2 Grade Science Curriculum - Park Hill School District · 2nd Grade Science Curriculum . Course Description: ... seed to a new location (plan, test, ... seed dispersal system

Board Approved 3/30/17

2nd Grade Science Curriculum

Course Description: In 2nd grade, students have three domains of study; life science, earth and space science, and physical science. During the life science unit, students will study about what plants need to survive as well as how plants and animals depend on one another for existence (pollination). For the earth and space units, students will study the effects of weather, wind, and water. They will also study landforms and bodies of water. The physical science unit asks students to describe and classify different kinds of materials by their observable properties and intended purposes. The students will learn how some changes caused by heating or cooling can be reversed while some cannot. Finally, the students will study the water cycle. Scope and Sequence:

Unit Timeframe 1. Life Science

• Topic 1: What Plants Need • Topic 2: Animal and Plant Dependence

8 weeks

2. Earth and Space Science Part 1 • Topic 1: Quick Changes to Land • Topic 2: Slow Changes to Land • Topic 3: Effects of Wind and Water

6-7 weeks

3. Earth and Space Science Part 2 • Topic 1: Mapping Our World • Topic 2: Forms of Water on Earth

4 weeks

4. Physical Science • Topic 1: Properties ad States of Matter • Topic 2: Properties of Materials • Topic 3: Changes from Heat

6 weeks

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Unit 1: Life Science

Subject: Science Grade: 2nd Name of Unit: Life Science Length of Unit: 40 days (approx. 20 teaching days + 20 additional for plant growth) *Note: STEMscopes suggests planting 10 before the beginning of the unit. From experience, we suggest planting with students, allowing them to witness the growing process. Plants may not survive for the allotted 28 days. Ensure students have enough data points to develop conclusions about growth. **Note: This unit requires students to check in on plant growth every other day. On days that students are not checking in on a “Do” activity, you may use this time to teach social studies reporting topics or rotate between “Do: Water” and “Do: Sunlight.”

The Verbs: What should students be doing? ● Plan: Think about ● Conduct an investigation: Do a project to answer a question ● Depend on: To need help from something ● Develop a simple model: Create a representation of something in real life ● Mimic: Copy something or someone ● Disperse: Spread out from the center of something ● Pollinating: Pollen being transferred from one part of a plant to another ● Depend on: To need help from something ● Communicating: Tell someone something

The Nouns: What key terms are found in the standard? ● Plant: A living thing that can produce its own food ● Sunlight: The energy from the Sun that plants need to make food ● Water: A liquid that all living things need to survive ● Animal: A living thing that can move and cannot produce its own food ● Seed: A plant can grow from it ● Function: What something does ● Design: A plan or drawing made to show how something should work or be made ● Physical Model: A representation of something found in real life ● Problem: A situation that needs to be changed or needs an answer ● Solution: An answer to a problem, why way to make the needed change ● Representation: a model or picture of something

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Topic 1: What Plants Need

Suggested Length of Time: approx. 30 days (check-in: 12-13 days) Essential Questions (Student Wondering):

● Does water affect plant height? Enduring Understanding (Learning Objectives):

● The student is expected to plan and conduct an investigation to determine if plants need sunlight and water to grow.

Standards Addressed Priority:

● 2-LS2.A.1 Interdependent Relationships in Ecosystems: Plants depend on water and light to grow.

Supporting: ● 2-LS2-1 Plan and conduct an investigation to determine if plants need sunlight

and water to grow. ● Observable Patterns - Events have causes that generate observable patterns. ● Collaborative Investigation - Plan and conduct an investigation collaboratively to

produce data to serve as the basis for evidence to answer a question. Detailed Description/Instructions: Standard 5 E’s Suggested

# of Days Notes

2-LS2.A.1 Engage: Accessing Prior Knowledge

1 Day Watch “Setup Video” before Preview materials list By the end of this lesson, students should be able to explain and justify their response for what plants need.

2-LS2.A.1 Observable Patterns

Engage: Hook 1 Day Materials: ● Dead plant

By the end of this lesson, students should be able to determine what is wrong with a dead or dying plant.

2-LS2.A.1 Observable Patterns Collaborative Investigation

Explore D1: Scientific Investigation

2 Days (check in and measure on even days for 28 days)

Day 1: Plant with Students Day 2: Student journal & begin data recording Materials (print):

● Student Journal ● Data Recording Table

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● CER Do 1 and Do 2 can be done simultaneously *Be sure to fill cups ¾ full of dirt to allow for 50 mL of water. **Water plants with water/saltwater every other day. By the end of this lesson, students should be able to determine and explain whether regular drinking water or salt water is best for plants.



