmallows (3 body parts), pretzels (legs), potato sticks (antennae), Create a flow chart that demonstrates how plants and animals in forest meet their basic life requirements.



Living and Non-living sort http://www.firstschoolyears.com/science/resources/games/ourselves/living/living.htm

Unit 1.2-Growth and Change Illustrate and label the stages of the life cycle of a butterfly. Have each student bring in a picture of his/her family and discuss the different traits that he/she inherited from parents. Create a T-chart comparing which parent they get their traits from. Stages of the Butterfly: http://www.enchantedlearning.com/subjects/butterflies/lifecycle/ Animals and their Babies http://www.manythings.org/wbg/animal_babies-jw.html

Other Resources

Unit 1.1-Structures and Functions Leafcutter Ant video: http://video.nationalgeographic.com/video/kids/animals-pets-kids/bugs-kids/leafcutter-ant-kids/ Animal Needs Website: http://www.harcourtschool.com/activity/animalneeds Brainpop Jr Video on Food Chains: http://www.brainpopjr.com/search/?keyword=Food+chains Books: Animal life by Robin Kerrod Animal Needs by Sue Baraclough What Plants and Animals Need? By Nancy Leber Who Eats What? By Patricia Lauber The Environment by Michael Allaby FOSS Reading Street

Unit 1.2-Growth and Change The Life Cycle of a Frog: http://eaton85.weebly.com/life-cycles.html Animal Life Cycles: http://schools.dcsdk12.org/education/components/scrapbook/default.php?sectiondetailid=128972 Butterfly and Moth Life Cycle: http://www.kidsbutterfly.org/life-cycle Cycles of Life: http://teams.lacoe.edu/documentation/classrooms/judi/life/activities/cycles/life_cycles.html Books: 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 Pupgs.ies? A Book About Animal Babies by Michael Dahl Animals Raising Offspring by Wendy Perkins Foss Reading Street



Guiding Questions: How do organisms grow and change? How are offspring similar to their parents? How can environmental changes affect organisms? Life Science 2nd Nine Weeks-Habitats (4 weeks)

TN State Standards Embedded GLEs Objectives/Learning Targets Instructional Resources Interdisciplinary Ideas GLE 0207.2.1 Investigate the habitats of different kinds of local plants and animals


GLE 0207.Inq.3 Explain the data from an investigation.

Explain ways that plants and animals in a habitat depend on each other.

McGraw-Hill (2002) Chapter 1 Lesson 4 pgs. A20-25 Chapter 2 Lesson 6 pgs. A36-41 Unit A Lesson 3 pgs. A14-A19 Unit B Chapter 3 Lesson 1 pgs. B4-7 Unit B Chapter 3 Lesson 2 B8-B13 Unit B Chapter 3 Lesson 3 pgs. B14-17 Unit B Chapter 3 Lesson 4 pgs. B 18-21 Unit B Chapter 3 Lesson 5 pgs. B22-25 Chapter 4 Lesson 6 pgs. B32-37 Unit B Chapter 4 Lesson 7 pgs. B38-43 Chapter 4 Lesson 8 pgs. B45-49

Next Generation Science Standard Practices 1.Asking questions and defining problems 2.Developing and using models 3.Planning and carrying out investigation 4.Analyzing and Interpreting Data 5.Using Mathematics and Computational Thinking Mathematics 2.MD.10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph. MP3 Construct viable arguments and critique the reasoning of others. MP4 Model with mathematics. MP5 Use apgs.ropriate tools strategically. MP6 Attend to precision.

English/Language Arts W.2.7 Participate in shared research and writing projects W.2.8 Recall information from experiences or gather information from provided sources to answer a question. RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. RI.2.9 Compare and contrast the most important points presented by two texts on the same topic. W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

GLE 0207.2.2 Investigate living things found in different places



Investigate and compare a variety of habitats and the organisms that can be found there.

Develop a hypothesis about why animals live in specific environments.

