2016 - 2017
Second Grade
SCIENCE
Curriculum Map
Volusia County Schools
Next Generation Sunshine State Standards
1 Volusia County Schools Grade 2 Science Curriculum Map
October 2016
Elementary Science Department
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and are not associated with the publisher of this publication.
Questions regarding use of this publication should be sent to the following:
Volusia County Schools Elementary Science Department
Becki Lucas
Elementary Science Specialist
[email protected]
DeLand, Florida
2 Volusia County Schools Grade 2 Science Curriculum Map
October 2016
Elementary Science Department
Table of Contents 4
5
I. Next Generation Sunshine State Standards
A. Second Grade Overview……………………………………………………....…. 6
B. Second Grade Instructional Scope and Sequence……………………………. 7
8
II. Making Connections 9
A. Health/Language Arts/Mathematics/Technology…………………..…….…….
B. Standards for Mathematical Practice……………………………………..…….. 10
11
III. Science Process Skills: Basic and Integrated…………………………….……..
13
IV. 5E Learning Cycle: An Instructional Model……………………………………… 16
18
V. Webb’s Depth of Knowledge 21
A. Model of Cognitive Complexity....................................................................... 23
B. Question Stems……………………………………………………………….…... 26
29
VI. Units of Study 31
A. Introduction to Practice of Science………………………………..…………..... 33
B. Earth..……………………………………………………………………………….
C. Weather..…………………………………………………………………………... 34
D. Properties of Matter………………………………………………………………. 44
E. Changes in Matter.………………………………………………………………... 45
F. Energy & Motion…….……………………………………………………………..
G. Life…….…………………………………………………………………………….
H. Basic Needs………………………………………………………………………..
I. Enrichment………..………………………………………………………………..
VII. Appendices
Appendix A: Formative Assessment Strategies…………………………….……
Appendix B: Digital Program Access Information………………………………..
VIII. Glossary of Terms for the Science Curriculum Map…………………………….
3 Volusia County Schools Grade 2 Science Curriculum Map
October 2016
Elementary Science Department
Next Generation Sunshine State Standards
The Next Generation Sunshine State Standards for science are organized by grade level for grades K-8 and by Bodies of
Knowledge for grades 9-12. Eighteen Big Ideas are encompassed in grades K-12 and build in rigor and depth as students
advance. Each grade level includes benchmarks from the four Bodies of Knowledge (Nature of Science, Life Science,
Earth and Space Science, and Physical Science).
Second Grade Overview
Second Grade focuses instructional delivery for science within the following ten (10) Big Ideas/Standards:
Nature of Science
Big Idea 1 – The Practice of Science
Earth and Space Science
Big Idea 6 – Earth Structures
Big Idea 7 – Earth Systems and Patterns
Physical Science
Big Idea 8 – Properties of Matter
Big Idea 9 – Changes in Matter
Big Idea 10 – Forms of Energy
Big Idea 13 – Forces and Changes in Motion
Life Science
Big Idea 14 – Organization and Development of Living Organisms
Big Idea 16 – Heredity and Reproduction
Big Idea 17 – Interdependence
4 Volusia County Schools Grade 2 Science Curriculum Map
October 2016
Elementary Science Department
Second Grade
Instructional Scope and Sequence
Weeks of Instructional Instructional Body of
Instruction Scope Sequence Knowledge
Weeks 1 – 5 Introduction to Practice of Science August 15 – September 16 Nature of Science
Weeks 6 – 8 Earth September 20 – October 7 Earth and Space Science
Weeks 9 – 13 Weather October 10 – November 10
Weeks 14 – 21 Properties of Matter November 14 – January 13
Weeks 22 – 23 Changes in Matter January 17 – January 27 Physical Science
Weeks 24 – 28 Energy & Motion January 30 – March 3
Weeks 29 – 34 Life March 6 – April 21 Life Science
Weeks 35 – 37 Basic Needs April 24 – May 12
Weeks 38 – 39 Enrichment May 15 – May 26 Nature of Science
Formative Assessment Strategies are included on pages 35-44.
Digital Program Access Information is included on page 45.
5 Volusia County Schools Grade 2 Science Curriculum Map
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Elementary Science Department
MAKING CONNECTIONS
Health (NGSSS) / Language Arts (LAFS) / Mathematics (MAFS) / Technology (ISTE)
HEALTH Students will:
Name healthy options to health-related issues or problems.
HE.2.B.3.2
HE.2.C.1.6 Recognize the locations and functions of major human organs.
LANGUAGE ARTS Students will:
Describe the connections between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
LAFS.2.RI.1.3
LAFS.2.RI.2.4 Determine the meanings of words and phrases in a text relevant to a grade 2 topic or subject area.
LAFS.2.RI.4.10
By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3
LAFS.2.SL.1.1 text complexity band proficiently, with scaffolding as needed at the high end of the range.
LAFS.2.W.3.7 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger
groups.
LAFS.2.W.3.8
a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a
MATHEMATICS time about the topics and texts under discussion).
MAFS.2.MD.4.9 b. Build on others’ talk in conversations by linking their comments to the remarks of others.
c. Ask for clarification and further explanation as needed about the topics and texts under discussion.
MAFS.2.MD.4.10
Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science
TECHNOLOGY observations).
Creativity and innovation With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
Communication and
collaboration Students will:
Research and Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the
informational fluency same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units.
Critical thinking, problem
solving, and decision Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together,
making take-apart, and compare problems using information presented in a bar graph.
Digital Citizenship
Technology operations Students will:
and concepts Demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
Use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and
contribute to the learning of others.
Apply digital tools to gather, evaluate, and use information.
Use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate
digital tools and resources.
Understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
Demonstrate a sound understanding of technology concepts, systems, and operations.
6 Volusia County Schools Grade 2 Science Curriculum Map
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Elementary Science Department
MAKING CONNECTIONS
Standards for Mathematical Practice
Students will:
Make sense of problems and persevere in solving them. (SMP.1)
Solving a mathematical problem involves making sense of what is known and applying a thoughtful and logical
process which sometimes requires perseverance, flexibility, and a bit of ingenuity.
Reason abstractly and quantitatively. (SMP.2)
The concrete and the abstract can complement each other in the development of mathematical understanding:
representing a concrete situation with symbols can make the solution process more efficient, while reverting to a
concrete context can help make sense of abstract symbols.
Construct viable arguments and critique the reasoning of others. (SMP.3)
A well-crafted argument/critique requires a thoughtful and logical progression of mathematically sound statements and
supporting evidence.
Model with mathematics. (SMP.4)
Many everyday problems can be solved by modeling the situation with mathematics.
Use appropriate tools strategically. (SMP.5)
Strategic choice and use of tools can increase reliability and precision of results, enhance arguments, and deepen
mathematical understanding.
Attend to precision. (SMP.6)
Attending to precise detail increases reliability of mathematical results and minimizes miscommunication of
mathematical explanations.
Look for and make use of structure. (SMP.7)
Recognizing a structure or pattern can be the key to solving a problem or making sense of a mathematical idea.
Look for and express regularity in repeated reasoning. (SMP.8)
Recognizing repetition or regularity in the course of solving a problem (or series of similar problems) can lead to
results more quickly and efficiently.
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Elementary Science Department
Science Process Skills: Basic and Integrated
Observing: using your senses to gather information about an object or event; a description of what is
actually perceived; information that is considered to be qualitative data
Measuring: using standard measures or estimations to describe specific dimensions of an object or
event; information considered to be quantitative data
Inferring: formulating assumptions or possible explanations based upon observations
Classifying: grouping or ordering objects or events into categories based upon characteristics or
defined criteria
Predicting: guessing the most likely outcome of a future event based upon a pattern of evidence
Communicating: using words, symbols, or graphics to describe an object, action, or event
Formulating Hypotheses: stating the proposed solutions or expected outcomes for experiments; proposed
solutions to a problem must be testable
Identifying Variables: stating the changeable factors that can affect an experiment; important to change only
the variable being tested and keep the rest constant
Defining Variables: explaining how to measure a variable in an experiment
Designing Investigations: designing an experiment by identifying materials and describing appropriate steps in a
procedure to test a hypothesis
Experimenting: carrying out an experiment by carefully following directions of the procedure so the
results can be verified by repeating the procedure several times
Acquiring Data: collecting qualitative and quantitative data as observations and measurements
Organizing Data: making data tables and graphs for data collected
Analyzing Investigations: interpreting data, identifying errors, evaluating the hypothesis, formulating conclusions,
and recommending further testing when necessary
8 Volusia County Schools Grade 2 Science Curriculum Map
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Elementary Science Department
5E Learning Cycle: An Instructional Model
ENGAGEMENT EXPLORATION EXPLANATION ELABORATION EVALUATION
The engagement phase of the model The exploration phase of the model is The explanation phase of the model is The elaboration phase of the model is The evaluation phase of the model is
is intended to capture students’ intended to provide students with a intended to grow students’ intended to construct a deeper intended to be used during all phases
interest and focus their thinking common set of experiences from understanding of the concept,
on the concept, process, or skill which to make sense of the concept, understanding of the concept, process, process, or skill through the of the learning cycle driving the
that is to be learned. process or skill that is to be learned. or skill and its associated academic exploration of related ideas. decision-making process and
language.