2 Days (check in and measure on even days for 28 days)

Day 1: Plant with Students Day 2: Student Journal & begin data recording Materials (print):

● Student Journal or Science Notebook

● Data Recording Table *Water plants with water every other day. By the end of this lesson, students should be able to determine and explain if plants need sunlight to survive.

Observable Patterns Collaborative Investigation

Explore D3: Engineering Solutions

5 Days Materials (print): ● Student Journal ● Student Checklist ● CER

Day 1: Design Day 2-4: Build, Test, and Refine Day 5: Share and Critique/CER By the end of this lesson, students should be able to design a plant cover that will allow plants to stay in the shade and explain their reasoning.

2-LS2.A.1 Observable Patterns

Explain & Elaborate: Centers

2-3 Days Required: ● STEMscopedia ● Picture Vocabulary

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Suggestions: ● Explain: Communicate ● Career Connections: Arborist

(materials required - not provided in

tubs) ● Reading Science (partners)

By the end of these lessons, students should be able to determine what plants need for growth.


Evaluate: CER and Open-Ended or Multiple Choice

1 Day Print assessment Performance Expectation Assessment Task requires the What Plants Need, Animal and Plant Dependence, and Diversity of Living Things Scopes

Topic 2: Animal and Plant Dependence Suggested Length of Time: 10-14 days Essential Questions (Student Wondering):

● If a fire burns down a forest, how do new plants grow there afterwards? Enduring Understanding (Learning Objectives):

● The student is expected to develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.


● 2-LS2.A.2 Interdependent Relationships in Ecosystems: Plants depend on animals for pollination or to move their seeds around.

● K-2-ETS1.B.1 Developing Possible Solutions: Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem’s solutions to other people.

Supporting: ● 2-LS2-2 Develop a simple model that mimics the function of an animal in

dispersing seeds or pollinating plants. ● Sharpe and Stability - The shape and stability of structures of natural and

designed objects are related to their function(s). ● Simple Model - Develop a simple model based on evidence to represent a

proposed object or tool.

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Detailed Description/Instructions:

Standard 5 E’s Suggested # of Days

Notes

2-LS2.A.2 Engage: Accessing Prior Knowledge

1 Day Activity: ● Animal/insect picture: have students

place post-it on choice and remain by animal; explain their choice with a partner and share out

Notes: ● Print animal pictures in color and

laminate to use again. By the end of this lesson, student should decide if certain animals and insects have relationships with plants.

2-LS2.A.2 K-2-ETS1.B.1 Simple Model Shape and Stability

Engage: Hook 1 Day Partner activity: ● Students explore ways to move a

seed to a new location (plan, test, discuss)

By the end of this lesson, students should be able to determine a way to move a seed to a new location.


Explore D1: Activity

2-3 Days Materials (print): ● Student Journal ● CER ● Scenario Cards (cut)

Stations:

● Day 1: Pollen (journal) ● Day 2: Seed (scenario

cards/journal) **May use CER as formative assessment. By the end of this lesson, students should be able to explain animal parts that can help spread pollen or seeds.

2-LS2.A.2 K-2-ETS1.B.1l


1-2 Days Materials (print): ● Color print one set of Animal

Picture Cards and laminate per

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Shape and Stability

group (can be reused every year) ● Student Journal

By the end of this lesson, students should be able to determine what animal features help cause seed dispersal.



3-4 Days Materials (print): ● Student Journal ● Student Rubric

Day 1: Design Day 2-3: Build, Test, and Refine Day 4: Share and Critique

● Plus/Delta By the end of the lesson, students should be able to build a super insect to pollinate plants and spread seeds and explain their reasoning.

2-LS2.A.2 Shape and Stability

Explain & Elaborate Centers

1-2 Days Required: ● STEMscopedia ● Picture Vocabulary

Suggestions: ● Explain: Communicate ● Content Connections Video 1-3

By the end of these lessons, students should be able to answer essential questions using picture vocabulary.

2-LS2.A.2 K-2-ETS1.B.1 Shape and Stability

Evaluate: CER and Open-Ended or Multiple-Choice

1 Day **Begin Task I of PEAT at conclusion of topic Performance Expectation Assessment Task requires the What Plants Need and Animal and Plant Dependence Scopes. *It says that it Requires the 3rd Scope but we feel that the students can complete the PEAT without it.