Compare and contrast some habitats of Tennessee

Identify some living things found in Tennessee.

GLE 0207.2.3 Identify basic ways that plants and animals depend on each other.


Describe different habitats.


Describe what hapgs.ens when habitats change



Guiding Questions: What is a food chain? How do living things grow and change? How do organisms survive in different habitats?

2nd Nine Weeks-Interactions (3 weeks) TN State Standards Embedded GLEs Objectives/Learning Targets Instructional Resources Interdisciplinary Ideas

GLE 0207.3.1 Recognize that animals eat plants or other animals for food.


Create a diagram to trace the original sources of the food from one meal to another.

Match a variety of animals to the types of food they eat.


Describe a food chain and food web.

McGraw-Hill (2002) Chapter 1 Lesson 4 pgs. A20-25 Chapter 2 Lesson 6 pgs. A36-41 Unit A Lesson 3 pgs. A14-A19 Unit B Chapter 3 Less 1 pgs. B4-7 Unit B Chapter 3 Less 2 B8-B13 Unit B Ch 3 Less 3 pgs. B14-17 Unit B Ch 3 Less 4 pgs. B 18-21 Unit B Ch 3 Less 5 pgs. B22-25 Chapter 4 Lesson 6 pgs. B32-37 Unit B Ch 4 Less 7 pgs. B38-43 Chapter 4 Lesson 8 pgs. B45-49


Mathematics 2.MD.6 Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2,..., and represent whole-number sums and differences within 100 on a number line diagram. 2.MD.10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph. 2.MD.1 Measure the length of an object by selecting and using apgs.ropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. MP1 Make sense of problems and persevere in solving them. MP2 Reason abstractly and quantitatively MP3 Construct viable arguments and critique the reasoning of others.

English/Language Arts RI.1.5 Know and use various text features to locate key facts or information in text. RI.1.7. Use the illustrations and details in a text to describe its key ideas. SL.1.3 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. SL.1.5 Add drawings or other visual displays to descriptions when apgs.ropriate to clarify ideas, thought, and feelings. W.1.3 Write narratives in which they recount tow or more apgs.ropriately sequences events, include some details regarding what hapgs.ened, use temporal words to signal event order, and provide some sense of closure.

GLE 0207.5.1 Investigate the relationship between an animal’s characteristics and the features of the environment where it lives.




Compare and contrast forests and caves.

Explain how different plants and animals live in forest and cave habitats.

Describe water habitats.

Explain how plants and animals live in water habitats . Explain why habitats change.

Describe what hapgs.ens when habitats change.



Guiding Question: How do plants and animals meet their needs in order to survive?

2nd Nine Weeks-Fossils (2 weeks) TN State Standards Embedded GLEs Objectives/Learning Targets Instructional Resources Interdisciplinary Ideas

GLE 0207.5.2 Draw conclusions from fossils about organisms that lived in the past.


Make observations of fossils using the apgs.ropriate tools and draw conclusions about the organisms that created them.

Match organisms to their fossil evidence to draw conclusions about organisms and environments that no longer exist.

McGraw-Hill (2002) Unit C Chapter 6 Lesson 4 pgs. C30-35 Unit C Chapter 6 Lesson 5 pgs. C36-43


Mathematics 2.MD.1 Measure the length of an object by selecting and using apgs.ropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. MP. 8 Look for and express regularity in repeated reasoning.

English/Language Arts RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. RI.2.9 Compare and contrast the most important points presented by two texts on the same topic. W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.



