Unit: Plants & Animals (Grade 2)

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1 Unit: Plants & Animals (Grade 2) Content Area: Science Course(s): Science Time Period: 8 weeks Length: Weeks Status: Published Unit Overview Students will determine the life cycles of plants and animals & analyze the similarities and differences between parents and offspring Students will also determine how these traits allow plants and animals to survive in different environments Transfer Students will be able to independently use their learning to determine characteristics of living things Meaning Understandings Students will understand all living things go through a life cycle new organisms have traits that resemble their parents living things have traits that help them to survive Essential Questions Students will keep considering how do plants and animals grow and change?

2 how does the growth and change of plants and animals allow these organisms to survive? Application of Knowledge and Skill Students will be skilled at Students will be skilled at differentiating between living and nonliving things analyzing the life cycle of a plant / animal determining how an organism's traits help it to survive Students will know Students will know a life cycle tells how an animal starts life, grows to be an adult, has young and dies the stages of a plant's life cycle, beginning with the seed every animal has a life cycle plants and animals have traits that help them survive in different environments Academic Vocabulary living nonliving flower seed

3 pollen life cycle seedling trait mammal amphibian reptile insect larva pupa adaptation camouflage Learning Goal 1 Record the observable characteristics of plants and animals to determine the similarities and differences between parents and their offspring Target 1 SWBAT recognize that plants look and act like their parent plants SCIK 2532D SCIK 2532D1 SCIK 2532Db Target 2 SWBAT describe, classify, and compare animals Organisms reproduce, develop, and have predictable life cycles Organisms contain genetic information that influences their traits, and they pass this on to their offspring during reproduction Record the observable characteristics of plants and animals to determine the similarities and differences between parents and their offspring Organisms have predictable characteristics at different stages of development SCIK 2532D SCIK 2532D1 Organisms reproduce, develop, and have predictable life cycles Organisms contain genetic information that influences their traits, and they pass this on to their offspring during reproduction Record the observable characteristics of plants and animals to determine the similarities and differences

4 SCIK 2532Db between parents and their offspring Organisms have predictable characteristics at different stages of development Learning Goal 2 Describe similarities and differences in observable traits between parent plants/animals and their offspring & through observation, determine that changes occur within a life cycle of plants/animals Target 1 SWBAT describe seeds and their origins SCIK 2532D SCIK 2532E SCIK 2532D2 SCIK 2532Ea SCIK 2532E1 Target 2 SWBAT identify the stages in a plant's life cycle Organisms reproduce, develop, and have predictable life cycles Organisms contain genetic information that influences their traits, and they pass this on to their offspring during reproduction Sometimes, differences between organisms of the same kind provide advantages for surviving and reproducing in different environments These selective differences may lead to dramatic changes in characteristics of organisms in a population over extremely long periods of time Determine the characteristic changes that occur during the life cycle of plants and animals by examining a variety of species, and distinguish between growth and development Variations exist within a group of the same kind of organism Describe similarities and differences in observable traits between parents and offspring SCIK 2532D SCIK 2532E SCIK 2532D2 SCIK 2532Ea SCIK 2532E1 Target 3 SWBAT explain that every animal has a life cycle Organisms reproduce, develop, and have predictable life cycles Organisms contain genetic information that influences their traits, and they pass this on to their offspring during reproduction Sometimes, differences between organisms of the same kind provide advantages for surviving and reproducing in different environments These selective differences may lead to dramatic changes in characteristics of organisms in a population over extremely long periods of time Determine the characteristic changes that occur during the life cycle of plants and animals by examining a variety of species, and distinguish between growth and development Variations exist within a group of the same kind of organism Describe similarities and differences in observable traits between parents and offspring SCIK 2532D SCIK 2532Db SCIK 2532D2 Target 4 SWBAT describe and compare the life cyces of animals Organisms reproduce, develop, and have predictable life cycles Organisms contain genetic information that influences their traits, and they pass this on to their offspring during reproduction Organisms have predictable characteristics at different stages of development Determine the characteristic changes that occur during the life cycle of plants and animals by examining a variety of species, and distinguish between growth and development SCIK 2532D SCIK 2532Db SCIK 2532D2 Organisms reproduce, develop, and have predictable life cycles Organisms contain genetic information that influences their traits, and they pass this on to their offspring during reproduction Organisms have predictable characteristics at different stages of development Determine the characteristic changes that occur during the life cycle of plants and animals by examining a variety of species, and distinguish between growth and development Learning Goal 3 Describe how similar structures in organisms have similar functions to help those organisms survive in different