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Engaging Scenario Engaging Scenario Performance Expectation Assessment Task -- Organisms: Needs and Interactions In this task, students will compare ways that animals disperse seeds. Students will also design a human seed dispersal system. For Part I, students will conduct a plant investigation to see if seeds need water in order to sprout. For Part II, students will observe picture of plants and animals in a desert and rainforest. For Part III, students will design or build a machine or product a human can use to disperse seeds like an animal.

Rubric for Engaging Scenario:

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Unit 2: Earth and Space Science Part 1

Subject: Science Grade: 2nd Name of Unit: Earth and Space Science Part 1 Length of Unit: 6-7 weeks (27-34 days)

The Verbs: What should students be doing?

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• Use information: Use what you know • Occur: to happen • Observe: To see, feel, taste, hear, or smell something • Compare multiple solutions: Observe the similarities and differences between different • answers • Test: Try different solutions to see which one is the best answer for a problem • Prevent: Stop something from happening

The Nouns: What key terms are found in the standard? • Evidence: Material that proves a point • Earth events: Natural things that happen and change the shape of land • Time period: An amount of time such as an hour, a day, a year, etc. • Source: A place to get something, such as a book is a place to get information • Wind: Moving air • Water: A liquid that all living things need to survive • Problem: A situation that needs to be changed or needs an answer • Solution: An answer to a problem, the way to make the needed change • Design: A plan to solve a problem

Topic 1: Quick Changes to Land

Suggested Length of Time: 10 to 12 Days Essential Questions (Student Wondering):

• Which type of natural event could quickly cause changes like downed power lines and fallen trees?

Enduring Understanding (Learning Objectives): • The student is expected to use information from several sources to provide evidence that

Earth events can occur quickly or slowly. Standards Addressed Priority:

• 2-ESS1.C.1 The History of Planet Earth: Some events happen very quickly; others occur very slowly, over a time period much longer than one can observe.

Supporting: • 2-ESS1-1 Use information from several sources to provide evidence that Earth

events can occur quickly or slowly. • Make Observations: Make observations (firsthand or from media) to construct an

evidence-based account for natural phenomena. • Pace of Change: Things may change slowly or rapidly.



Notes

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Make Observations Pace of Change

Engage: Accessing Prior Knowledge

1 Day Watch “Setup Video” Notes:

• May project images rather than print • Roadblock: Develop a list of causes

By the end of this lesson, students should make conclusions as to what caused the damages to the structures in each picture.

2-ESS1.C.1 Make Observations Pace of Change

Engage: Hook 1 Day Materials: • Before and After picture (1 per group

or project for whole class) By the end of this lesson, students should compare two different pictures showing the same piece of land and discuss the differences and possible causes of the change.

2-ESSC1.C.1 Make Observations Pace of Change

Explore: D1: Activity

1-2 Days Materials (print): • Student Journal or create in notebook • CER or add to notebook • Teacher Prep Required

1 Activity-some steps repeated several times • Part 1

o May want to show the first slide of slideshow

• Part 2 o When repeating step you may

show the other slides as a reference for students

By the end of this lesson, students should use a model and observe how a volcanic eruption changes the land around the volcano.


Explore: D2: Activity

1-2 Days Materials (print): • Student Journal or create in notebook • Teacher Prep Required

1 Activity-some steps repeated several time • Part 1

o Discussion • Part 2

o Small Group Landslide Activity

o Discussion

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By the end of this lesson, students should model how landforms can be shaped through various environmental factors.

Make Observations

Explore: D3: Engineering Solutions

3 Days Materials (print): • Student Journal • Student Rubric • Sturdy Structures • Earthquake picture (project)

Day 1: Design (Student Journal) Day 2: Build, Test, & Refine (materials) Day 3: Share & Critique By the end of this lesson, students should create a structure designed to withstand various natural disasters.

2-ESSC1.C.1 Pace of Change

Explain and Elaborate Centers

1-2 Days Required: • STEMscopedia • Picture Vocabulary

By the end of these lessons, students should be able to answer essential questions using picture vocabulary. Suggestions:

• Content Connection Videos

Evaluate: Open- Ended Response

1 Day Print PDF *could cut and paste the pictures and journal the response in notebook Performance Expectation Assessment Task requires the Quick Changes to Land, Slow Changes to Land, and Effects of Wind and Water Scopes

Topic 2: Slow Changes to Land

Suggested Length of Time: 8-10 Days Essential Questions (Student Wondering):

• What causes creeks or rivers to become deeper? Enduring Understanding (Learning Objectives):

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• The student is expected to use information from several sources to provide evidence that Earth events can occur quickly or slowly.