Second Nine Weeks Resources

Vocabulary: habitat, shelter, woodland forest, pond, lake, barrens, food chain, food web, prey, predator, organism, adaptation, antenna, cave, river, stream, drought, endangered, fossil, extinct, dinosaur, prehistoric

Inquiry Skills: observe, infer, communicate, classify, put things in order, make a model, compare, draw conclusion, predict Plans In this lesson students will understand that animals and plants are adapted to the conditions of the habitats in which they live.

http://www.discoveryeducation.com/teachers/free-lesson-plans/habitats-of-the-world.cfm

Explore animal habitats through story, song, drama, and art http://artsedge.kennedy-center.org/educators/lessons/grade-k-2/Animal_Habitats.aspx

Students will learn about common adaptation patterns and major structures that are seen in animals and how they help them to survive in different environments. http://www.junglewalk.com/classroom/Adaptation-Lesson-Plan-4.htm

Animal Around Us: http://www.discoveryeducation.com/teachers/free-lesson-plans/animals-around-us.cfm Habitats of the World: http://www.discoveryeducation.com/teachers/free-lesson-plans/habitats-of-the-world.cfm Students will understand the concept of a Food Chain: http://www.brighthubeducation.com/lesson-plans-grades-1-2/50121-food-chain-lesson-plan/

Lesson to help students understand that almost all kinds of animals’ food can be traced back to plants and that the sun is often the ultimate source of energy needed for all organisms to stay alive and grow: http://sciencenetlinks.com/lessons/cycle-of-life-1-food-chain/


Different types of habitats and the animals that live in each habitat. http://kindernature.storycounty.com/display.aspx?DocID=20053151347 Information about the food chain: http://www.shepgs.ardsoftware.com/content/animals/kidscorner/foodchain/foodchain.htm

Student Activities

Illustrate and write a paragraph describing the perfect habitat for growing a peanut. Center: Research Spiders (Reading Text – TE pg. 372k) Habitat Breakdown Game: http://www.instructorweb.com/lesson/habitatbreakdown.asp Draw pictures of plants and animals found in Tennessee. Compare animals found in a salt-water habitat with animals found in a fresh water habitat. Create a poster on caring for earth's habitats. Create a Venn diagram comparing a duck and an eagle. Compare animals found in a rain forest with animals found a woodland forest. Illustrate and write a paragraph describing the perfect habitat for growing a peanut. Create a list of plants and animals found in the desert and identify what characteristics each has that enables them to survive in the desert. Brainpop Jr on Deserts: http://www.brainpopjr.com/search/?keyword=deserts Plant and Animal Adaptations: http://wc.pima.edu/~bfiero/tucsonecology/adaptations/adaptations_home.htm Animal Habitats: http://www.uen.org/utahlink/activities/view_activity.cgi?activity_id=3792 Brainpop Jr. video on Freshwater habitats: http://www.brainpopjr.com/search/?keyword=Freshwater+Habitats



Illustrate and write a paragraph describing the perfect habitat for an ant. Lab: Edible insect using marshmallows (3 body parts), pretzels (legs), potato sticks Choose an animal and illustrate the habitat in which all its needs would be met. Create an animal with the characteristics to survive in a specific environment.

Other Resources

Websites: Plants and Animals in the Local Environment http://www.bbc.co.uk/schools/scienceclips/ages/6_7/plants_animals_env.shtml Other Useful Sites www.NSTA.org www.K8science.org www.UnitedStreaming.com www.Fossweb.com www.brainpopjr.com www.exchange.smarttech.com www.enchantedlearning.com www.memphiszoo.org Websites: 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/ Habitats http://www.bbc.co.uk/schools/scienceclips/ages/8_9/habitats.shtml Foss Reading Street Books:| Who Eats What? By Patricia Lauber The Environment by Michael Allaby 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 Websites: The Food Chain Game http://www.shepgs.ardsoftware.com/content/animals/kidscorner/games/foodchaingame.htm Habitats and Biomes http://www.exploringnature.org/db/detail.php?dbID=45&detID=707



Guiding Questions: What are some of the observable patterns and motions in the sky? How can we identify the moon phrases overtime?

Earth Science 3rd Nine Weeks-Objects in the Sky (3 weeks) TN State Standards Embedded GLEs Objectives/Learning Targets Instructional Resources Interdisciplinary Ideas

GLE 0207.6.1 Realize that the sun is our nearest star and that its position in the sky apgs.ears to change.