5 environments (ie eyes, ears, mouths) Target 1 SWBAT describe plant and animal features and how those features allow them to survive in different environments SCIK 2532E SCIK 2532Eb SCIK 2532E2 Target 2 SWBAT identify how camouflage helps animals stay safe Sometimes, differences between organisms of the same kind provide advantages for surviving and reproducing in different environments These selective differences may lead to dramatic changes in characteristics of organisms in a population over extremely long periods of time Plants and animals have features that help them survive in different environments Describe how similar structures found in different organisms (eg, eyes, ears, mouths) have similar functions and enable those organisms to survive in different environments SCIK 2532E SCIK 2532Eb SCIK 2532E2 Target 3 SWBAT explain how animals protect themselves Sometimes, differences between organisms of the same kind provide advantages for surviving and reproducing in different environments These selective differences may lead to dramatic changes in characteristics of organisms in a population over extremely long periods of time Plants and animals have features that help them survive in different environments Describe how similar structures found in different organisms (eg, eyes, ears, mouths) have similar functions and enable those organisms to survive in different environments SCIK 2532E SCIK 2532Eb SCIK 2532E2 Sometimes, differences between organisms of the same kind provide advantages for surviving and reproducing in different environments These selective differences may lead to dramatic changes in characteristics of organisms in a population over extremely long periods of time Plants and animals have features that help them survive in different environments Describe how similar structures found in different organisms (eg, eyes, ears, mouths) have similar functions and enable those organisms to survive in different environments Summative Assessment Science, A Closer Look: Assessment Book pp 1 4, 8 11 (Unit A, Chapter 1) Science, A Closer Look: Assessment Book pp 14 17, (Unit A, Chapter 2) 21st Century Life and Careers WORKK WORKK 4914A3 WORKK 4914A4 WORKK WORKK 4914B1 The ability to recognize a problem and apply critical thinking and problem solving skills to solve the problem is a lifelong skill that develops over time Determine when the use of technology is appropriate to solve problems Use data accessed on the Web to inform solutions to problems and the decision making process Brainstorming activities enhance creative and innovative thinking in individual and group goal setting and problem solving Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking

6 Formative Assessment and Performance Opportunities Key Concept Cards Compare Life Cycles of Animals Venn Diagram / Lesson 2 TM p 65 Key Concept Cards Draw a Sequence / Lesson 2 TM p 35 Key Concept Cards Identity Traits Venn Diagram / Lesson 3 TM p 43 Key Concept Cards Make an Animal Accordian Book / Lesson 1 TM p 59 Key Concept Cards Staying Safe Diagram / Lesson 3 TM p 73 On line Vocabulary Games Reading and Writing Activity Pages Science Leveled Readers Guided Questions Differentiation & Enrichment small group instruction create a foldable illustrating learned concepts PuzzleMaker CD ROM Vocabulary Games Leveled Readers BrainPopJr Unit Resources Science: A Closer Look Unit A, Chapter 1 (Lessons 1,2,3) / Chapter 2 (Lessons 1,2,3) Teacher Manual Science in Motion Website Science Leveled Readers Building Skills: Assessment Reading and Writing Graphic Organizers wwwbrainpopjrcom

7 Unit: Environment (Grade 2) Content Area: Science Course(s): Science Time Period: 8 weeks Length: Weeks Status: Published Unit Overview Students will determine how character traits allow plants and animals to survive in different environments and identify the basic needs of living organisms Transfer Students will be able to independently identify the basic needs of living things and how these living things utilize their environment to meet these needs Meaning Understandings Students will understand living things have traits that help them to survive plants and animals live in different habitats plants and animals use their habitats to meet their needs what a food chain is what a food web is that habitats change characteristics of different habitats (woodland forest, rain forest, desert, Arctic, ocean, pond)