• 2-ESS1.C.1 The History of Planet Earth: Some events happen very quickly; others occur very slowly, over a time period much longer than one can observe.

Supporting: • 2-ESS1-1 Use information from several sources to provide evidence that Earth

events can occur quickly or slowly. • Make Observations: Make observations (firsthand or from media) to construct an

evidence-based account for natural phenomena. • Pace of Change: Things may change slowly or quickly.



Notes

Make Observations Pace of Change


1 Day Watch “Set-up Video” Materials (print):

• Student Journal (or project) By the end of the lesson, students should be able to make inferences about how the Grand Canyon was formed and how long it took.


Engage: Hook 1 Day Materials (print): • Student Journal

By the end of this lesson, students should be able to model and explain how land changes slowly.



1-2 Days Materials (print): • Student Journal • CER • Teacher Prep Required

Part 1 • Discussion

Part 2 • Slow Changes Activity • Discussion

Optional: ELL Strategy: Compare and Contrast

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By the end of this lesson, students should be able to explain how wind and water can change a mountain.



2-3 Days Materials (print): • Student Journal • Teacher Prep Required • Soil Erosion Video optional

Day 1: Preparation, The Problem, The Challenge Day 2: Build (a labeled drawing), Test, & Refine (student journal) Day 3: Share & Critique By the end of the lesson, students should be able to design a model to protect a flower bed and explain their reasoning.

2-ESSC1.C.1 Pace of Change



Suggestions: • Content Connection Videos

Evaluate: CER 1 Day Print CER Performance Expectation Assessment Task requires the Quick Changes to Land, Slow Changes to Land, and Effects of Wind and Water Scopes

Topic 3: Effects of Wind and Water


• Will more plants better prevent erosion from wind and water? Enduring Understanding (Learning Objectives):

• The student is expected to compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.


• 2-ESS2.A.1 Earth Materials and Systems: Wind and water can change the shape of the land.

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• K-2-ETS1.C.1 Optimizing the Design Solution: Because there is always more than one possible solution to a problem, it is useful to compare and test designs.

Supporting: • 2-ESS2-1 Compare multiple solutions designed to slow or prevent wind or water

from changing the shape of the land. • Multiple Solutions: Generate and/or compare multiple solutions to a problem. • Pace of Change: Things may change slowly or rapidly.



Notes

2-ESSC2.A.1 Pace of Change


1 Day Materials: • Student Journal (print or project)

Notes:

• Project for whole group or partner discussions or print and place around room for corner activity

By the end of this lesson, students should, have made observations of different landforms and discuss how they were formed.

2-ESSC2.A.1 K-2-ETS1.C.1 Pace of Change

Engage: Hook 1 Day Materials: • Student Journal or Science Notebook

Note:

• Ask questions during activity to clarify concepts and processes

By the end of this lesson, students should observe the effects of water on soil.

2-ESSC2.A.1 K-2-ETS1.C.1 Multiple Solutions Pace of Change


1-2 Days Materials (print): • Student Journal or Science Notebook • CER • CER Key

Notes:

• Prepare paint trays before you begin • May substitute hair dryer for table fans if

desired • Rotate students through observing each

model or do as a whole group lesson

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• Have students journal the effects while observing models, followed by a whole group share

By the end of this lesson, students should conduct an investigation comparing different ways to prevent wind and water erosion.

2-ESSC2.A.1 K-2-ETS1.C.1 Pace of Change

Explore D2: PBL

4 Days Materials (print): • Entry Document & PBL Expert Roles

(per student or per group) • Expert Mini-Workshops (per group) • Individual 21st Century Skills Rubric

(per student) • Teacher Rubric (per group)

Notes:

• Presentations need to include sketches of student plans, photos of models, and information of final model

• Addresses 21st Century Skills Day 1:Team Forming (do not assign roles), The Problem, and Entry Document Day 2:Expert Roles for the Design Team and Whole-Class Workshop Day 3: Expert Group Workshop Facilitation and Design Process Day 4: Team Presentation and Evaluations By the end of this lesson, students should use their knowledge of wind and water erosion. Students learn about the strengths and limitations of models, how to use models to test their ideas, and how to make logical decisions based on the evidence gained from building models.

2-ESSC2.A.1 Pace of Change



Suggestions: • Begin some students on Active

Assessment

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Evaluate: Active Assessment

1-2 Days Begin PEAT at the conclusion of this scope Performance Expectation Assessment Task requires the Quick Changes to Land, Slow Changes to Land, and Effects of Wind and Water Scopes By the end of this lesson, students should show evidence of slow or quick changes and compare solutions to beach erosion.