GLE 0207.Inq.2 Ask questions, make logical predictions, plan investigations, and represent data.


Identify the sun as a star.

Identify the characteristics of day and night.

McGraw-Hill (2002) Unit D Chapter 7Lesson 1, pgs. D6-D9 Explore p. D5 Unit D Chapter 7Lesson 2 pgs. D10-D17 Explore p. D11

Next Generation Science Standard Practices 1.Asking questions and defining problems 2.Developing and using models 3.Planning and carrying out investigation 4.Analyzing and Interpreting Data 8. Obtaining, Evaluating, and Communicating Information

Mathematics 2.MD.D.10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put- together, take-apart, and compare problems using information presented in a bar graph. MP.1 Make sense of problems and persevere in solving them. MP.3 Construct viable arguments and critique the reasoning of others. MP.7 Look for and make use of structure.

English/Language Arts RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

GLE 0207.6.2 Make observations of changes in the moon’s apgs.earance over time.

GLE 0207.Inq.1 Observe the world of familiar objects using the senses and tools. GLE 0207.Inq.2 Ask questions, make logical predictions, plan investigations, and represent data.


Use science journals to draw and record changes in the moon over a period of time.

Draw and identify the new, crescent first quarter, and full moon.

Collect and record data of the moon’s apgs.earance over a month’s time.



Guiding Question: How does the weather change each day?

3rd Nine Weeks-Atmospheric Conditions (3 weeks) TN State Standards Embedded GLEs Objectives/Learning Targets Instructional Resources Interdisciplinary Ideas

GLE 0207.8.1 Associate temperature patterns with seasonal changes.



Use records and graphs of seasonal temperature changes to draw conclusions about the weather during different times of the year.

Collect daily weather data in a graph to draw conclusion about the weekly weather.

Distinguish between the four types of seasons.

Identify and label the various parts of the water cycle.

McGraw-Hill (2002) Unit C Chapter 5Lesson 1, pgs. C2-C11



English/Language Arts RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topics or subject area. RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.



Guiding Questions: How can we distinguish between different types of soil and rocks? How can rocks be classified? What is the difference between nonrenewable resources and renewable resources?

3rd Nine Weeks-Earth Materials (3 weeks) TN State Standards Embedded GLEs Objectives/Learning Targets Instructional Resources Interdisciplinary Ideas

GLE 0207.7.1 Compare and record the components of a variety of soil types.




Observe and identify the three kinds of soil such as: clay, topsoil, and sandy.

Design an investigation and collect data to compare the capacity of each type of soil to retain water.

Analyze the data collected to formulate a hypothesis as to the best soil to supgs.ort the growth of plants

McGraw-Hill (2002) Unit C Chapter 5Lesson 2, pgs. C12-C17 Unit C Chapter 5Lesson 3, pgs. C18-C23



English/Language Arts SL. 2.1b Build on others’ talk in conversations by linking their comments to the remarks of others. W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

GLE 0207.7.2 Describe rocks according to their origin, size, shape, texture, and color.




Identify the characteristics of materials and how these determine the use of the materials.

Investigate, classify, and compare various types of soil based on the color, texture, capacity to retain water, and the ability to supgs.ort plant growth.

GLE 0207.7.3 Differentiate between renewable and non–renewable resources.

GLE 0207.Inq.2 Ask questions, make logical predictions, plan investigations, and represent dat.


Identify how natural resources are used and why they are important.

Identify the various ways earth can change such as: earthquake, landslide, and volcano.