8 Essential Questions Students will keep considering what do animals need to stay safe? how do plants and animals survive in their habitats? what can cause habitats to change? how do living things survive in a forest habitat? what are desert habitats like? what are some different water habitats? Application of Knowledge and Skill Students will know Students will know plants and animals have traits that help them survive in different environments a habitat is a place where plants and animals live plants and animals use their habitats to meet their needs a predator hunts prey for food a food chain is a model of the order in which living things get food a food web is two or more food chains there are many factors that can lead to a habitat changing (drought, fire, flood) animals can become endangered when there are only a few left scientists use clues to learn about Earth's past (fossils, why animals become extinct)

9 Students will be skilled at Students will be skilled at determining how an organism's traits help it to survive comparing and contrasting different habitats creating and analyzing food chains and food webs Academic Vocabulary adaptation camouflage habitat food chain predator prey food web drought endangered fossil extinct woodland forest rain forest

10 desert Arctic ocean pond Learning Goal 1 Describe how similar structures in organisms have similar functions to help those organisms survive in different environments (ie eyes, ears, mouths) Target 1 SWBAT explain how animal parts help animals meet their needs SCIK 2532E SCIK 2532Eb SCIK 2532E2 Sometimes, differences between organisms of the same kind provide advantages for surviving and reproducing in different environments These selective differences may lead to dramatic changes in characteristics of organisms in a population over extremely long periods of time Plants and animals have features that help them survive in different environments Describe how similar structures found in different organisms (eg, eyes, ears, mouths) have similar functions and enable those organisms to survive in different environments Learning Goal 2 Determine how a living thing utilizes its environment to meet it's needs Target 1 SWBAT describe different habitats SCIK 2542Gc SCIK 2542G3 Target 2 SWBAT explain how plants and animals use their habitats Organisms have basic needs and they meet those needs within their environment Identify and categorize the basic needs of living organisms as they relate to the environment SCIK 2542Gc SCIK 2542G3 Target 3 SWBAT describe a food chain and a food web Organisms have basic needs and they meet those needs within their environment Identify and categorize the basic needs of living organisms as they relate to the environment

11 SCIK 2542Gc SCIK 2542G3 Organisms have basic needs and they meet those needs within their environment Identify and categorize the basic needs of living organisms as they relate to the environment Summative Assessment Science, A Closer Look: Assessment Book p 20 (Unit A / Chapter 2, Lesson 3 TEST) Science, A Closer Look: Assessment Book pp 27 30, (Unit B / Chapter 3) Science, A Closer Look: Assessment Book pp 40 43, (Unit B / Chapter 4) 21st Century Life and Careers WORKK The ability to recognize a problem and apply critical thinking and problem solving skills to solve the problem is a lifelong skill that develops over time WORKK 4914A3 Determine when the use of technology is appropriate to solve problems WORKK 4914A4 Use data accessed on the Web to inform solutions to problems and the decision making process WORKK Brainstorming activities enhance creative and innovative thinking in individual and group goal setting and problem solving WORKK 4914B1 Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking Formative Assessment and Performance Opportunities Key Concept Cards Diorama of a Habitat / Lesson 1 TM p 93 Key Concept Cards Make a Food Web Mobile / Lesson 2 TM p 99 Key Concept Cards Make a List / Lesson 3 TM p 109 Key Concept Cards Staying Safe Diagram / Lesson 3 TM p 73 Key Concept Cards T Chart / Lesson 2 TM p 133 Key Concept Cards Word Associations / Lesson 1 TM p 125 Key Concept Cards Write a Sentence / Lesson 3 TM p 139 On line Vocabulary Games Reading and Writing Activity Pages Science Leveled Readers Guided Questions Differentiation & Enrichment small group instruction create a foldable illustrating learned concepts PuzzleMaker CD ROM Vocabulary Games Leveled Readers BrainPopJr

12 Unit Resources Science: A Closer Look Unit A, Chapter 2 (Lesson 3), Unit B / Chapter 3 (Lessons 1,2,3), Chapter 4 (Lessons 1,2,3) Teacher Manual Science in Motion Website Science Leveled Readers Building Skills: Assessment Reading and Writing Graphic Organizers wwwbrainpopjrcom