Engaging Scenario

Engaging Scenario Performance Expectation Assessment Task -- Dealing with Changes to the Earth *** Allow 2 to 3 Days In this task, students will show evidence of slow or quick changes and compare solutions to beach erosion. For Part I, students will go on a change hunt to look for evidence of slow or quick changes to Earth by using magazines or websites. Students will record their examples of the Journal Page. For Part II, students will compare and contrast two solutions to prevent damage from hurricanes in the Paradise Beach community, which was recently hit by a hurricane. Note: Share PEAT outcomes with students before and during the modules so that they know how they will be held accountable for their learning. While knowledge of science content is necessary to complete the PEAT, the data collected is related more to a student’s ability to demonstrate that knowledge through a task. For this reason, students should be allowed to use their journals/Science Notebooks and products of required modules. Some facilitation may be necessary.


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Unit 3: Earth and Space Science Part 2

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Subject: Science Grade: 2nd Name of Unit: Earth and Space Science Part 2 ****Connects with Maps and Measurement Tools Reporting topics in Social Studies**** Length of Unit: 16-20 days (4 weeks) The Verbs: What should students be doing?

• Develop a model: Create a representation of something in real life • Obtain information to identify: Find data to show • Exist: To be somewhere

The Nouns: What key terms are found in the standard? • Map: A drawing or picture that shows important things in an area • Land: The solid part of the surface of Earth • Bodies of Water: Ponds, lakes, oceans, and rivers • Water: A liquid that all living things need to survive • Solid: Has a definite shape • Liquid: Can be felt with your hand and takes the shape of the container • Ocean: A large body of water that is salty • River: Water flowing or moving in a channel • Lake: A large body of water with land all around it • Pond: A small body of water with land all around it • Ice: Frozen water • Form: The shape of something or if something is liquid like water or solid like ice

Topic 1: Mapping Our World


• How can flat maps show us where landforms are located? Enduring Understanding (Learning Objectives):

• The student is expected to develop a model to represent the shapes and kinds of land and bodies of water in an area.


• 2-ESS2.B.1 Plate Tectonics and Large-Scale System Interactions: Maps show where things are located. One can map the shapes and kinds of land and water in any area.

Supporting: • 2-ESS2-2 Develop a model to represent the shapes and kind of land and bodies of

water in an area. • Model Development: Develop and/or use a model to represent amounts,

relationships, relative scales (bigger, smaller), and/or patterns in the natural and designed world(s).

• Patterns in the World: Patterns in the natural and human-designed world can be observed, used to describe phenomena, and used as evidence.

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Notes

2-ESS2.B.1 Engage: Accessing Prior Knowledge

1 Day Materials (print): • Student Journal (project)

ELL Strategy: List, Group, Label By the end of this lesson, students should be able to explain at least three landforms.

2-ESS2.B.1 Model Development Patterns in the World

Engage: Hook 1 Day Materials (print): • Student Journal or notebook

By the end of this lesson, students should be able to observe and draw a map of their school.

2-ESS2.B.1 Model Development


1-2 Days Teacher Prep Time Required Materials (print):

• Student Journal • CER

Part 1: • Discussion • Classroom has become a model of

an area of land Part 2:

• Create Maps • Discussion • Add Key

Optional: ELL Strategy: Reflection By the end of this lesson, students should be able to create a map of the landforms in the classroom.

2-ESS2.B.1 Model Development Patterns in the World


3-4 Days Materials (print): • Landform Cards • Student Journal

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Day 1: The Problem, The Challenge, Criteria and Constraints Day 2: Design, Build, Test, and Refine Day 3: Share & Critique **Double salt dough recipe for 6 groups. **Create salt dough a few days ahead of time or purchase playdough/clay. By the end of this lesson, students should be able to construct a model representing landforms and bodies of water.

2-ESS2.B.1 Patterns in the World


1-2 Days Center ideas (print): • STEMscopedia • Picture Vocabulary • Content Connection Video


Evaluate: Open Ended Response

1 Day Print CER Performance Expectation Assessment Task requires both the Mapping Our World and Forms of Water on Earth Scopes

Topic 2: Forms of Water on Earth

Suggested Length of Time: 6-8 days Essential Questions (Student Wondering):

• Why can’t we drink water from the ocean? Enduring Understanding (Learning Objectives):

• The student is expected to obtain information to identify where water is found on Earth and that it can be solid or liquid.