Third Nine Weeks Resources Vocabulary: anemometer, axis, condense, decompose , earthquake, Earth resource, equator, erosion, evaporate, fall, landslide, natural resource, nonrenewable resource, reduce, reuse, recycle, renewable resource, , resource, rotation, season, spring, star, summer, sun, Sun’s position, temperature , thermometer orbit, phase , pollution, precipitation, water cycle ,water vapor, weather, winter, and volcano

Inquiry Skills: classify, compare, contrast, draw conclusion, infer, investigate, make a model, observation, predict, reasoning, scientific inquiry Plans Unit 3.1-Objects in the Sky

Lesson plans with inquiry based activities: http://mcdonaldobservatory.org/teachers/classroom Lesson plans and writing assignments for Moon Phases PowerPoint http://jc-schools.net/write/sci/Moon_files/frame.htm

Unit 3.2-Atmospheric Conditions Lessons that will enable the student to understand how the position of the earth affects the weather http://www.cas.miamioh.edu/scienceforohio/seasons/l.html Lessons plans on atmospheric conditions: http://www.theweatherchannelkids.com/ Follow the WeatherEd link to The Weather Classroom

Unit 3.3-Earth’s Materials Lesson Plan- Students will be able to name the various materials that comprise soil, including weathered rock and other organic matter and explain that soils differ in their color, texture, capacity to retain water, and ability to supgs.ort the growth of many kinds of plants. http://www.sierraclub.org/john_muir_exhibit/lessons/science/grade_2_soil.aspx


Unit 3.1-Objects in the Sky Learn all about the summer’s night sky: http://www.nea.org/tools/lessons/summer-night-sky-K-5.html Learn more about the Solar System: http://amazing-space.stsci.edu/eds/tools/topic/solarsystem.php.p=Teaching+tools%40%2Ceds%2Ctools%2C

Unit 3.2-Atmospheric Conditions Learn more about how seasons change: http://science.lotsoflessons.com/4seasons.html Learn more about the website your students can use for interactive games: http://www.weatherwizkids.com/

Unit 3.3-Earth’s Materials Learn facts about the earth: http://www.allaboutspace.com/subjects/astronomy/planets/earth/ Learn the difference between rocks and minerals: http://www.rocksforkids.com/RFK/identification.html Learn more about nonrenewable and renewable resources: http://www.eia.gov/kids/energy.cfm?page=nonrenewable_home-basics

Student Activities

Unit 3.1-Objects in the Sky Students can interact with space through NASA Kids Club http://www.nasa.gov/audience/forkids/kidsclub/flash/index.html Interactive game on the phases of the moon: http://www.harcourtschool.com/activity/moon_phases/ Interactive game on stars: http://www.funbrain.com/constellation/index.html

Unit 3.2-Atmospheric Conditions Interactive game http://scienceofeverydaylife.discoveryeducation.com/teachers/videos.cfm?grade=gradesk2 Videos and interactive games www.weatherwizkids.com



Unit 3.3-Earth’s Materials Interactive game: Name that Rock: http://www.edu.pe.ca/southernkings/facegame3.htm Rock Family song: http://www.kidsknowit.com/educational-songs/play-educational-song.php?song=The%20Rock%20Family Interactive game on how to identify rocks: http://www.sciencekids.co.nz/gamesactivities/rockssoils.html

Other Resources

Unit 3.1-Objects in the Sky Videoconferencing (Field Lesson in your class): http://mcdonaldobservatory.org/teachers/live-from-mcdonald BrainPopJr Videos: Moon-http://www.brainpopjr.com/science/space/moon/preview.weml Sun- http://www.brainpopjr.com/science/space/sun/preview.weml Solar System-http://www.brainpopjr.com/science/space/ Earth- http://www.brainpopjr.com/science/space/earth/preview.weml Non Fiction Books: Sun by Dana Meachen Rau, Compass Point Books 2003, 32 pages; The Sun: Our Nearest Star by Franklin Mansfield Branley, HarperCollins 2002, 25 pages Phases of the Moon by Gillia M Olson, Capstone 2008, 24 pages The Moon Seems to Change Franklin M. Branley, Collins 1987, 32 pages

