MCSD Science Curriculum Map ~ 2 nd Grade

Transcription

1 MCSD Science Curriculum Map ~ 2 nd Grade PA Core Standard The Nature of Science S.K 2.A.2.1: Apply skills necessary to conduct an experiment or design a solution to solve a problem. Taught in Unit(s): Nature of Science Suggested Units: Exploring the growth of plants, exploring weather changes, exploring animal migration Explanation/Example of Standard (*Eligible Content) Generate questions about objects, organisms, or events that can be answered through scientific investigations. Observe a natural phenomenon (e.g. growth of plants), record observations, make predictions based on those observations State a conclusion that is consistent with the information and data. Common Misconceptions Changing a variable in an investigation will not change the outcome. Information only comes from books. Big Idea(s) Essential Question(s) One can demonstrate that an outcome will change in an investigation whether there is a change in one or more of the variables. How can I demonstrate that an outcome will change whether there is a change in one or more of the variables? Assessment(s) Teacher observation, class discussion, questioning and student responses. Concepts (what students need to know) Skills (what students must be able to do) How to recognize differences in an experiment that have occurred when changes have been made. Make connections between variables and experiments Demonstrate an understanding that making a Vocabulary words: variables, hypothesis, change to an investigation may change the observation, conclusion outcomes of the investigation. Make connections of how observations affect the hypothesis and conclusion. I Can Statements I can demonstrate that an outcome will change whether one or more of the variables changes. I can state the definition of investigate, experiment, and variables. Resources Experiments, websites (BrainPop Jr., YouTube, DiscoveryEd), trade books, plants/hands on lessons and activities 1

2 about plants, language learners/second grade overview/from flower to fruit Reflections 2

3 MCSD Science Curriculum Map ~ 2 nd Grade Common Core State Standard The Nature of Science PA Core Standard S.K 2.A.2.2.1: Identify appropriate instruments for a specific task and describe the information the instrument can provide. Taught in Unit(s): Nature of Science Suggested Units: Exploring the growth of plants, exploring weather changes, exploring animal migration Explanation/Example of Standard (*Eligible Content) Identify simple tools that can be used in an investigation) e.g., measuring cup, hand lens, ruler, balance scale, thermometer). Common Misconceptions A thermometer is only used to read my body temperature. Measuring cups are only used in baking and cooking. A magnifying is a tool used by only detectives. A one foot ruler is equal to the size of my foot. Big Idea(s) Essential Question(s) As scientists, students can demonstrate the use of tools to aid in collecting information and data. Information collected through observations aids in making predictions. What tools can be used to collect information and data? Which task specific tool should be used to collect desired information? Assessment(s) Teacher observation, class discussion, questioning and student responses, journals and projects. Concepts (what students need to know) Vocabulary words: measuring cup, hand lens, ruler, balance scale, thermometer, inch, foot, predict, test, cup, pint, quart, temperature, degree, Fahrenheit, estimate, length. How to use simple tools in an investigation. Which task specific tool to choose to collect desired information and data. Skills (what students must be able to do) Demonstrate the use of a measuring cup, hand lens, balance scale, and thermometer. Make accurate measurements with appropriate tools. Demonstrate which task specific tool should be used to collect desired information and data. Use evidence to communicate ideas. Communicate and present findings through illustrations and/or projects. Construct simple graphs and charts from data collected. 3

4 I Can Statements I can demonstrate the meaning of measuring cup, hand lens, ruler, balance scale, thermometer, inch, foot, predict, test, cup, pint, quart, temperature, degree, Fahrenheit, estimate, length. I can use simple tools in an investigation. I can choose a task specific tool to collect information and data. Resources Measuring cup, hand lens, ruler, balance scale, thermometer, Reflections 4