During the engagement phase, During the exploration phase, During the elaboration phase, informing next steps.
the teacher is on center stage. the students come to center stage. During the explanation phase, the teacher and students
the teacher and students share center stage. During the evaluation phase,
What does the teacher do? What does the teacher do? share center stage. the teacher and students
• create interest/curiosity • provide necessary materials/tools What does the teacher do? share center stage.
• raise questions • pose a hands-on/minds-on problem What does the teacher do? • provide new information that
• elicit responses that uncover What does the teacher do?
for students to explore • ask for justification/clarification of extends what has been learned
student thinking/prior knowledge • provide time for students to “puzzle” newly acquired understanding • provide related ideas to explore • observe students during all phases
(preview/process) • pose opportunities (examples and of the learning cycle
• remind students of previously taught through the problem • use a variety of instructional
concepts that will play a role in • encourage students to work strategies non-examples) to apply the • assess students’ knowledge and
new learning concept in unique situations skills
• familiarize students with the unit together • use common student experiences to: • remind students of alternate ways
• observe students while working o develop academic language to solve problems • look for evidence that students are
What does the student do? • ask probing questions to redirect o explain the concept • encourage students to persevere challenging their own thinking
• show interest in the topic in solving problems
• reflect and respond to questions student thinking as needed • use a variety of instructional • present opportunities for students to
• ask self-reflection questions: strategies to grow understanding What does the student do? assess their learning
What does the student do? • generate interest in new learning
o What do I already know? • manipulate materials/tools to • use a variety of assessment • explore related concepts • ask open-ended questions:
o What do I want to know? strategies to gauge understanding • apply thinking from previous o What do you think?
o How will I know I have learned explore a problem o What evidence do you have?
• work with peers to make sense of What does the student do? learning and experiences o How would you explain it?
the concept, process, or skill? • interact with peers to broaden
• make connections to past learning the problem • record procedures taken towards the What does the student do?
• articulate understanding of the solution to the problem one’s thinking
experiences • explain using information and • participate actively in all phases of
problem to peers • explain the solution to a problem the learning cycle
Evaluation of Engagement • discuss procedures for finding a • communicate understanding of a experiences accumulated so far
The role of evaluation during the • demonstrate an understanding of
engagement phase is to gain access solution to the problem concept orally and in writing Evaluation of Elaboration the concept
to students’ thinking during the • listen to the viewpoint of others • critique the solution of others The role of evaluation during the
• comprehend academic language elaboration phase is to determine the • solve problems
pre-assessment event/activity. Evaluation of Exploration • evaluate own progress
The role of evaluation during the and explanations of the concept degree of learning that occurs • answer open-ended questions with
Conceptions and misconceptions exploration phase is to gather an provided by the teacher following a differentiated approach to
currently held by students are understanding of how students are • assess own understanding through precision
uncovered during this phase. progressing towards making sense of the practice of self-reflection meeting the needs of all learners. • ask questions
a problem and finding a solution.
These outcomes determine the Evaluation of Explanation Application of new knowledge in
concept, process, or skill to be Strategies and procedures used by unique problem solving situations
students during this phase are The role of evaluation during the during this phase constructs a deeper
explored in the next phase explanation phase is to determine the
of the learning cycle. highlighted during explicit instruction in students’ degree of fluency (accuracy and broader understanding.
the next phase. and efficiency) when solving problems.
The concept, process, or skill has
The concept, process, or skill is Conceptual understanding, skill been and will be evaluated as part
formally explained in the next phase refinement, and vocabulary acquisition of all phases of the learning cycle.
of the learning cycle. during this phase are enhanced
through new explorations.
The concept, process, or skill is
elaborated in the next phase
of the learning cycle.
9 Volusia County Schools Grade 2 Science Curriculum Map
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Elementary Science Department
Webb’s Depth of Knowledge (DOK) Model of Cognitive Complexity
LOW COMPLEXITY MODERATE COMPLEXITY HIGH COMPLEXITY HIGH COMPLEXITY
Level 1 Level 2 Level 3 Level 4
(Recall) (Basic Application of Concepts and Skills) (Strategic Thinking & Complex Reasoning) (Extended Thinking & Complex Reasoning)
This level is the recall of information This level includes the engagement of This level requires reasoning, planning, This level has the same high cognitive
such as a fact, definition, or term, as some mental processing beyond using evidence, and a higher level of demands as Level 3 with the additional
well as performing a simple science recalling or reproducing a response. thinking than the previous two levels. requirement that students work over an
process or procedure. Level 1 only The content knowledge or process The cognitive demands at Level 3 are extended period of time or with
requires students to demonstrate a rote involved is more complex than in Level complex and abstract because the extended effort. Students are required
response; use a well-known formula; 1. Level 2 requires that students make multi-step task requires more to make several connections—relating
follow a set, well-defined procedure some decisions as to how to approach demanding reasoning than Level 2. ideas within the content area or among
(like a recipe); or perform a clearly the question or problem. Level 2 Level 3 activities include drawing content areas—and have to select or
defined series of steps. activities include making observations, conclusions from observations; citing devise one approach among many
and collecting data; classifying, evidence and developing a logical alternatives for how the situation or
Some examples are: organizing, and comparing data; and argument for concepts; explaining problem can be solved. It is important
• Recall or recognize a fact, term, or representing and displaying data in phenomena in terms of concepts; and to note that the extended time period is
property. tables, graphs, and charts. using concepts to solve non-routine not a distinguishing factor if the
• Represent in words or diagrams a problems. required work is only repetitive and
scientific concept or relationship. Some examples are: does not require the application of
• Provide or recognize a standard • Specify and explain the Some examples are: significant conceptual understanding
scientific representation for simple relationships among facts, terms, • Identify research questions and and higher-order thinking.
phenomena. properties, and variables. design investigations for a scientific
• Perform a routine procedure, such • Identify variables, including problem. Some examples are:
as measuring length. controls, in simple experiments. • Design and execute an experiment • Based on provided data from a
• Identify familiar forces (e.g., • Distinguish between experiments or systematic observation to test a complex experiment that is novel to
pushes, pulls, gravitation, friction, and systematic observations. hypothesis or research question. the student, deduce the
etc.). • Describe and explain examples • Develop a scientific model for a fundamental relationship among
• Identify objects and materials as and non-examples of science complex situation. several variables.
solids, liquids, and gases. concepts. • Form conclusions from • Conduct an investigation, from
• Select a procedure according to experimental data. specifying a problem to designing
specified criteria, and perform it. • Cite evidence that living systems and carrying out an experiment and
• Formulate a routine problem given follow the laws of conservation of analyzing data and forming
data and conditions. mass and energy. conclusions.
• Organize and represent data. • Explain the physical properties of • Produce a detailed report of a
the sun and its dynamic nature and scientific experiment or systematic
connect them to conditions and observation, and infer conclusions
events on Earth. based upon evidence obtained.
More detailed information about Florida’s DOK levels is available online at http://www.cpalms.org/cpalms/dok.aspx.