Unit 3.2-Atmospheric Conditions Brainpop Videos: Video explaining how the seasons change: http://www.brainpopjr.com/science/weather/seasons/preview.weml Video explains how the climate of the atmosphere changes: http://www.brainpopjr.com/science/weather/temperature/preview.weml Website that offers videos and interactive games for background knowledge: http://www.neok12.com/Seasons.htm Lesson to use with SMARTBoard http://exchange.smarttech.com/search.html?q=%22weather%22 Observation moon chart: http://www.abcteach.com/free/c/chart_moon.pdf Weather-Non-Fiction Books: Weather by Lorrie Mack, DK 2004, 48 pages Forces of Nature World Book 2008, 47 pages

Unit 3.3-Earth’s Materials Rocks-Non-fiction books: Rocks, gems, and mineral by Trudi Strain Trueit Franklin Watts, 2003 63 pages Rocks and Mineral by Caroline Bingham DK Publishing 2004 48 pages Rock by Chris Oxlande Heinemann Library, 2002 32 pages Non-renewable and renewable resources- Non-fiction books: The Earth Resources: Renewable and Non-renewable by Rebecca Harman Heinmann, 2005 Soil Video: http://www.brainpopjr.com/science/land/soil/preview.weml Rock and Mineral Video: http://www.brainpopjr.com/science/land/rocksandminerals/preview.weml Worksheets and Lesson Plans pertaining to rock and soils: http://printableworksheets.rokkada.com/?dq=2nd%20Grade%20Rock%20And%20Soil



Guiding Questions: How does the structure of matter influence its physical behavior? How can we change the physical properties of matter? How can air take up space?

Physical Science 4th Nine Weeks-Properties of Matter (3 weeks) TN State Standards Embedded GLEs Objectives/Learning Targets Instructional Resources Interdisciplinary Ideas

GLE 0207.9.1 Use tools to observe the physical properties.




Distinguish between the three forms of matter.

Collect measureable data on the physical properties of a variety of materials.

Compare and contrast the physical properties of a variety of materials.

Use tools such as hand lenses, measurement devices, and simple arm balances to gather data about the physical properties of different objects.

McGraw-Hill (2002) Unit E Chapter 9 Lesson 1, pgs. E6-E9 Unit E Chapter 9 Lesson 2, pgs. E10-E17 Unit E Chapter 9 Lesson 3, pgs. E18-E23


Mathematics 2.MD.A.1 Measure the length of an object by selecting and using apgs.ropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 2.MD.D.10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put- together, take-apart, and compare problems using information presented in a bar graph. MP5 Use apgs.ropriate tools strategically. MP6 Attend to precision. MP7 Look for and make use of structure.

English/Language Arts RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

GLE 0207.9.2 Investigate how temperature changes affect the state of matter




Investigate how temperature can change matter.

GLE 0207.9.3 Recognize that air takes up space.

GLE 0107. Inq.3 Explain the data from an experiment.

GLE 0107.T/E.2 Apgs.ly engineering design and creative thinking to solve practical problems.

Design an experiment, collect and analyze data, and communicate the results of mixing a solid with a solid, a liquid with a liquid, and a solid with a liquid.



Guiding Question: How do objects move?

4th Nine Weeks-Forces and Motion (3 weeks) TN State Standards Embedded GLEs Objectives/Learning Targets Instructional Resources Interdisciplinary Ideas

GLE 0207.10. Explain why the sun is the primary source of all earth’s energy.


Investigate the sun’s effect on various forms of earth materials by collecting temperature data over time.

McGraw-Hill (2002) Unit E Chapter 10 Less 4, pgs. E30-E35 Unit E Chapter 10 Less 5, pgs. E36-E41 Unit E Chapter 10 Less 6, pgs. E42-E49


Mathematics 2.MD.10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put- together, take-apart, and compare problems using information presented in a bar graph. MP.1 – Make sense of problems and persevere in solving them. MP.2 Reason abstractly and quantitatively.