5 MCSD Science Curriculum Map ~ 2 nd Grade PA Core Standard The Nature of Science S.K 2.A.2.1: Identify and explain the application of scientific, environmental, or technological knowledge to possible solutions to problems. Taught in Unit(s): Nature of Science Suggested Units: Exploring the growth of plants, exploring weather changes, exploring animal migration Explanation/Example of Standard (*Eligible Content) Understand that making a change to an investigation may change the outcome(s) or the investigation. Describe outcomes of an investigation. Common Misconceptions Changing a variable in an investigation will not change the outcome. Big Idea(s) Essential Question(s) One can demonstrate that an outcome will change in an investigation whether there is a change in one or more of the variables. How can I demonstrate that an outcome will change whether there is a change in one or more of the variables? Assessment(s) Teacher observation, class discussion, questioning, student responses, journaling Concepts (what students need to know) Skills (what students must be able to do) How to recognize differences in an experiment that have occurred when changes have been made. Define: variables, hypothesis, observation, conclusion Make connections between variables and Vocabulary words: variables, hypothesis, experiments observation, conclusion Demonstrate an understanding that making a change to an investigation may change the outcomes of the investigation. Make connections of how observations affect the hypothesis and conclusion. I Can Statements I can define: variables, hypothesis, observation, conclusion I can demonstrate that an outcome will change whether one or more of the variables changes. I can state the definition of investigate, experiment, and variables. Resources Experiments, websites (BrainPop Jr., YouTube, DiscoveryEd), trade books 5

6 Reflections 6

7 MCSD Science Curriculum Map ~ 2 nd Grade PA Core Standard Biological Sciences S.K 2.B.1.1: Identify and describe similarities and differences between living things and their life processes. Taught in Unit(s): Biological Sciences Suggested Units: Animal Classification Explanation/Example of Standard (*Eligible Content) Describe basic external structures of animals and plants Identify life processes of living things (e.g., growth, digestion, respiration) Common Misconceptions All baby animals look exactly the same as their parents All baby animals come from eggs Any animal would make a good pet Big Idea(s) Essential Question(s) All living things are made of parts that have specific functions. Most living things need food, air and water to survive. External characteristics of organisms can be used to categorize animals and their offspring. Assessment(s) How do the structures and functions of living things allow them to meet their needs? How are external characteristics used to categorize animals and their offspring? Teacher observations, class discussions, questioning, journaling and student responses. Concepts Skills (what students need to know) Vocabulary words: survive, animal families/classes, wild, tame, mammal, amphibian, reptile, bird, fish, insects, spiders, offspring External characteristics are used to determine animal classification and categorize them with their offspring. I Can Statements (what students must be able to do) Define vocabulary words: survive, animal families/classes, wild, tame, mammal, amphibian, reptile, bird, fish, insects, spiders Compare similar function of external characteristics of organisms (e.g., anatomical characteristics: appendages, type of covering, body segments I can define: survive, animal families/classes, wild, tame, mammal, amphibian, reptile, bird, fish, insects, spiders I can tell that observable characteristics are things I can see on an animal. I can see that different characteristics of animals are passed on from their parents. 7

8 I can see that body coverings (fur, hair, feathers, scales), coloring, beak shape, and eye color are characteristics that parents pass on to their young. I can match baby animals to their parent. Resources Scholastic News, Weekly Reader, Brainpop jr., Discovery Ed. Videos, animals.nationalgeographic.com/animals Reflections 8

9 MCSD Science Curriculum Map ~ 2 nd Grade PA Core Standard Biological Sciences S.K 2.B Identify and explain how adaptations help organisms to survive. Taught in Unit(s): Biological Sciences Suggested units: Habitats Explanation/Example of Standard (*Eligible Content) Identify and describe habitats (e.g., wetland, meadow, forest, lake, river, ocean, pond). Common Misconceptions All kinds of animals live in my backyard. Forests are full of every kind of animal. There is no reason for an animal s uniqueness. Big Idea(s) Essential Question(s) All animal classes adapt their external characteristics over time in order to survive in specific habitats. How do animals adapt their external characteristics to survive in specific habitats? What are some adaptations for survival? Assessment(s) Teacher observations, class discussions, questioning, journaling and student responses. Concepts Skills (what students need to know) Vocabulary words: wetland, meadow, forest, lake, river, ocean, pond, desert Characteristics of each habitat Characteristics for animal survival in different environments (what students must be able to do) Define: wetland, meadow, forest, lake, river, ocean, pond, desert Identify characteristics of each habitat Recognize common characteristics animals need to survive in different environments or habitats Investigate adaptations. Compare adaptations of 2 or more animals. Create an animal and describe its adaptations to its environment. I Can Statements I can define: wetland, meadow, forest, lake, river, ocean, pond, desert I can state the characteristics of each habitat or environment. I can use the characteristics of each habitat to help identify which animals can survive there. 9