10 Volusia County Schools Grade 2 Science Curriculum Map
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Elementary Science Department
Levels of Depth of Knowledge for Science Levels of Depth of Knowledge for Science Grade 2 Science Curriculum Map
October 2016
Adapted from the Florida Interim Assessment Item Bank and Test Platform Adapted from the Florida Interim Assessment Item Bank and Test Platform
11 Volusia County Schools
Level 1 Level 2
Recall or Reproduction… Basic Application… Elementary Science Department
is the recall of information such as a fact, is engaging in a mental process that
definition, or term as well as performing goes beyond basic recall or
a simple science process or procedure. reproduction, requiring two or more
Level 1 only requires students to steps before giving a response.
demonstrate a rote response, restate Students are asked to apply their
information in their own words, and/or knowledge of content on a simple level.
follow or perform a well-defined Level 2 requires student to make some
procedure. decisions as to how to approach a
question or problem such as to classify,
Some Examples of organize, and compare data.
Level 1 Performance
Some Examples of
Recall or recognize a fact, term, or property Level 2 Performance
(e.g., how speed is determined).
Read and interpret information from a simple
Represent a scientific concept or relationship graph.
in words or diagrams.
Designate and explain the relationships among
Retrieve information from a chart, table, facts, terms, properties, and variables (e.g.,
diagram, or graph. compare physical properties of solids, liquids,
and gases).
Recognize a standard scientific representation
of a simple phenomenon (e.g., water cycle Identify variable and controls in simple
model). experiments.
Identify common examples of topics, objects, Distinguish between experiments and
and materials (e.g., familiar forces and systematic observations.
invertebrates).
Describe and explain examples and non-
Perform a routine procedure such as examples of science concepts (e.g., flowering
measuring length. and non-flowering plants).
Question Stems Select a procedure according to specified
criteria, and perform it.
What is (was) _____?
What _____ did you use? Formulate a routine problem given data and
What are some examples of _____? conditions.
How many _____?
Identify the _____? Question Stems
Make a listing of _____?
Why did you choose _____? Explain how _____ affected _____.
How would you describe _____? Apply what you have learned to _____.
How can you recognize _____? Compare/contrast.
When did _____ happen? How would you classify _____?
Recall what happened. What could you use to classify?
What happened when _____? How are _____ alike? Different?
Retell. Summarize.
Draw. What do you notice about _____?
Select or retrieve _____? What do you observe? Infer?
What data represents _____? What are some examples of _____?
Which _____ has the most? Least? What are some non-examples of _____?
Read your data table, chart, or graph. Given the data, what was the testable question?
Is _____ on the graph? What variable is being tested?
What pattern is seen when _____? What is the control group?
What procedure would you use?
Levels of Depth of Knowledge for Science Levels of Depth of Knowledge for Science Grade 2 Science Curriculum Map
October 2016
Adapted from the Florida Interim Assessment Item Bank and Test Platform Adapted from the Florida Interim Assessment Item Bank and Test Platform
12 Volusia County Schools
Level 3 Level 4
Strategic Thinking… Extended Thinking… Elementary Science Department
requires reasoning, planning, using requires the same high cognitive
evidence, and complex and abstract demands as Level 3 with the additional
thinking. The complexity results from requirement that students work over an
there being multiple correct responses in extended period of time and/or with
which student justification is necessary extended effort. Level 4 assessment
and thorough. Level 3 asks students to items require significant thought.
cite evidence when developing a logical
argument and to explain scientific Some Examples of
phenomena in terms of concepts. Level 4 Performance
Some Examples of Relate scientific concepts to other content
Level 3 Performance areas (e.g., impact of environment changes).
Design and execute an experiment or Develop generalizations of the results obtained
systematic observation to test a hypothesis or and apply them to new situations (e.g., predict
research question. the weather in a particular place and time).
Design and develop a scientific model to Select or devise an approach among many
explain a scientific concept or theory. alternatives for how a situation or problem is to
be solved.
Form conclusions from experimental data.
Cite evidence for scientific theory (e.g., energy Analyze multiple sources of evidence.
Apply understanding in a new way, provide
is neither lost nor created within food chains
and electrical circuits). argument or justification for the application
Compare information within or across data (e.g., using inertia).
sets (several monthly temperature graphs of Conduct an investigation, from specifying a
the same city). problem to designing and carrying out an
Explain how political, social, and economic experiment and analyzing data and forming
concerns can affect science, and vice versa. conclusions.
Explain the properties of the sun and its
position within the solar system and then Question Stems/Tasks
connect this knowledge to the condition and
events occurring on Earth. What information can you gather to support your
idea about _____?
Question Stems
Apply information from one text to another text to
What conclusions can you draw? develop a persuasive argument.
How would you test _____?
What would the outcome be if _____? Write a research paper/thesis on a topic from
What features of the graph should be considered multiple sources.
when _____? Judge the value of material for a given purpose.
What question could we ask now? Consider multiple lines of inquiry to explain a
What evidence should be considered?
Explain your thinking when there is more than particular scientific theory (e.g., conservation
of mass and inertia).
one answer. Elaborate. Produce a detailed report of a scientific
Formulate a reason as to why _____? experiment or systematic observation, and
Which facts support _____? infer conclusions based upon evidence
What is the best answer? Why? obtained.
How would you adapt _____ to create a different Provide time for extended thinking.
Assess through performance and open-ended
_____? activities.
How is _____ related to _____?
NGSSS BODY OF KNOWLEDGE: NATURE OF SCIENCE PACING: Weeks 1 – 5
Unit of Study: Practice of Science August 15 – September 16
Prerequisite Kindergarten – SC.K.N.1.1, SC.K.N.1.2, SC.K.N.1.3, SC.K.N.1.4, SC.K.N.1.5
Learning First Grade – SC.1.N.1.1, SC.1.N.1.2, SC.1.N.1.3, SC.1.N.1.4, SC.1.E.5.3
Topics Learning Targets/Skills Benchmarks Vocabulary
Note: Learning targets beginning with “review” indicate instruction from previous grades. explore
inquire
Explain how scientists alone or in groups are always investigating new ways to solve problems. SC.2.N.1.6 problem
question
Week 1 Students will: science
• discuss as a class their understanding of science (e.g., “What does science look like? science notebooks
Smell like? Feel like? Sound like? Taste like?...MAYBE”). scientists
• develop science notebooks that will be used all year long to document new learning that senses
results from investigations (how scientists document their work in the real-world). solve
Science • explore how science is used every day (e.g., sharpening a pencil, riding a bicycle,
observing a dead bug, selecting food for energy)
• explore different types of scientists (e.g., astronomer, botanist, meteorologist, doctor,
archaeologist, chef, student, teacher, principal, mom, dad).
• explain that scientists:
o solve problems by first asking questions.
o work alone or in groups to find dependable solutions to problems.
o seek new solutions that are simpler, faster, and more efficient.
Teacher Hints for “Science”:
• The State Science Safety Manual (Animals in the Classroom Guidelines) can be accessed at http://www.fldoe.org/contact-us/search.stml?q=Animal+in+the+Classroom.
• Digital textbook resources can be accessed through V-Portal. See page 45 for access information.
• Science is everything; everything is science. Science is all around us all the time. We are scientists every moment of our lives.
• A science notebook is a compilation of student learning that provides a partial record of the instructional experiences a student has in the classroom. Stapled
paper, composition books, spiral notebooks, or 3-ring binders could be used to organize student work.
Weeks 2-3 Compare the observations made by different groups using the same tools. SC.2.N.1.2 centimeter/meter
gram
Science Tools Students will: Embedded length
• know that scientists use tools to collect information. Nature of Science measurement (metric)
Teacher Hints for • explore tools that are used to make more detailed observations (e.g., pan balance/scale, observation
this topic are on hand lens, thermometer, beaker, measuring cup, graduated cylinder, metric ruler, magnet, SC.2.N.1.6 scientific tools
the next page. stopwatch, tape measure).
• record observations and measurements of objects/substances using the same scientific o beaker
tools while working in teams. o graduated cylinder
• compare observations and measurements with other teams. o hand lens
• discuss differences in observations and measurements that may have occurred and why o magnet
results of teams are not always exactly the same. o measuring cup
• match scientific tools to their use and corresponding units of measure (metric). o meter stick
o pan balance
o ruler (metric)
o scale
o stopwatch
o tape measure
o thermometer
temperature
weight
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Elementary Science Department
Teacher Hints for “Science Tools”:
• Students will have some experience with scientific tools. This year is spent developing proficient use of scientific tools to improve accuracy.
• Linear measurement (inches and centimeters) has been introduced in previous years.