English/Language Arts RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. SL.2.1b Build on others’ talk in conversations by linking their comments to the remarks of others. W.2.2 Write informative/explanatory texts inwhich they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

GLE 0207.11.1 Investigate how vibrating objects produce sound.



GLE 0207.T/E.1 Recognize that both natural materials and human-made tools have specific characteristics that determine their uses.

GLE 0207.T/E.3 Use tools to measure materials and construct simple products.

Illustrate and define what vibrating looks and sounds like.

Investigate a variety of musical instruments to identify what vibrates to produce sound.

Demonstrate and explain how human voices produce sound.

GLE 0207.11.2 Classify sounds according to their loudness and pitch.


Create an instrument using simple tools and explain how sound is being produced.

Distinguish between loudness and pitch.



Guiding Question: What causes objects to move differently under different circumstances?

What are the scientific principles that explain gravity and electromagnetism?

4th Nine Weeks-Magnetism and Gravity (3 weeks) TN State Standards Embedded GLEs Objectives/Learning Targets Instructional Resources Interdisciplinary Ideas

GLE 0207.12.1 Experiment with magnets to determine that objects can move without being touched.



Describe and illustrate how magnets can move objects without touching them.

Classify objects as to whether or not they are attracted by a magnet.

Compare the types and strengths of various magnets and interactions between the poles.

McGraw-Hill (2002) Chapter 12 Unit F Chapter 12 Lesson 5, pgs. F36-F43 Unit F Chapter 12 Lesson 6, pgs. F45-F49 Unit F Chapter 12 Lesson 1, pgs. F4-F9 Unit F Chapter 12 Lesson 2, pgs. F10-F17


Mathematics 2.MD.10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put- together, take-apart, and compare problems using information presented in a bar graph. MP.1 – Make sense of problems and persevere in solving them. MP.2 Reason abstractly and quantitatively.

English/Language Arts RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. SL.2.1b Build on others’ talk in conversations by linking their comments to the remarks of others. SL.2.1c Ask for clarification and further explanation as needed about the topics and texts under discussion. W.2.2 Write informative/explanatory texts inwhich they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

GLE 0207.12.2 Realize that things fall toward the ground unless something holds them up.





Explain what hapgs.ens when a variety of materials are dropgs.ed. Predict which objects will drop at various speeds.

Investigate the affect that a toy car has on the various height of an incline plane.



Fourth Nine Weeks Resources

Vocabulary: attract ,chemical change ,condense, energy , evaporate , force, friction, fuel, gas, gravity, heat, liquid, magnet, magnetic field ,mass, matter, motion, physical change, pitch, pole, position, property, solid, sound, temperature , reflect, refraction, repel , vibration ,volume, vibrate, and, weight

Inquiry Skills: compare, contrast, infer, investigate, observation, reasoning Plans Unit 4.1-Properties of Matter

Second-graders will understand how temperature can affect states of matter. http://www.education.com/activity/article/states_of_matter_second/

Unit 4.2-Forces and Motion Different ways that teachers can have their students create their own instruments. http://www.mudcat.org/kids/ Sounds All Around lesson plans attached with lab sheet and examples of student work: http://nstacommunities.org/blog/wp-content/uploads/2012/05/Shugrue-Lesson-and-student-work-MelissaCollins.pdf How the sun’s temperature influences the earth: http://www.reachoutmichigan.org/funexperiments/agesubject/lessons/caps/sunandtemp.html

Unit 4.3-Magnetism and Gravity Force and motion lesson plan: http://www.discoveryeducation.com/teachers/free-lesson-plans/rules-of-forces-and-motion.cfm Students will engage in an inquiry-based learning activity using marbles and ramps: http://nstacommunities.org/blog/wp-content/uploads/2012/05/Shugrue-Lesson-and-student-work-JenniferThompson.pdf