• 2-ESS2.C.1 The Role of Water in Earth’s Surface Processes: Water is found in the ocean, rivers, lakes, and ponds. Water exists as solid ice and in liquid form.

Supporting: • 2-ESS2-3 Obtain information to identify where water is found on Earth and to

prove that it can be solid or liquid.

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• Obtaining Information: Obtain information using various texts, text features (e.g., headings, tables of contents, glossaries, electronic menus, icons), and other media that will be useful in answering a scientific question and/or supporting a scientific claim.

• Patterns in the World: Patterns in the natural and human-designed world can be observed, used to describe phenomena, and used as evidence.



Notes

2-ESS2.C.1 Obtaining Information Patterns in the World


½ Day Materials: • Student Journal (print or project)

Notes:

• Accessing Prior Knowledge and Hook may be taught as one lesson

By the end of this lesson, students should be able to explain where the water in oceans and rivers comes from.

2-ESS2.C.1 Engage: Hook ½ Day Materials: • Student map (print or project)

Option: Total Physical Response By the end of this lesson, students should be able to identify the different forms and locations of water on a map.



1 Day Materials (print): • Student Journal (print or Science

Notebook) • CER

By the end of this lesson, students should be able to create a model to show why water forms where it does.



2-3 Days Materials (print): • City Image (per group of 3) • Student Journal (print or Science

Notebook) • CER (per student--option)

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Notes:

• Prepare materials beforehand By the end of this lesson, students should be able to design a system to direct water from a river to a city.



1-2 Days Center ideas (print): • STEMscopedia • Picture Vocabulary


2-ESS2.C.1 Evaluate: Open-Ended Response

1 Day Begin PEAT at conclusion of this scope Performance Expectation Assessment Task requires both the Mapping Our World and Forms of Water on Earth Scopes By the end of this lesson, students should be able to read a description of a fictional country and create a map for it.

Engaging Scenario

Engaging Scenario Performance Expectation Assessment Task -- Mapping Land and Water *** Allow 2 to 3 Days In this task, students will read a description of a fictional country and create a map for it. For Part I, students will read about the fictional country of Foos. Students will develop a model of Foos. In Part II, students will develop a list of questions related to water, then research in books or on websites. Students will then compare their map with the research about bodies of water, discussing which is more scientific. Note: In Part 1, be sure to review the cardinal directions.


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Unit 4: Physical Science Subject: Science Grade: 2nd Name of Unit: Physical Science Length of Unit: approximately 31 days

The Verbs: What should students be doing? • Plan and conduct an investigation: Think about and do a project to answer questions • Describe: Tell or write about what you can observe about something • Classify: Put something in a group of like items • Analyze data: Find the patterns in the data • Suit: Able to be used for a purpose • Test: Try different solutions to see which one is the best answer for a problem • Make observations: To describe what you see, feel, taste, hear, or smell • Construct an evidence-based account: Tell or write what you saw • Disassemble: Take something apart • Construct an argument: Say what you think and why • Heating: Rising in temperature; getting hotter • Cooling: Lowering in temperature/ getting colder • Reverse: To go back

The Nouns: What key terms are found in the standard? • Materials: Equipment and supplies for doing or making something • Observable Properties: The look, feel, taste, sound, or smell of an object • Matter: Stuff that everything is made of • Solid: Has a definite shape • Liquid: Can be felt with your hand and takes the shape of the container • Temperature: How hot or cold something is • Properties: The look, feel, taste, sound, or smell of an object • Purpose: The reason that something is made • Intended purpose: One named use for something • Set: A group of things that go together • Pieces: Parts of a set • Substance: Something made of all one material such as water or copper

Topic 1: Properties and States of Matter

Suggested Length of Time: approx. 10 Days Essential Questions (Student Wondering):

• How would the properties of a chocolate bar and a cup of ice water change if left outside on a hot day?

Enduring Understanding (Learning Objectives): • The student is expected to plan and conduct an investigation to describe and classify

different kinds of materials by their observable properties.

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• 2-PS1.A.1 Structure and Properties of Matter: Different kinds of matter exist and many of them can be either solid or liquid, depending on temperature. Matter can be described and classified by its observable properties.

Supporting: • 2-PS1-1 Plan and conduct an investigation to describe and classify different kinds

of materials by their observable properties • Patterns in the World- Patterns in the natural and human designed world can be

observed, used to describe phenomena, and used as evidence. • Plan and Conduct Investigation- With guidance, plan and conduct an investigation

in collaboration with peers (for K). Detailed Description/Instructions:


Notes

2-PS1.A.1 Engage: Accessing Prior Knowledge

1 Day Watch “Setup Video” By the end of the lesson, students should be able to classify several images by their physical state of matter.