Week 4 Raise questions about the natural world, investigate them in teams through free exploration and SC.2.N.1.1 classify
Inquiry Skills systematic observations, and generate appropriate explanations based on those explorations. collect
SC.2.N.1.5 compare
Distinguish between empirical observation (what you see, hear, feel, smell, or taste) and ideas or data
inferences (what you think). Embedded draw
Nature of Science estimate
Students will: infer
• generate questions about the world around them. SC.2.N.1.2 inference
• predict what may happen prior to engaging in an exploration activity based on one of their SC.2.N.1.6 inquiry
questions. measure
• record data in the form of observations using the five senses during the activity in a model
science notebook. predict
• record data in the form of measurements using science tools (e.g., beakers, graduated record
cylinders, rulers, thermometers) made during the activity in a science notebook. sort
• make inferences (assumptions or possible explanations) using observable and
measureable data collected during the exploration activity.
• distinguish between observations and inferences that have been recorded in a science
notebook during the exploration activity.
Teacher Hints for “Inquiry Skills”:
• Refer to page 8 in the Grade 2 Science Curriculum Map for an explanation of basic science process skills.
• Consider using pictures to instruct the difference between an observation and an inference prior to engaging in an exploration activity.
• Be creative when selecting an exploration activity (e.g., display unfamiliar objects/pictures, take a nature walk, sort a collection of objects).
• In Grade 2, students will begin transitioning from customary units of measure (inches) to metric units of measure (centimeters, meters, and grams).
• An enrichment opportunity for a class discussion would be to have students discuss and explain why is it more likely for an inference to be wrong than an
observation (although it is possible for both to be wrong).
Week 5 Raise questions about the natural world, investigate them in teams through free exploration and SC.2.N.1.1 conclusion
systematic observations, and generate appropriate explanations based on those explorations. data
Scientific SC.2.N.1.3 explanation
Method Ask “how do you know?” in appropriate situations and attempt reasonable answers when asked the explore
same question by others. Embedded hypothesis
This topic is Nature of Science investigate
continued on the Students will: question
• raise questions about the world around them (e.g., “I wonder how…, I wonder what…, I SC.2.N.1.2 record
next page. wonder why…, I wonder if…”). SC.2.N.1.5 results
• research a topic using a variety of resources to find answers to questions. SC.2.N.1.6 scientific method
• form a hypothesis about any of the “I wonder” questions. trials
• investigate a problem alone or in teams using appropriate scientific tools.
• record observations made during an investigation that includes at least 5 trials.
• generate an explanation based on the results of an investigation.
• ask “how do you know?” after listening to another student’s explanation of something
observed during a scientific activity or investigation.
• answer “how do you know” questions by providing details from recorded observations.
14 Volusia County Schools Grade 2 Science Curriculum Map
October 2016
Elementary Science Department
Explain how particular scientific investigations should yield similar conclusions when repeated. SC.2.N.1.4 repeated trials
Week 5 Students will: Embedded
• compare the results of each trial that has been conducted during an investigation. Nature of Science
Scientific • discuss why differences and similarities sometimes occur.
Method • explain that scientific investigations should yield similar conclusions when repeated. SC.2.N.1.1
SC.2.N.1.2
Please note: Begin growing plants in various types of soil for the next unit of study. SC.2.N.1.3
SC.2.N.1.5
SC.2.N.1.6
Teacher Hints for “Scientific Method”:
• Refer to page 8 in the Grade 2 Science Curriculum Map for an explanation of integrated science process skills.
• Teachers may want to direct students’ thinking to begin understanding why multiple trials are important to the experimental process (similar results increase
reliability of data).
• When an investigation yields similar results, it does not mean that the results will be exactly the same for each trial. Results are considered similar when an
acceptable range of data has been recorded for multiple trials conducted in the same manner.
Resource Week 1 Weeks 2-3 Week 4 Week 5
Alignment
Science Science Tools Inquiry Scientific Method
HMH pp. 13-24, 20A pp. 1-12, 12A pp. 25-36, 24A, 34A, 36A
Teacher’s Edition
Safety in Science, p.1 Too Small To See Hand in Hand, p. 2 Everything in Balance, p. 5
HMH How Do We Solve a Problem?, p. 6
Leveled Readers pp. 1, 390-409 Hold It, p. 3 How do we use inquiry skills?
Earth What Tools Can We Use?, p. 4 How do scientists think?
HMH Hands on Safe Science, p. 7 Unit 1 Lesson 1 Quiz (AG 1) How do we solve a problem?
Inquiry Flipchart/Labs How do we use science tools?
What tools can we use? Physical Unit 1 Lesson 4 Quiz (AG 4)
HMH Going Nuts, p. 39 Unit 1 Lesson 5 Quiz (AG 5)
Think Central Unit 1 Lesson 2 Quiz (AG 2) pp. 8-25
Unit 1 Lesson 3 Quiz (AG 3) Science as Inquiry for Children Earth
HMH pp. 50-67 Crazy Crayons! Scientists Solving Problems, p.15
Assessment Guide A Tour of Soils
Earth The Magic School Bus: Shows and Tells
ScienceSaurus Documenting Daily Data, p. 17 Is it Hot in the Light?
Physical Double Bubble Science
AIMS Science A Tool for a Temperature, p. 61
(Florida-specific)
Nature Journaling
Safari Montage Hint: Search “scientists” Effect of Shape on Volume
CPALMS
What is a Scientist? Rules and Tools-slides#12-30 Rules and Tools-slides #31-40
Web Resources Marshmallow Cereal
Supplemental Comparisons: A Tasty Treat Dr. Xargle’s Book of Earthlets by
Jeanne Willis and Tony Ross
Literature Rules and Tools-slides #1-11
Science Notebooks in the K12
Classroom
Oscar and the Snail: A Book
About Things We Use
15 Volusia County Schools Grade 2 Science Curriculum Map
October 2016
Elementary Science Department
NGSSS BODY OF KNOWLEDGE: NATURE OF SCIENCE/EARTH AND SPACE SCIENCE PACING: Weeks 6 – 8
Unit of Study: Earth September 20 – October 7
Prerequisite Kindergarten – SC.K.P.8.1
Learning First Grade – SC.1.E.6.1, SC.1.E.6.3, SC.1.P.8.1
Topics Learning Targets/Skills Benchmarks Vocabulary
Recognize that Earth is made up of rocks. Rocks come in many sizes and shapes. SC.2.E.6.1 boulders
color
Students will: Embedded Earth
• observe rocks using a hand lens. Nature of Science pebbles
• sort rocks by observable traits (size, shape, color, texture) and measurable traits rocks
(weight/mass). SC.2.N.1.1 shape
• record data (observations and measurements) of rocks in their science notebooks. SC.2.N.1.2 size
• compare observations as a group. SC.3.N.1.3 texture
• discuss the many uses of rocks (e.g., tile countertops, aquarium, jewelry, seawall). weight
• explain how they know that Earth is made up of rocks.
Weeks 6-8 Describe how small pieces of rock and dead plant and animal parts can be the basis of soil and SC.2.E.6.2 clay
Rocks/Soil explain the process by which soil is formed. decay
Embedded humus
Students will: Nature of Science sand
• record observations of soil found on school campus as seen through a hand lens. soil
• compare observations of soil made by different groups using the same tools. SC.2.N.1.2 weathering
• explain the basis of soil composition (small pieces of rock/dead plant and animal parts). SC.2.N.1.3
• explain how soil is formed (weathering of rock and the decomposition of dead plant and
animal remains).
Classify soil types based on color, texture (size of particles), the ability to retain water, and the SC.2.E.6.3
ability to support the growth of plants.
Students will: Embedded
• sort and classify soil types (clay, sand, silt, and humus) based on color, texture, and size Nature of Science
of particles.
• investigate alone and/or in groups the ability of different soils to hold water. SC.2.N.1.1
SC.2.N.1.2
• investigate which soil types best support plant growth. SC.2.N.1.4
SC.2.N.1.6
• record observations and measurements collected during the soil investigation.
• compare findings with classmates and record changes in thinking after listening to the
ideas of classmates.
Teacher Hints for “Rocks/Soil”:
• Teachers should take the opportunity to discuss the vocabulary of physical properties (size, shape, color, texture) and how they relate to rocks and soil.