13 Unit: Our Earth (Grade 2) Content Area: Science Course(s): Science Time Period: 8 weeks Length: Weeks Status: Published Transfer Students will be able to independently describe Earth materials and identify how these natural resources are used to make manufactured products Meaning Understandings Students will understand that Earth is made up of layers and there are different landforms on Earth's surface water is an important natural resource that can be found in various locations on Earth living things have traits that help them to survive that Earth goes through many changes (slow and fast) caused by wind and water what rocks and minerals are and how they are used how soil is formed how people use natural resources & explain why people should take care of Earth's resources Essential Questions Students will keep considering

14 what are the parts of hte Earth? how do living things use Earth's water? how does Earth change? how do we use rocks and minerals? where does soil come from? how can we take care of Earth's resources? Application of Knowledge and Skill Students will know Students will know the Earth consists of layers (core, mantle, crust) water is an important natural resource that can be found in various places on Earth wind and water can cause fast and slow changes to the surface of Earth rocks and minerals are nonliving resources that people can use to make other nonliving things soil is made up of tiny rocks and dead plant/animal parts that a natural resource is something we use every day why natural resources should be cared for Students will be skilled at Students will be skilled at

15 identifying and labeling the layers of Earth explaining ways that Earth's surface is constantly changing giving examples of specific natural resources explaining the importance of Earth's natural resources to our survival Academic Vocabulary landform crust mantle core fresh water ocean earthquake volcano landslide natural resource rock minerals soil decompose pollution reduce reuse recycle

16 Learning Goal 1 Describe Earth materials using appropriate terms (such as hard, soft, dry, wet, heavy, and light) and list natural resources used in the process of making manufactured products Target 1 SWBAT explain how rocks and minerals are used SCIK 2542Ca SCIK 2542C1 SCIK 2542G2 SCIK 2542Gd SCIK 2542G4 Target 2 SWBAT explain how soil is formed Soils are made of many living and nonliving substances The attributes and properties of soil (eg, moisture, kind and size of particles, living/organic elements, etc) vary depending on location Describe Earth materials using appropriate terms, such as hard, soft, dry, wet, heavy, and light Identify and use water conservation practices The origin of everyday manufactured products such as paper and cans can be traced back to natural resources Identify the natural resources used in the process of making various manufactured products SCIK 2542Ca SCIK 2542C1 SCIK 2542G2 SCIK 2542Gd SCIK 2542G4 Soils are made of many living and nonliving substances The attributes and properties of soil (eg, moisture, kind and size of particles, living/organic elements, etc) vary depending on location Describe Earth materials using appropriate terms, such as hard, soft, dry, wet, heavy, and light Identify and use water conservation practices The origin of everyday manufactured products such as paper and cans can be traced back to natural resources Identify the natural resources used in the process of making various manufactured products Target 3 SWBAT describe how people use natural resources & explain why people should take care of Earth's resources SCIK 2542Ca SCIK 2542C1 SCIK 2542G2 SCIK 2542Gd SCIK 2542G4 Target 4 SWBAT explain what rocks and minerals are and how they are used Soils are made of many living and nonliving substances The attributes and properties of soil (eg, moisture, kind and size of particles, living/organic elements, etc) vary depending on location Describe Earth materials using appropriate terms, such as hard, soft, dry, wet, heavy, and light Identify and use water conservation practices The origin of everyday manufactured products such as paper and cans can be traced back to natural resources Identify the natural resources used in the process of making various manufactured products SCIK 2542Ca SCIK 2542C1 SCIK 2542G2 SCIK 2542Gd SCIK 2542G4 Target 5 Soils are made of many living and nonliving substances The attributes and properties of soil (eg, moisture, kind and size of particles, living/organic elements, etc) vary depending on location Describe Earth materials using appropriate terms, such as hard, soft, dry, wet, heavy, and light Identify and use water conservation practices The origin of everyday manufactured products such as paper and cans can be traced back to natural resources Identify the natural resources used in the process of making various manufactured products