Plan and Conduct Investigation 2-PS1.A.1

Engage: Hook 1 Day Materials: • May substitute plastic container for

CD case • Picture Vocabulary: Observable

properties, solid, liquid Science Notebook: chart observable properties and description By the end of this lesson, students should be able to describe the physical properties of various objects and compare objects with similar properties.

2-PS1.A.1 Plan and Conduct an Investigation


2 Days Materials: • Prepare materials • Suggestion: may cut shapes out of

foam sheet Part 1-2 (Day 1): Student journal (print)

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CER (Day 2): Formative assessment - may do as a whole group as you introduce CER (print) By the end of this lesson, students should be able to determine physical properties of objects and their state of matter.

2-PS1.A.1 Plan and Conduct an Investigation Patterns in the World


3 Days Materials (print): • Student Journal • Materials Price List

Day 1: Design (Student Journal) Day 2: Build, Test, & Refine (materials) Day 3: Share & Critique By the end of the lesson, students be able to use their understanding of physical properties to build a toy that fits the criteria.

2-PS1.A.1 Patterns in the World


2 Days Required: • STEMscopedia • Picture Vocabulary

By the end of this lesson, students should be able to answer essential questions using picture vocabulary.

2-PS1.A.1 Patterns in the World Plan and Conduct Investigation

Evaluate: CER 1 Day Print PDF Performance Expectation Assessment Task requires Properties & States of Matter, Properties of Materials, Building Blocks of Matter, and Changes from Heat Scopes

Topic 2: Properties of Materials

Suggested Length of Time: 8-10 days Essential Questions (Student Wondering):

• Why are trampolines bouncy? Enduring Understanding (Learning Objectives):

• The student is expected to analyze data obtained from testing different materials to determine which materials have the properties that are best suited for intended purpose.

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• The student is expected to make observations to construct an evidence-based account of how an object made of a small set of pieces can be disassembled and made into a new object.


• 2-PS1.A.2 Structure and Properties of Matter: Different properties are suited to different purposes.

Supporting: • 2-PS1-2: Analyze data obtained from testing different materials to determine

which materials have the properties that are best suited for an intended purpose. • 2-PS1-3: Make observations to construct an evidence-based account of how an

object made of a small set of pieces can be disassembled and made into a new object.

• Analyze Data: Analyze data from tests of an object of tool to determine if it works as intended.

• Make Observations: Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena.

• Simple Tests: Simple tests can be designed to gather evidence to support or refute student ideas about causes.

• Objects: Objects may break into smaller pieces, may be put together into larger pieces, or may change shapes.


Standard IDEA Suggested # of Days

Notes

2-PS1.A.2 Analyze Data Make Observations Simple Tests


1 Day Project “Student Handout” • Hide paper towels and tissues before

experience Option: Four Corners Activity **If time allows, APK and Hook can be combined. By the end of this lesson, students should be able to use their understanding of physical properties to explain its purpose.

2-PS1.A.2 Analyze Data Make Observations

Engage: Hook 1 Day Prior to Hook: • Collect approx. 600 pennies (100 per

group)

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Simple Tests Objects

Option: Compare and Contrast in Science Notebook By the end of this lesson, students should be able to observe the strength and absorbency of two types of paper towels and determine how these create a stronger product.

Analyze Data Simple Tests


1 Day Note: use cafeteria or gym for open floor space that is smooth. Materials (Print):

• Student Journal • Student CER

Part 1 and 2 (Day 1): student journal and class data graph CER (Day 2): Formative assessment - may do as a whole group as you introduce CER (print) By the end of this lesson, students will conduct an investigation comparing the amount of friction between different types of shoes.

2-PS1.A.2 Make Observations Simple Tests Objects

Explore D2: PBL

3-4 Days Notes: • Read and prepare ahead of time! • Have one computer available for each

group of 4 • Create groups of 4; do not assign

Expert Roles until students read Entry Document & Expert Roles

Materials (print):

• Entry Document & Expert Roles (each student)

• Expert Mini-Workshops for Each Role (one set per group)

• Individual 21st Century Skills Performance Rubric (one per student)

• Teacher PBL Rubric Day 1: Team Forming, The Problem (Entry Document), preview (not assign) Design Team Expert Roles, and Whole Class Workshop

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Day 2-3: Expert Group Workshop (determine roles and train), Team Facilitation & Design Process Day 4: Team Presentation and Evaluations By the end of this lesson, students should be able to explain their reasoning for choosing various materials for the purpose of a shoe attachment.