• Students do not need to know the three types of rock (igneous, sedimentary, and metamorphic). They only need to be able to describe different rocks and
discuss how they differ.
• Following a comparison of rock observations with peers, students should be encouraged to re-evaluate their initial observations after listening to the thinking
of their classmates. Students should be given the opportunity to make changes to their recorded observations in their student notebook.
• Rock weathers to make soil along with decaying plant and animal matter (http://www.geography4kids.com/files/land_soil2.htm.).
• Discussing composting is acceptable at this time. Caution: Compost contains bacteria that should NOT be handled by students.
16 Volusia County Schools Grade 2 Science Curriculum Map
October 2016
Elementary Science Department
Resource Weeks 6-8
Alignment
Rocks/Soil
HMH
Teacher’s Edition pp. 39-62, 50A, 60A, 62A
HMH Exploring Earth’s Surface BL; This Changing Earth OL; Shake it Up AL
Leveled Readers
Rocks Up Close, p. 7 How Do Soils Differ?, p. 9
HMH Soil Science, p. 8
Inquiry Flipchart/Labs How Much Water?, p. 8 How Do Soils Differ?
What Are Rocks? Unit 2 Benchmark Assessment (AG 15 - 18)
HMH What Is Soil? Unit 2 Performance Assessment (AG 19)
Think Central
Unit 2 Lesson 1 Quiz (AG 12) Soil Takes Shape, p. 187 Dirt Drawings, p. 205 Which Soil Works Best? p.225
HMH Unit 2 Lesson 2 Quiz (AG 13) All Sorts of Soils, p. 189 Earth Tones, p. 211 Water Keepers, p. 231
Assessment Guide Unit 2 Lesson 3 Quiz (AG 14) What Makes Soil?, p. 195 Soil Search, p. 219
ScienceSaurus pp. 178-185
AIMS Science Earth
(Florida-specific) My Rock, p. 157
Rock Groups, p. 165
A Stone’s Throw, p. 177
Safari Montage All About Soil Rocks & Soil
Rocks, Rocks Everywhere
CPALMS Rock Hunters Jack’s Magic Beans
Soil Properties
Web Resources Scholastic Study Jams: Soil Challenge (C) On Sand Island by Jacqueline Briggs
Supplemental Gilbert and the Wind by Marie Hall Ets
Easy (E) Let’s Look at Rocks by Jeri Cipriano
Literature Average (A) Henry Hikes by D. B. Johnson (RC)
17 Volusia County Schools Grade 2 Science Curriculum Map
October 2016
Elementary Science Department
NGSSS BODY OF KNOWLEDGE: NATURE OF SCIENCE/EARTH AND SPACE SCIENCE/PHYSICAL SCIENCE PACING: Weeks 9 – 13
Unit of Study: Weather October 10 – November 10
Prerequisite Kindergarten – none
Learning First Grade – none
Topics Learning Targets/Skills Benchmarks Vocabulary
Compare and describe changing patterns in nature that repeat themselves, such as weather SC.2.E.7.1 Celsius (ºC)
conditions including temperature and precipitation, day to day and season to season. Fahrenheit (ºF)
SC.2.P.8.5 fall
Measure and compare temperatures taken every day at the same time. precipitation
Embedded rain gauge
Students will: Nature of Science rainfall
• discuss what weather is and how weather changes. seasons
• explain that a weather pattern occurs day to day. SC.2.N.1.1 spring
• predict and record a description of weather conditions each day for two weeks (e.g., hot, SC.2.N.1.2 summer
cold, windy, sunny, cloudy) SC.2.N.1.6 temperature
• predict and record measurements of air temperature (thermometer) and precipitation (rain thermometer
Weeks 9-10 gauge) every day at the same time in science notebooks. weather
• compare predictions of weather to actual results. weather patterns
Weather • organize measurements in appropriate data displays (e.g., data tables, graphs). winter
Patterns • discuss findings in small groups and as a class.
Students will:
• discuss and explain what seasons are.
• sequence seasons, using pictures, in the order they occur starting at any point in the cycle.
• sequence seasons according to temperature.
o coldest to hottest - winter, fall, spring, summer
o hottest to coldest – summer, spring, fall, winter
• explain that a weather pattern also occurs season to season.
Teacher Hints for “Weather Patterns":
• Temperature is a measure of how hot or cold something is. A thermometer is the tool that is typically used to measure temperature.
• Precipitation is the form of water that falls from the sky (rain, snow, sleet, and hail). A rain gauge is the tool that is typically used to measure precipitation.
18 Volusia County Schools Grade 2 Science Curriculum Map
October 2016
Elementary Science Department
Investigate by observing and measuring, that the Sun’s energy directly and indirectly warms the SC.2.E.7.2 air
water, land, and air. disappear
Embedded evaporate
Students will: Nature of Science evaporation
• investigate that heat from the sun causes an increase in temperature. land
• discuss and explain that more direct exposure to the sun causes a greater increase in SC.2.N.1.1 liquid
temperature. SC.2.N.1.2 sun’s energy
• Investigate and record patterns of change as the sun directly and indirectly heats land SC.2.N.1.3 water
(soil), air, and water. SC.2.N.1.4 water vapor
o direct – placing objects in sun’s direct rays
Weeks 11-12 o indirect – placing objects in containers that are not in sun’s direct rays SC.2.E.7.3
Sun’s Energy (e.g., hot dog in a solar oven, chocolate in a paper bag, crayons in a pencil box, air in
a sealed jar, vegetable oil in a plastic bag) Embedded
• compare results with their peers. Nature of Science
• answer “how do you know” questions to communicate own thinking.
• ask “how do you know” questions to understanding peers’ thinking. SC.2.N.1.1
SC.2.N.1.5
Investigate, observe and describe how water left in an open container disappears (evaporates), but
water in a closed container does not disappear (evaporate).
Students will:
• investigate and record how water left in an open container seems to disappear (evaporate)
and water in a closed container does not disappear (evaporate).
• compare the results of the two investigations.
• discuss the impact sun’s energy plays in evaporation.
• explain that air/water are in constant motion as water changes from a liquid to water vapor.
Teacher Hints for “Sun’s Energy”:
• Evaporation in an open system can be measured by tracking a change in volume or mass of water in a container.
• Evaporation in a closed system is difficult to observe. We see evidence of evaporation occurring when we see tiny water droplets appear on the sides of the
container. While this is actually the process of condensation, evaporation must have occurred in order for that to show up.
• The water cycle is not taught at this grade level.
Week 13 Investigate that air is all around us and that moving air is wind. SC.2.E.7.4 air
wind
Wind/ Students will: Embedded
Severe Weather • explain that air is all around us even though it cannot be seen. Nature of Science
• observe that air takes up space and has weight.
This topic is • define wind as moving air. SC.2.N.1.1
continued on the • investigate the effects of wind on various objects (e.g., leaves, pinwheels, sand, sailboats). SC.2.N.1.6
• identify ways wind can be harnessed for human use (e.g., windmills, hand-held fans).
next page. • explain that wind can be a source of great power and can cause damage and dangerous
storms (e.g., hurricane, tornado).
19 Volusia County Schools Grade 2 Science Curriculum Map
October 2016
Elementary Science Department
State the importance of preparing for severe weather, lightning, and other weather related events. SC.2.E.7.5 blizzard
hail
Students will: Embedded hurricane/monsoon
Nature of Science lightning
Week 13 • identify and describe severe conditions such as hail, lightning, floods, and fires associated severe weather
with severe weather events specific to this area (e.g., thunderstorms, tornadoes, hurricanes). SC.2.N.1.1 snowstorm
SC.2.N.1.3 thunderstorm
Wind/ • discuss the procedures the school has in place to prepare students and staff for severe SC.2.N.1.6 tornado
Severe Weather weather events (e.g., Code Green).
• discuss the importance of having a plan at home and in the classroom for severe weather.
• generate a list of items that would be good to have in a home or classroom emergency kit,
making comparisons between them (e.g., water, food, bandages, flashlights, batteries).
Teacher Hints for “Wind/Severe Weather”:
• Weather tracking information can be found at www.noaa.org.