17 SWBAT describe what things make up soil and explain how soil is formed SCIK 2542Ca SCIK 2542C1 SCIK 2542G2 SCIK 2542Gd SCIK 2542G4 Soils are made of many living and nonliving substances The attributes and properties of soil (eg, moisture, kind and size of particles, living/organic elements, etc) vary depending on location Describe Earth materials using appropriate terms, such as hard, soft, dry, wet, heavy, and light Identify and use water conservation practices The origin of everyday manufactured products such as paper and cans can be traced back to natural resources Identify the natural resources used in the process of making various manufactured products Summative Assessment Science, A Closer Look: Assessment Book pp 53 56, (Unit C, Chapter 5) Science, A Closer Look: Assessment Book pp 66 69, (Unit C, Chapter 6) 21st Century Life and Careers WORKK The ability to recognize a problem and apply critical thinking and problem solving skills to solve the problem is a lifelong skill that develops over time WORKK 4914A3 Determine when the use of technology is appropriate to solve problems WORKK 4914A4 Use data accessed on the Web to inform solutions to problems and the decision making process WORKK Brainstorming activities enhance creative and innovative thinking in individual and group goal setting and problem solving WORKK 4914B1 Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking Formative Assessment and Performance Opportunities Key Concept Cards Create a What Can Happen? Table (Lesson 3, TM p 207) Key Concept Cards Identify Bodies of Water on a Map (Lesson 2, TM p167) Key Concept Cards Identify Rocks (Lesson 1, TM p 191) Key Concept Cards Label Pictures as Quick or Slow Changes (Lesson 3, TM p 175) Key Concept Cards Sentence Writing Identifying Landforms (Lesson 1 TM p 161) Key Concepts Cards Make an Accordian Book About Soil (Lesson 2, TM p 199) On line Vocabulary Games Reading and Writing Activity Pages Science Leveled Readers Guided Questions Differentiation & Enrichment small group instruction create a foldable illustrating learned concepts PuzzleMaker CD ROM Vocabulary Games Leveled Readers BrainPopJr

18 Unit Resources Science: A Closer Look Unit C, Chapter 5 (Lessons 1,2,3) / Chapter 6 (Lessons 1,2,3) Teacher Manual Science in Motion Website Science Leveled Readers Building Skills: Assessment Reading and Writing Graphic Organizers wwwbrainpopjrcom

19 Unit: Weather & the Water Cycle (Grade 2) Content Area: Science Course(s): Science Time Period: 8 weeks Length: Weeks Status: Published Unit Overview Students will explain how clouds form and explore evaporation and condensation as parts of the water cycle Transfer Students will be able to independently explain the process of evaporation and condensation as part of the water cycle Meaning Understandings Students will understand evaporation is when water is heated, it turns to a gas called water vapor water condenses and forms clouds Essential Questions Students will keep considering how does water change? how can weather change?

20 Application of Knowledge and Skill Students will know Students will know how clouds form water travels in a cycle sun heats water and turns it to a gas (water vapor) when water vapor condenses, clouds are formed Students will be skilled at Students will be skilled at explaining the water cycle determining how clouds are formed Academic Vocabulary water cycle evaporate condense cumulus cirrus stratus Learning Goal 1

21 Observe and discuss evaporation and condensation & explain how clouds form Target 1 SWBAT observe and explain the water cycle process SCIK 2542Ga SCIK 2542G1 SCIK 2542Gb Water can disappear (evaporate) and collect (condense) on surfaces Observe and discuss evaporation and condensation There are many sources and uses of water Summative Assessment Science, A Closer Look: Assessment Book pp 79 82, (Unit D, Chapter 7) Lesson 2 & 3 content ONLY 21st Century Life and Careers WORKK The ability to recognize a problem and apply critical thinking and problem solving skills to solve the problem is a lifelong skill that develops over time WORKK 4914A3 Determine when the use of technology is appropriate to solve problems WORKK 4914A4 Use data accessed on the Web to inform solutions to problems and the decision making process WORKK Brainstorming activities enhance creative and innovative thinking in individual and group goal setting and problem solving WORKK 4914B1 Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking Formative Assessment and Performance Opportunities Key Concept Cards Identify Clouds (Lesson 3, TM p 241) Key Concept Cards Identify Parts of the Water Cycle (Lesson 2, TM p235) On line Vocabulary Games Reading and Writing Activity Pages Science Leveled Readers Guided Questions Differentiation & Enrichment small group instruction create a foldable illustrating learned concepts PuzzleMaker CD ROM Vocabulary Games Leveled Readers BrainPopJr

22 Unit Resources Science: A Closer Look Unit C, Chapter 7 (Lessons 2,3) Teacher Manual Science in Motion Website Science Leveled Readers Building Skills: Assessment Reading and Writing Graphic Organizers wwwbrainpopjrcom