2-PS1.A.2 Simple Tests Objects



By the end of this lesson, students should be able to answer essential questions using picture vocabulary.

2-PS1.A.2 Evaluate: CER 1 Day Materials (print): • Argue: CER (one per student) • Rubric for Teacher

Performance Expectation Assessment Task requires Properties & States of Matter, Properties of Materials, and Changes from Heat Scopes

Topic 3: Changes from Heat

Suggested Length of Time: 6 to 8 days Essential Questions (Student Wondering):

• When you heat eggs in a skillet, are the changes reversible or not? Enduring Understanding (Learning Objectives):

• The student is expected to construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot.

• The student is expected to predict and investigate that water can change from a liquid to a solid (freeze), and back again (melt), or from a liquid to a gas (evaporation), and back again (condensation) as the result of temperature changes. (Water Cycle)


• 2-PS1.B.1 Chemical Reactions: Heating or cooling a substance may cause changes that can be observed. Sometimes these changes are reversible, and sometimes they are not.

Supporting:

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

• Construct an Argument: Construct an argument with evidence to support a claim. • Observable Patterns: Events have causes that generate observable patterns.



Notes

Construct an Argument


1 Day Notes: • Student Journal may be printed, projected, or

done within Science Notebook By the end of this lesson, students should observe two images and explain how the object changed.

2-PS1.B.1 Construct an Argument Observable Patterns

Engage: Hook

1 Day Notes: • Prepare materials ahead of time • Review safety procedures before you begin • Whole group discussion

By the end of this lesson, students should learn how heating and cooling a marshmallow changes its appearance.


1 Day Materials (print): • Student Journal (or Science Notebook) • CER or Notebook jotting

Notes:

• May be best to do as whole group, grade level, or share materials among teammates (some classes can do D2: Engineering Solutions while the others do D1: Activity before switching)

• Gather/prepare materials before you • begin (some may need to be purchased-

butter, ice) o Prepare pancake batter

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o Cut butter o Gather muffin tins & fill with crayon,

butter, batter, popcorn, rock By the end of this lesson, students should discover the effect heat has on different materials.


1 Day Materials (print): • Student Journal (or Science Notebook)

Notes:

• You will need ice pops for melting By the end of this lesson, students should design a procedure that explains a fast way to melt an ice pop.

Explore D3: Water Cycle Activity (not a part of STEMscopes)

1-2 Days Website: https://thewaterproject.org/resources/lesson-plans/create-a-mini-water-cycle Making your own mini water cycle. The States of Water and The Water Cycle https://www.youtube.com/watch?v=TJoSuAVUGQA (may not need to watch all of the video)

2-PS1.B.1 Explain & Elaborate: Centers

1 Day Required: • STEMscopedia • Picture Vocabulary

Optional: • Content Connections Video


2-PS1.B.1 Observable Pattern Construct an Argument

Evaluate: CER and Open-Ended Response Assessment or Multiple-Choice

1 Day Begin PEAT at the conclusion of this scope Performance Expectation Assessment Task requires Properties & States of Matter, Properties of Materials, and Changes from Heat Scopes By the end of this lesson, students should test different materials under a heat lamp and then select different materials to make a cooler.

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https://thewaterproject.org/resources/lesson-plans/create-a-mini-water-cycle

https://thewaterproject.org/resources/lesson-plans/create-a-mini-water-cycle

https://www.youtube.com/watch?v=TJoSuAVUGQA

https://www.youtube.com/watch?v=TJoSuAVUGQA


Engaging Scenario

Engaging Scenario Performance Expectation Assessment Task -- Selecting and Using Materials in the Design Process *** Allow 2 to 3 Days In this task, students will test different materials under a heat lamp and then select different materials to make a cooler. For Part I, students will test materials to determine the best material for keeping out heat. For Part II, students will analyze data collected from the investigation and order materials from coolest to warmest. For Part III, students will build their coolers and present them to other groups. For Part IV, students will make a claim about whether the liquid water can or cannot be turned back into solid water and support it with reasoning. Note: The effectiveness of the cooler is not assessed. The performance expectation is the student’s claim, supported with evidence, whether or not the change in the ice can or cannot be reversed.


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Documents

2 Grade Science Curriculum - Park Hill School District · 2nd Grade Science Curriculum . Course Description: ... seed to a new location (plan, test, ... seed dispersal system