Resource Weeks 9-10 Weeks 11-12 Week 13
Alignment
Weather Patterns Sun’s Energy Wind/Severe Weather
HMH pp. 65-78, 78A, 80A pp. 83-92, 90A
Teacher’s Edition pp. 79-80, 80A
Weather BL; Weather and Water OL; pp. 81-82, 82A Wind Watching, p.10
HMH Rain or Shine AL Make Your Own Tornado, p. 13
Leveled Readers Weather Journal, p.10 How Does the Sun Heat Earth?, p. 11 Keep It Safe, p.13
What Is Evaporation?, p. 12 How Can We Prepare for Severe Weather?
HMH How Does Weather Change?
Inquiry Flipchart/Labs How Does the Sun Heat Earth? Unit 3 Lesson 4 Quiz (AG 24)
pp. 188 - 201 What Is Evaporation? Unit 3 Performance Assessment (AG 29)
HMH Earth Unit 3 Lesson 2 Quiz (AG 22)
Think Central Documenting Daily Data, p. 17 Unit 3 Lesson 3 Quiz (AG 23) Earth
Dress for the Weather, p. 37 A Close Look at Air, p. 103
HMH Weather Windows, p. 47 Earth Air Is There, p. 111
Assessment Guide Watching the Weather, p. 55 Air Temperature, p. 65 The Wind Blows, p. 117
Station Precipitation, p. 71 Sun Sensors, p. 75 Which Way?, p. 125
ScienceSaurus Physical Sun Sensors Too, p. 83 Wind Detectives, p. 131
A Tool for Temperature, p. 61 A Disappearing Act, p. 91 Severe Weather Safety, p. 139
AIMS Science What Is Temperature?, p. 73 Puddle Pictures, p. 97 Packed and Prepared, p. 147
(Florida-specific) All About Climate and Seasons Phyiscal
Bill Nye: Earth's Seasons Melting Pots, p. 277 All About Wind & Clouds Ch.1,2, & 3
Safari Montage What's The Weather Telling the Weather Ch.4 & Ch. 5
It’s Raining Research All About the Sun-Ch. 7 Seasons Lab Activity Three Pigs 2.0 – Engineering Design
CPALMS Scholastic Study Jams: Weather & Climate All About Solids, Liquids, and Gases Ch. 4 Challenge
Weather Wizkids Water 2: Disappearing Water Scholastic Study Jams: Severe Storms
Web Resources E- Snow; A- Autumn: An Animal Acrostic FEMA
Supplemental C- Weather Patterns Scholastic Study Jams: The Water Cycle
Graph Paper
Literature
Other
20 Volusia County Schools Grade 2 Science Curriculum Map
October 2016
Elementary Science Department
NGSSS BODY OF KNOWLEDGE: NATURE OF SCIENCE/PHYSICAL SCIENCE PACING: Weeks 14 – 18
Unit of Study: Properties of Matter November 14 – December 16
Prerequisite Kindergarten – SC.K.P.8.1
Learning First Grade – SC.1.E.5.3, SC.1.E.6.1, SC.1.P.8.1
Topics Learning Targets/Skills Benchmarks Vocabulary
Weeks 14-18 Observe and measure objects in terms of their properties, including size, shape, color, SC.2.P.8.1 attract
temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets. centimeter
Properties of Embedded Fahrenheit (ºF)
Matter Students will: Nature of Science float
• describe and record an object’s physical properties – observable and measurable gram
characteristics (e.g., size, shape, color, texture, temperature, weight, length) in a science SC.2.N.1.1 length
notebook. SC.2.N.1.2 magnets
• explain that objects/substances are known as matter. SC.2.N.1.4 matter
• discuss that matter is anything that has weight and takes up space. SC.2.N.1.6 measure
• measure and compare the length of objects (matter) using a metric ruler. meter
• measure and compare the weight of objects (matter) using a balance. Embedded physical property
• measure and compare the temperature of matter (solids, liquids, and gases) using a Physical Science pull
thermometer. push
• predict and investigate whether various objects will sink or float in water. SC.2.P.8.5 repel
• draw conclusions about objects that sink and objects that float. sink
• investigate the effect a magnet has on magnetic (including other magnets) and non- temperature
magnetic objects (push/repel, pull/attract, no effect). texture
• compare their data with other groups’ findings. thermometer
weight
Teacher Hints for “Properties of Matter”:
• As an extension to sink/float activities, consider measuring sink/float by timing how long it takes different objects to sink in different liquids.
• Grade 2 students are expected to use standard units of metric measure (centimeters and meters) at this time.
21 Volusia County Schools Grade 2 Science Curriculum Map
October 2016
Elementary Science Department
Resource Weeks 14-18
Alignment
Properties of Matter
HMH
Teacher’s Edition pp. 95-106, 106A, 107-108, 108A
HMH Observing and Classifying Matter BL; Matter Matters! OL; Too Small to See AL
Leveled Readers
How Can We Measure and Compare Objects?, p. 15
HMH Sink the Boat, p. 14
Inquiry Flipchart/Labs Property Scavenger Hunt, p.14
What are Properties of Matter?
HMH How Can We Measure and Compare Objects?
Think Central
Unit 4 Lesson 1 Quiz (AG 31)
HMH Unit 4 Lesson 2 Quiz (AG 32)
Assessment Guide
pp.236-239, 242-243
ScienceSaurus
Physical
AIMS Science Let Me Count the Ways, p. 15
(Florida-specific) A Bear Eggs-pedition, p. 25
Going Nuts, p. 39
Safari Montage Soup-er Floaters and Sinkers, p. 55
All About Properties of Matter Ch. 1, 2, & 5
CPALMS The Magic School Bus: The Ups and Downs
Sinking Ch. 1 & 3
Web Resources It's Attracted
Supplemental Float or Sink?
Inquiry Investigation: Sink or Float:
Literature The Shape of Kisses
You Name It
Solids and Liquids
Water 1: Water and Ice
Properties of Matter
Precious Matter: A Book of Thanks (E-Easy); Matter (A-Average); Pop! A Book About Buddies-RC (C-Challenging); Floating and Sinking (Challenging)
22 Volusia County Schools Grade 2 Science Curriculum Map
October 2016
Elementary Science Department
NGSSS BODY OF KNOWLEDGE: NATURE OF SCIENCE/PHYSICAL SCIENCE PACING: Weeks 19 – 23
Unit of Study: Changes in Matter December 19 – January 27
Prerequisite Kindergarten – SC.K.P.8.1, SC.K.P.9.1
Learning First Grade – SC.1.E.5.3, SC.1.P.8.1
Topics Learning Targets/Skills Benchmarks Vocabulary
Identify objects and materials as solid, liquid, or gas. SC.2.P.8.2 boiling
cooling
Students will: Embedded definite shape
• sort objects (matter) and materials into three categories (solid, liquid or gas) based on Nature of Science evaporation
similar physical characteristics. freezing
• explain the reasons objects/materials were put into each category. SC.2.N.1.3 gas
• explain that scientists classify things into groups according to common or similar heating
properties (characteristics). SC.2.P.8.3 liquid
solid
Recognize that solids have a definite shape and that liquids and gases take the shape of their water vapor
container.
Weeks 19-20 Students will: Embedded
States of Matter • explain that one physical characteristic of a solid is that it has a definite shape. Nature of Science
• investigate how the shape of a solid can be changed by applying energy or a force to it
(e.g., fold, cut, hammer, slice, twist, heat). SC.2.N.1.1
• explain that one physical characteristic of a liquid is that it takes the shape of its
container. SC.2.P.8.4
• investigate how a liquid flows from one place to another when it is not contained.
• explain that one physical characteristic of a gas is that it takes the shape of its container. Embedded
• compare any two forms of matter. Nature of Science
Observe and describe water in its solid, liquid, and gaseous states. SC.2.N.1.1
Students will: Embedded
• observe and describe water in its solid, liquid and gaseous state. Earth Science
• investigate how a change in temperature changes the physical properties of water
(heating, cooling, freezing, boiling, melting, evaporating). SC.2.E.7.3
• explain that water is still water even when it changes from a solid to a liquid to a gas and
vice versa.
Teacher Hints for “States of Matter”:
• Students do not need to know about the particle arrangement of each state of matter.