23 Unit: Motion and Energy (Grade 2) Content Area: Science Course(s): Science Time Period: 8 weeks Length: Weeks Status: Published Unit Overview Students will recognize that the sun supplies heat and energy to the earth Discover how sounds are produced while describing volume and pitch Identifying properties of light and forms of electricity Transfer Students will be able to independently use their learning to observe and determine characteristics of heat, sound, light, and electricity Meaning Understandings Students will understand the sun supplies heat and energy to Earth different sounds can be produced with degrees of volume and pitch there are various compositions and properties of light there are forms of electricity and various uses for electricity Essential Questions Students will keep considering

24 what can heat do to matter? how do we hear sounds? how does light help us see? how do we get electricity? Application of Knowledge and Skill Students will know Students will know the sun supplies heat to the Earth that when there is no light, objects cannot be seen when a light source is directed at an object, a shadow is formed that the brightness of light, volume of sound, or the amount of heat can be determined by the number or size of batteries utilized Students will be skilled at Students will be skilled at explaining that the sun heats the Earth analyzing how light makes objects visible and form shadows determine that an energy source can directly effect the brightness of light, volume of sound, and level of heat produced

25 Academic Vocabulary heat fuel sound vibrate pitch light reflect current electricity circuit static electricity Learning Goal 1 Compare, while citing evidence, that objects placed in direct sunlight will heat different colored objects Target 1 SWBAT recognize that the Sun supplies heat and energy to Earth SCIK 2522Ca SCIK 2522C1 Target 2 SWBAT identify the composition and properties of light The Sun warms the land, air, and water Compare, citing evidence, the heating of different colored objects placed in full sunlight SCIK 2522C SCIK 2522C1 SCIK 2522Cb SCIK 2522C2 SCIK 2522C3 Learning Goal 2 Knowing the characteristics of familiar forms of energy, including potential and kinetic energy, is useful in coming to the understanding that, for the most part, the natural world can be explained and is predictable Compare, citing evidence, the heating of different colored objects placed in full sunlight An object can be seen when light strikes it and is reflected to a viewer's eye If there is no light, objects cannot be seen Apply a variety of strategies to collect evidence that validates the principle that if there is no light, objects cannot be seen Present evidence that represents the relationship between a light source, solid object, and the resulting shadow

26 Collect evidence that if there is light, objects and shadows can be seen Target 1 SWBAT predict and confirm how an energy source can affect light, sound, and heat SCIK 2522D SCIK 2522D1 The conservation of energy can be demonstrated by keeping track of familiar forms of energy as they are transferred from one object to another Predict and confirm the brightness of a light, the volume of sound, or the amount of heat when given the number of batteries, or the size of batteries Learning Goal 3 Analyze that the brightness of light, volume of sound, or the amount of heat can be influenced by the number of batteries, or the size of batteries Target 1 SWBAT identify forms of electricity and their uses Summative Assessment Science, A Closer Look: Assessment Book pp , (Unit F, Chapter 12) 21st Century Life and Careers WORKK The ability to recognize a problem and apply critical thinking and problem solving skills to solve the problem is a lifelong skill that develops over time WORKK 4914A3 Determine when the use of technology is appropriate to solve problems WORKK 4914A4 Use data accessed on the Web to inform solutions to problems and the decision making process WORKK Brainstorming activities enhance creative and innovative thinking in individual and group goal setting and problem solving WORKK 4914B1 Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking Formative Assessment and Performance Opportunities Key Concept Cards: Draw a Diagram Lesson 4, TM p 425 Key Concept Cards: Rainbow Connection Lesson 3, TM p 419 Key Concept Cards: Create a List of What's Hot and What's Not Lesson 1, TM p 403 Key Concept Cards: Making Music Lesson 2, TM p411 On line Vocabulary Games Reading and Writing Activity Pages

27 Science Leveled Readers Guided Questions Differentiation & Enrichment small group instruction create a foldable illustrating learned concepts PuzzleMaker CD ROM Vocabulary Games Leveled Readers BrainPopJr Unit Resources Science: A Closer Look Unit F, Chapter 12 (Lessons 1,2,3,4) Teacher Manual Science in Motion Website Science Leveled Readers Building Skills: Assessment Reading and Writing Graphic Organizers wwwbrainpopjrcom

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