Unit 4.1-Properties of Matter This website contains a song about matter. http://www.gardenofpraise.com/matter.htm Information about matter: http://www.nyu.edu/pages/mathmol/textbook/whatismatter.html This module provides academic language along with terms for solid and liquids. http://www.fossweb.com/modulesK- 2/SolidsandLiquids/index.html This website contains poems and songs all about matter. http://millergrade2.homestead.com/matter_poetry.htm

Unit 4.2-Forces and Motion Learn more about sound: www.kidsbuilder.com/funfactsforkids/sound.html �� Flashcards with terms related to sounds: http://quizlet.com/7227063/sound-second-grade-flash-cards/

Unit 4.3-Magnetism and Gravity All About Magnets brochure: http://www.libraryvideo.com/guides/K7110.pdf Magnet Songs and Poems: http://www.tooter4kids.com/Magnets/magnet_poems.htm Learn About Magnets: http://sciencewithme.com/learn-about-magnets/



Student Activities

Unit 4.1-Properties of Matter Interactive, click, and drag animation about changing the states of matter: http://www.bbc.co.uk/schools/scienceclips/ages/8_9/solid_liquids.shtml Interactive animation where students put items in a freezer or an oven to see what hapgs.ens: http://www.fossweb.com/modulesK- 2/SolidsandLiquids/activities/changeit.html The student will investigate the characteristic properties of matter. http://www.bbc.co.uk/schools/scienceclips/ages/7_8/characteristics_materials.shtml

Describe ways that materials can be changed: http://www.bbc.co.uk/schools/scienceclips/ages/6_7/grouping_materials.shtml

Unit 4.2-Forces and Motion Kids experiments in the sun: http://www.going-green-challenge.com/kid-science-experiments.html Listen to different pitches of various items: www.bbc.co.uk/schools/scienceclips/ages/9_10/changing_sounds_fs.shtml Interactive website where students can hear different instruments produce sound: http://www.bbc.co.uk/schools/scienceclips/ages/5_6/sound_hearing.shtml

Unit 4.3-Magnetism and Gravity Students will learn about gravity through an interactive basketball game. http://www.mhschool.com/science/2002/student/2/sims/sim4.html Force and motion interactive website: http://www.bbc.co.uk/schools/scienceclips/ages/6_7/forces_movement.shtml Students will explore with magnets and springs. http://www.bbc.co.uk/schools/scienceclips/ages/7_8/magnets_springs.shtml

Other Resources

Unit 4.1-Properties of Matter Matter -Non-fiction texts: States of Matter by Lynnette Brent Crabtree, 2008. 32 pages How Water Changes by Jim Mezzanotte Weekly Reader Early Library, 2006. 24 pages Air is All Around You by Franklyn M. Branley HarperTrophy, 1986. 32 pages

Unit 4.2-Forces and Motion This website that is sponsored by the Science Museum of Minnesota and it permits students to hear different sounds. http://www.smm.org/sound/soundcard/top.html Listen to various musical instruments: http://datadragon.com/education/instruments/ Video on sound: http://www.brainpopjr.com/science/forces/gravity/preview.weml Visit Discovery Education to view this video: The Magic School Bus in the Haunted Museum Sun Non-fiction texts: The sun by Elanie Landau Children’s Press, 208 48 pages Ten worlds: everything that orbits the sun by Ken Croswell Boyds Mills Press, 2006, 56 pages The sun by Martin Schwa Sound Non-fiction texts: A Book About Sound by Linda Beech Scholastic, 1995 Sound: a question and answer book by Fiona Bayrock Capstone Press, 2006 32 pages All about sound by Lisa Rombauer Children’s Press, 2004 31 pages



Unit 4.3-Magnetism and Gravity Video about magnets: http://www.brainpopjr.com/science/forces/magnets/preview.weml Video about force: http://www.brainpopjr.com/science/forces/pushesandpulls/preview.weml Video about gravity: http://www.brainpopjr.com/science/forces/gravity/preview.weml

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