23 Volusia County Schools Grade 2 Science Curriculum Map
October 2016
Elementary Science Department
Week 21 Measure and compare the volume of liquids using containers of various shapes and sizes. SC.2.P.8.6 beaker
Volume graduated cylinder
Students will: Embedded measuring cup
• define volume as the amount of space a substance (solid, liquid, or gas) takes up. Nature of Science measuring spoon
• recognize volume as a physical characteristic of all forms of matter (solid, liquid, gas) that volume
can be measured. SC.2.N.1.1
• measure the volume of liquids using a variety of scientific tools (e.g., beakers, graduated SC.2.N.1.2
cylinders).
• compare equal volumes of liquids using containers of various shapes and sizes.
• discuss how the shape of a liquid may change when placed in different containers even
though the volume of the liquid does not.
Teacher Hints for “Volume”:
• Volume is another measurable property of matter. It is introduced here in conjunction with learning about the states of matter. All matter has weight (mass)
and takes up space (volume).
• Foldables, Thinking Maps®, and other graphic organizers are great tools to use when helping students organize their thinking on this topic.
Weeks 22-23 Investigate that materials can be altered to change some of their properties, but not all materials SC.2.P.9.1 burn
respond the same way to any one alteration. change
Changes in Embedded dissolve
Matter Students will: Nature of Science evaporate
freeze
• investigate ways to change solid and liquid materials (e.g., cut, break, bend, cook, tear, SC.2.N.1.1 heat
melt
freeze, melt, burn, soak, dissolve, evaporate, heat, rust). rust
• explain that not all materials change the same way when undergoing the same change.
Teacher Hints for “Changes in Matter”:
• At this grade level, students do not need grapple with differentiating between physical and chemical changes. The expectation is that students are able to
make observations of changes and communicate their observations clearly and efficiently with their teacher and classmates.
• Water is an example of matter that can exist as a solid, liquid, or gas.
24 Volusia County Schools Grade 2 Science Curriculum Map
October 2016
Elementary Science Department
Resource Weeks 19-20 Week 21 Weeks 22-23
Alignment
States of Matter Volume Changes in Matter
HMH pp. 109-120, 118A pp. 121-122, 122A
Teacher’s Edition pp. 125-140, 136A, 138A
What State Is It?, p. 16 How Can We Compare Volumes?, p. 17
HMH The Paper Towel Mystery, p.16 Changes in Matter BL; A Matter of Change OL;
Leveled Readers What are Solids, Liquids, and Gases? How Can We Compare Volumes? Forms of Water AL
Unit 4 Lesson 3 Quiz (AG 33) Unit 4 Lesson 4 Quiz (AG 34) Mix It and See, p. 18
HMH Unit 4 Benchmark Assessment (AG 35-38) What Melts?, p.18
Inquiry Flipchart/Labs Unit 4 Performance Assessment (AG 39-40) How Can We Change Matter?, p. 19
How Does Matter Change?
HMH How Can We Change Matter?
Think Central Unit 5 Lesson 1 Quiz (AG 41)
Unit 5 Lesson 2 Quiz (AG 42)
HMH Unit 5 Benchmark Assessment (AG 43 – 46)
Assessment Guide Unit 5 Performance Assessment (AG 47)
pp. 244 – 251
ScienceSaurus pp. 236-253 Physical Physical
Pouring Over Volume, p. 85 Freezer Findings, p. 193
AIMS Science Physical Cup Comparisons, p. 93 Cups That Change, p. 213
(Florida-specific) Making Sense of Solids, p. 115 Rainwater Tea, p. 99 A Matter of Change, p. 221
Looking at Liquids, p. 127 Gallons Galore, p. 107 Butter Up, p. 239
Safari Montage Pouring Over Matter, p. 139 Checking Out Changes, p. 249
CPALMS Gas Stations, p.145 All About Properties of Matter Ch. 3 Melting Pots, p. 277
Stuff and States, p. 165 S’more Heat Changes, p. 281
Web Resources Melting Ice Cubes, p. 177 Explore the States (of Matter): Glorious
Supplemental Water to Ice to Water, p. 185 Gases All About Solids, Liquids, and Gases Ch. 3, 5, 6
Freezer Findings, p. 193 Effect of Shape on Volume
Literature All About Solids. Liquids, and Gases Ch. 2 & 6 Different materials respond differently to
All About Properties of Matter Ch. 5 heating and freezing
Observe Water in Winter and Summer Kitchen Materials
Explore the States (of Matter): Lovely Scholastic Study Jams: Physical & Chemical
Liquids Changes of Matter
Explore the States (of Matter): Super Solids
Scholastic Study Jams: Solids, Liquids, and Water (E); Everything is Matter (A);
Gases What is Water? (C)
Matter Power Points - Go to “The Three States of
Matter
25 Volusia County Schools Grade 2 Science Curriculum Map
October 2016
Elementary Science Department
NGSSS BODY OF KNOWLEDGE: NATURE OF SCIENCE/PHYSICAL SCIENCE PACING: Weeks 24 – 28
Unit of Study: Energy & Motion January 30 – March 3
Prerequisite Kindergarten – SC.K.E.5.1, SC.K.P.10.1, SC.K.P.12.1, SC.K.P.13.1
Learning First Grade – SC.1.E.5.2, SC.1.P.12.1, SC.1.P.13.1
Topics Learning Targets/Skills Benchmarks Vocabulary
Weeks 24-25 Discuss that people use electricity or other forms of energy to cook their food, cool or warm their SC.2.P.10.1 electricity
Forms of Energy homes, and power their cars. energy
Embedded energy sources
Students will: Nature of Science heat
• identify ways people use the energy from the sun, wind, and water. light
• match an object with its energy source (e.g., hair dryer-electricity, animals-food, car-gas, SC.2.N.1.1 solar
calculator-sun). SC.2.N.1.6 sound
• explain various ways people need and use energy (e.g., cooking food, heating/cooling
homes, powering cars, cooling off).
Teacher Hints for “Forms of Energy”:
• Grade 2 students focus on the ways energy impacts our lives (electrical energy, solar energy, light energy, heat energy, and sound energy).
• Energy is the ability to do work. Energy causes motion and causes change.
Weeks 26-27 Investigate the effect of applying various pushes and pulls on different objects. SC.2.P.13.1 direction
distance
Forces and Students will: Embedded farther
Changes in • identify pushes and pulls that occur in pictures or nature walk. Nature of Science faster
• predict and investigate how a push or pull will affect the motion of an object (speed and float
Motion direction). SC.2.N.1.1 force
• record observations of motion investigations in a science notebook. gravity
This topic is • discuss that energy is required for a push or pull to occur. SC.2.P.13.4 motion
continued on the pull
Demonstrate that the greater the force (push or pull) applied to an object, the greater the change Embedded push
next page. in motion of the object. Nature of Science sink
slower
Students will: SC.2.N.1.1
• explain that force is a push or pull on an object that causes it to stop, change speed, or
change direction.
• demonstrate that the greater the force (push or pull) applied to an object, the greater the
change in motion of the object.
• observe and explain that it takes more force (push or pull) to change the motion of an
object with more weight.
• compare findings with others.
26 Volusia County Schools Grade 2 Science Curriculum Map
October 2016
Elementary Science Department
Weeks 26-27 Recognize that objects are pulled toward the ground unless something holds them up. SC.2.P.13.3
Students will: Embedded
Nature of Science
Forces and • demonstrate and explain gravity’s effect on objects when dropped (when something is
Changes in falling it is actually being pulled to Earth by a force called gravity). SC.2.N.1.3
Motion • demonstrate and explain how to overcome gravity (e.g., student sitting in a chair, pencil
on a desk, helium-filled balloon on a string, grasshopper jumping, raft floating on water).
Teacher Hints for “Forces and Changes in Motion”:
• A force is a push or a pull. Forces are acting upon you all day.
• Gravity, mass/weight, buoyancy, magnetism, and friction are common forces that can act upon us.
Demonstrate that magnets can be used to make some things move without touching them. SC.2.P.13.2 attract
magnets
Week 28 Students will: Embedded
Magnets • investigate how magnets work (attract vs. repel). Nature of Science o horseshoe
• investigate and classify objects that are attracted/not attracted to magnets (wood, o ring
plastic, metal). SC.2.N.1.1 o bar
• demonstrate how to move objects (including magnets) with a magnet without contact. o cow
• observe and explain that the amount of movement a magnet can cause on a magnetic repel
object is affected by the strength of the magnet and its distance from the object.
• investigate ways to change the motion of an object (including a magnet) by using a
magnet.