10 Resources Scholastic News, Weekly Reader, Brain Pop Jr. Video Clips, Discovery Education Videos, animals.nationalgeographic.com/animals, Reflections 10

11 MCSD Science Curriculum Map ~ 2 nd Grade PA Core Standard Biological Sciences S.K 2.B Describe the living and nonliving components of a local ecosystem (e.g. forest, cornfield, grasslands, city park, playground). S.K 2.B Identify and describe living and nonliving things in the environment and their interaction. Taught in Unit(s): Biological Sciences Suggested units: Habitats Explanation/Example of Standard (*Eligible Content) Distinguish between living and nonliving things Identify plants and animals as living things. Common Misconceptions All moving things are living. All non-moving things are nonliving. Changes in the environment do not affect the living things. Big Idea(s) Essential Question(s) All living things are made of parts that have What defines living versus nonliving things? specific functions. Most living things need food, air, and water to survive. Assessment(s) Teacher observations, class discussions, journaling, questioning and student responses. Concepts (what students need to know) Vocabulary words: habitat, living, nonliving, life Characteristics that define living and nonliving things Skills (what students must be able to do) Define: habitat, living, nonliving, life Recognize the differences between living and nonliving things Identify that living things need food, air, and water to survive Investigate 2 habitats to identify living and nonliving elements within these habitats. I Can Statements I can define: habitat, living, nonliving, life I can recognize the differences between living and nonliving things. I can identify plants and animals as living things. I can identify what living things need to survive (air, water, and food). 11

12 Resources Scholastic News, Weekly Reader, Discovery Education Videos, animals.nationalgeographic.com/animals Reflections 12

13 MCSD Science Curriculum Map ~ 2 nd Grade PA Core Standard Biological Sciences S.K 2.B.3.2 Describe, explain, and predict change in natural or humanmade systems and the possible effects of those changes on the environment. Taught in Unit(s): Biological Sciences Suggested units: Ecosystems Explanation/Example of Standard (*Eligible Content) Describe what happens to a living thing when its habitat is changed. Identify natural events (e.g., fire, flood, extreme weather) and human actions (e.g., road construction, pollution, urban development, dam building) that can impact an ecosystem. Explain how seasonal changes affect plants, animals, or human daily life (e.g., food availability, shelter, mobility). Common Misconceptions My actions only affect me. Nature will be okay no matter what happens. Changes do not affect living things. Big Idea(s) Essential Question(s) Natural events and human actions can impact an ecosystem. How do natural events and human actions impact an ecosystem? What is a habitat? What is an ecosystem? How do plants and animals help each other? Why/how do habitats change? Assessment(s) Teacher observations, class discussions, questioning, journaling, and student responses. Concepts Skills (what students need to know) (what students must be able to do) Vocabulary words: storm, weather, hurricane, predict, extreme weather, forecast, fire, flood, volcano, pollution, urban development Natural events and human actions can impact an ecosystem. Define: storm, weather, hurricane, predict, extreme weather, forecast, fire, flood, volcano, pollution, urban development Identify natural events and human actions that can impact an ecosystem. Define ecosystems. Plan and construct an ecosystem terrarium. 13

14 Draw conclusion on how we can be a positive influence within our ecosystem. I Can Statements I can define: storm, weather, hurricane, predict, extreme weather, forecast, fire, flood, volcano, pollution, urban development I can identify natural events. I can identify how natural events impact an ecosystem. I can identify human actions that may have an impact on the ecosystem. I can identify how human actions impact an ecosystem. Resources Benchmark Story Bringing Back the Whooping Crane, Scholastic News, Weekly Reader, Discovery Education Videos, games.noaa.gov Reflections 14

15 MCSD Science Curriculum Map ~ 2 nd Grade PA Core Standard Biological Sciences S.K 2.B.3.3 Identify and describe human reliance on the environment at the individual or community level. Taught in Unit(s): Biological Sciences Suggested units: Recycling/Earth Day, Goods and Services, Supply and Demand Explanation/Example of Standard (*Eligible Content) Identify methods of recycling and reusing resources Common Misconceptions My actions only affect me. Nature will be okay no matter what happens. I can throw out anything I want. Big Idea(s) Essential Question(s) Human actions can have a negative impact on an ecosystem. How can human actions have a negative impact on an ecosystem? Assessment(s) Teacher observations, class discussions, questioning and student responses. Concepts Skills (what students need to know) (what students must be able to do) Vocabulary words: reduce, reuse, recycle, resource, create, waste, wasteful, resourceful Define: reduce, reuse, recycle, resource, create, waste, wasteful, resourceful Identify methods of recycling and reusing Methods of recycling and reusing resources resources Alternative solutions for waste Investigate possible negative impacts on the Possible negative impacts on the environment from production of excessive environment from production of excessive waste waste Identify goods and services being used daily. Compare people in different cultures and compare/contrast the products they use. Investigate alternative ways to recycle that are currently being used. Evaluate their effectiveness. I Can Statements I can define: reduce, reuse, recycle, resource, create, waste, wasteful, resourceful I can name items that can be recycled. I can find new ways reuse my trash. I can tell how to recycle different things. 15

16 I can tell how making more trash can hurt the Earth. Resources Scholastic News, Weekly Reader, Brain pop Jr. videos, Discovery Education Videos, games.noaa.gov, and crafts/recycled crafts Reflections 16

17 MCSD Science Curriculum Map ~ 2 nd Grade PA Core Standard Physical Sciences S.K 2.C Describe observable physical properties of matter. Taught in Unit(s): Physical Sciences Suggested units: Physical Sciences, States of matter Explanation/Example of Standard (*Eligible Content) Describe basic changes to properties of matter (e.g. baking, cooking, and heating). Identify how baking, heating, and cooking may cause changes in properties of materials. Common Misconceptions You can heat something at any temperature and the results will be the same. Big Idea(s) Essential Question(s) Baking, heating, and cooking may cause changes in properties of materials. How might baking, heating, and cooking cause changes in properties of materials? Some changes to properties of materials can be Which changes to properties of materials can be reversed as heating or cooling is applied. reversed? Assessment(s) Teacher observations, class discussions, questioning and student responses. Concepts Skills (what students need to know) Vocabulary words: cooking, baking, melting, heating, cooling, reverse, properties, state, solid, liquid, gas Reversible properties may include changes between liquids, solids, gases I Can Statements (what students must be able to do) Define: cooking, baking, melting, heating, cooling, reverse, properties, state, solid, liquid, gas Observe and describe the properties of liquids, solids, gases. I can define: cooking, baking, melting, heating, cooling, reverse, properties, state, solid, liquid, gas I can tell the difference between a liquid, a solid, and a gas. I can describe basic changes to properties of matter (e.g. baking, cooking, and heating). I can identify the causes for changes in properties of materials. Resources Scholastic News, Weekly Reader, Brain pop Jr. videos, Discovery Education Videos,

18 Reflections 18

19 MCSD Science Curriculum Map ~ 2 nd Grade PA Core Standard Earth and Space Science S4.D.1.1 Describe basic landforms in Pennsylvania S4.D.1.2 Identify the types and uses of Earth s resources. Suggested units: Landforms, Natural Resources, Taught in Unit(s): Physical Sciences Explanation/Example of Standard (*Eligible Content) Identify features on earth's surface (e.g., lakes, rivers, oceans, mountains, plains, volcanoes). Describe natural events that alter earth's surface (e.g., volcanic eruptions, floods, hurricanes, earthquakes). Describe prominent earth features in Pennsylvania (e.g. mountains, valleys, sinkholes, lakes, rivers) were formed. Common Misconceptions Earth s landforms have always been established. Earth s landforms do not change. Natural events do not alter or change the Earth s features. Big Idea(s) Essential Question(s) The earth s system changes constantly as air, water, soil, and rock interact, and the earth is part of a larger sun, earth, moon system. A system is made of parts, and the parts can interact. Assessment(s) What are some ways that the earth s landforms can change over time? What are the ways we use earth s resources? Teacher observations, class discussions, questioning, projects and student responses through discussions or journaling. Concepts Skills (what students need to know) (what students must be able to do) Vocabulary words: lakes, rivers, oceans, mountains, plains, volcanoes, volcanic eruptions, floods, hurricanes, earthquakes Characteristics of different landforms Define: lakes, rivers, oceans, mountains, plains, volcanoes, volcanic eruptions, floods, hurricanes, earthquakes Create and identify the different land forms I Can Statements I can define: lakes, rivers, oceans, mountains, plains, volcanoes, volcanic eruptions, floods, hurricanes, earthquakes I can create and identify the different land forms. 19

20 Resources Scholastic News, Weekly Reader, Brain pop Jr. videos, Discovery Education Videos, Reflections 20

21 MCSD Science Curriculum Map ~ 2 nd Grade PA Core Standard Earth and Space Science S4.D.1.3 Describe Earth s different sources of water or describe changes in the form of water. Taught in Unit(s): Physical Sciences Suggested units: Water Explanation/Example of Standard (*Eligible Content) Describe types of freshwater and saltwater bodies (e.g. lakes, rivers, wetlands, oceans). Explain how water goes through phase changes (i.e., evaporation, condensation, freezing, and melting). Common Misconceptions Bodies of water are the same. Bodies of water have the same uses and lifeforms. Big Idea(s) The earth s system changes constantly as air, water, soil, and rock interact, and the earth is part of a larger sun, earth, moon system. A system is made of parts, and the parts can interact. Assessment(s) Essential Question(s) What are some ways that the earth s landforms can change over time? What are the ways we use earth s resources? Teacher observations, class discussions, questioning, projects and student responses through discussions or journaling. Concepts (what students need to know) Vocabulary words: freshwater, saltwater, lakes, rivers, oceans, ponds, streams, wetlands, evaporation, condensation, freezing, and melting. The phases of the water cycle and temperate at each stage. I Can Statements Skills (what students must be able to do) Identify and describe the different types of bodies of water. Construct a model of the water cycle. Explain each phase of the water cycle and show the temperature at each stage. I can define freshwater, saltwater, lakes, rivers, oceans, ponds, streams, wetlands, evaporation, condensation, freezing, and melting. I can explain the water cycle. Resources Scholastic News, Weekly Reader, Brain pop Jr. videos, Discovery Education Videos, 21

22 Reflections 22

23 MCSD Science Curriculum Map ~ 2 nd Grade PA Core Standard Earth and Space Science S4.D.2.1 Identify basic weather conditions and how they are measured. Taught in Unit(s): Physical Sciences Suggested units: Weather Explanation/Example of Standard (*Eligible Content) Identify basic cloud types (i.e. cirrus, cumulus, stratus, and cumulonimbus) and make connections to basic elements of weather (e.g., changes in temperature and precipitation). Identify weather patterns from data charts of graph on the data (e.g., temperature, wind direction, wind speed, cloud types and precipitation). Identify appropriate instruments (i.e., thermometer, rain gauge, weather vane, anemometer, and barometer) to study weather and what they measure. Common Misconceptions Clouds are random and are not related to the weather. Weather is random and cannot be predicted. There is no way to measure weather patterns. Big Idea(s) The earth system changes as the air, water, soil, and rock interact, and the earth is a part of a larger sun, earth and moon system. Assessment(s) Essential Question(s) What predictable patterns of change can be observed on and from earth? What is the evidence that the earth s systems change? Teacher observations, class discussions, questioning, projects and student responses through discussions or journaling. Concepts Skills (what students need to know) (what students must be able to do) Vocabulary words: temperature, wind speed, wind direction, and precipitation Basic cloud types (i.e. cirrus, cumulus, stratus, and cumulonimbus) The basic elements of weather (e.g., changes in temperature and precipitation). Identify temperature, wind speed, wind direction, and precipitation Label and illustrate the basic cloud types (i.e. cirrus, cumulus, stratus, and cumulonimbus) Investigate the basic elements of weather (e.g., changes in temperature and precipitation). Make weather observations and create a graph to show weather patterns over time. 23

24 I Can Statements I can define temperature, wind speed, wind direction, and precipitation. I can predict the weather based on observations. Resources Scholastic News, Weekly Reader, Brain pop Jr. videos, Discovery Education Videos, Reflections 24