• explore the poles of magnets (north and south).
Teacher Hints for “Magnets”:
• An assortment of magnets is recommended for magnet investigations (horseshoe, ring, bar, wand, etc.).
• Magnets have a north and south pole even though they may not be marked as such.
• The main emphasis for Grade 2 students is to have a solid understanding of the types of objects that are attracted to magnets.
Note: They will quickly build a misconception about metallic objects. Aluminum foil and pennies do not have magnetic properties.
• Students will need time to discover that repulsion (act of repelling) MAY occur when two magnets are brought together.
• Explore the use of contact and non-contact forces to move objects and other magnets with a magnet.
27 Volusia County Schools Grade 2 Science Curriculum Map
October 2016
Elementary Science Department
Resource Weeks 24-25 Weeks 26-27 Week 28
Alignment
Forms of Energy Forces and Changes in Motion Magnets
HMH
Teacher’s Edition pp. 143-158, 154A, 156A pp. 161-176, 172A, 174A pp. 177-188, 186A, 188A
HMH Light and Heat BL; What are Light and Heat? OL; Motion BL; On the Move! OL; Easy Does It! AL Action at a Distance, p.24
Leveled Readers The Hidden Energy in Plants AL Magnetic Attraction, p.24
Ramp Race, p. 22 How Strong Is a Magnet?, p. 25
HMH Making Toast, p.20 Push and Pull, p.22 What Are Magnets?
Inquiry Flipchart/Labs My Energy Survey, p.20 How Do Forces Make Objects Move?, p. 23 How Strong Is a Magnet?
How Does the Sun Warm Our Homes?, p. 21 What are Forces? Unit 7 Lesson 3 Quiz (AG 59)
HMH How Do We Use Energy? How Do Objects Make Forces Move? Unit 7 Lesson 4 Quiz (AG 60)
Think Central How Does the Sun Warm Our Homes? Unit 7 Lesson 1 Quiz (AG 57) Unit 7 Benchmark Assessment (AG 61- 64)
Unit 7 Lesson 2 (AG 58) Unit 7 Performance Assessment (AG 65)
HMH Unit 6 Lesson 1 Quiz (AG 49) p. 298 - 305
Assessment Guide Unit 6 Lesson 2 Quiz (AG 50) p. 280 - 289 Physical
Unit 6 Benchmark Assessment (AG 51-54) Physical Magnets: A Sticky Business, p. 293
ScienceSaurus Unit 6 Performance Assessment (AG 55) If It’s Up, It Must Come Down, p. 333 Can We Sort?, p. 299
p. 254 – 259, 266 - 279 What’s Up? p. 339 Discovery Bottle, p. 305
AIMS Science Physical Lid Skid, p. 343 The Up Side of Magnets, p. 317
(Florida-specific) Powered Up, p. 259 Puffer Paths, p. 349 Hungry Hounds, p. 323
Energy Workshop, p. 265 Island Hoppers, p. 359 Magnet Man, p. 329
We Use Energy, p. 269 Magnets
The Energy Song, p. 275 All About Magnets
Safari Montage What is Energy? All About Forces and Gravity Making Objects Move: Science NetLinks
CPALMS All About Conservation of Energy Pushing & Pulling Forces May the Force Be With You
Magic School Bus: Getting Energized Forces & Movement
All About Electricity Magnets
Cooking Up Chemistry Push and Pull
Cheesy Pizza Delivery: I Need a New Car Use the Force! Racing Zucchini Science with Magnets (C)
Web Resources Electro-matic Factory Rock and Roll
Scholastic Study Jams: Force & Motion
Supplemental Oscar and the Birds (E); Gregory, the Terrible
Literature Eater-RC (A); Day Light, Night Light (C) Make It Move! (E); Motion (A)
Other
28 Volusia County Schools Grade 2 Science Curriculum Map
October 2016
Elementary Science Department
NGSSS BODY OF KNOWLEDGE: NATURE OF SCIENCE/LIFE SCIENCE PACING: Weeks 29 – 34
Unit of Study: Life March 6 – April 21
Prerequisite Kindergarten – SC.K.L.14.1, SC.K.L.14.3
Learning First Grade – SC.1.L.14.3
Topics Learning Targets/Skills Benchmarks Vocabulary
Weeks 29-31 Distinguish human body parts (brain, heart, lungs, stomach, muscles, and skeleton) and their basic SC.2.L.14.1 brain
Human Body functions. function
Embedded heart
Students will: Nature of Science human body
• identify outside human body parts (e.g., head, arms, legs, ankles). lungs
• identify inside human body structures (limited to brain, heart, lungs, stomach, muscles, SC.2.N.1.1 muscles
and skeleton). oxygen
• describe the basic function of the brain, heart, lungs, stomach, muscles, and skeleton. skeleton
o brain –gets information from your senses; control center of your body stomach
o heart – pumps blood and oxygen throughout your body
o lungs – take in oxygen
o stomach – breaks down food and mixes it with digestive juices
o muscles – make your body move (bones, heart, lungs, pupils of your eyes)
o skeleton – supports your body; gives it shape; protects internal organs
Teacher Hints for “Human Body”:
• This is the first exposure for students to human body structures and functions outside the work they have done with body parts associated with senses.
• Internal structures are limited to the following: brain, heart, lungs, stomach, muscles, and skeleton.
• In Grade 5, this topic grows to include structures and functions of the following: pancreas, liver, gall bladder, small and large intestines in grade 5.
• Human body systems, such as digestive, circulatory, and nervous, are now taught in middle school.
Weeks 32-34 Observe and describe major stages in the life cycles of plants and animals, including beans and SC.2.L.16.1 adult
Life Cycles butterflies. bean
Embedded butterflies
Students will: Nature of Science egg
• observe and describe major stages in the life cycle of the butterfly (egg, larva, pupa, frog
adult). SC.2.N.1.1 larva
• investigate the life cycles of other animals (e.g., cat, snake, hamster, spider, fish, SC.2.N.1.2 life cycles
kangaroo, salamander, penguin, possum). SC.2.N.1.4 pupa
• observe and describe major stages in the life cycle of the bean plant (seed, seedling, seed
mature plant). germinate
• investigate the life cycles of other plants (e.g., marigolds, fern, pine tree, ivy). seedling
• explain that, when repeated, life cycle investigations yield the same results.
• compare the life cycles of the butterfly to the bean (or other plants to other animals).
Teacher Hints for “Life Cycles”:
• All living things have a life cycle; not just frogs and butterflies (common misconception held by young learners).
• This is the first year this topic is formally taught to children. Previous grade levels may have spent some time observing the growth and development of
plants and animals.
• Not all animals go through the same kind of change. Some grow from smaller to larger (kitten to cat, shark pup to shark, infant to adult). Some start as one
animal and change to something completely different (e.g., mealworm to beetle, tadpole to frog, caterpillar to butterfly).
29 Volusia County Schools Grade 2 Science Curriculum Map
October 2016
Elementary Science Department
Resource Weeks 29-31 Weeks 32-34
Alignment
Human Body Life Cycles
HMH
Teacher’s Edition pp. 191-208, 204A, 208A pp. 211-240
HMH Way to Grow! AL Animals/Plants BL; Animal Life Cycle/Plant Life Cycle OL;
Leveled Readers Changing Shapes/Surprises in Grandma’s Garden AL
Bones at Work, p.26
HMH Full of Air, p. 26 What’s My Life Cycle?, p. 28
Inquiry Flipchart/Labs What Changes Your Heart Rate?, p. 27 Where’s the Caterpillar?, p.28
How Does a Bean Plant Grow?, p. 29
HMH What Makes Up the Human Body? Bud a Spud!, p.30
Think Central What Changes Your Heart Rate? Speedy Seed Race, p. 30
What are Some Animal Life Cycles?
HMH Unit 8 Lesson 1 Quiz (AG 67) How Does a Bean Plant Grow?
Assessment Guide Unit 8 Lesson 2 Quiz (AG 68) What Are Some Plant Cycles?
Unit 8 Benchmark Test (AG 69 – 72)
Unit 8 Performance Assessment (AG 73) Unit 9 Lesson 1 Quiz (AG 75)
Unit 9 Lesson 2 Quiz (AG 76)
ScienceSaurus Life Unit 9 Lesson 3 Quiz (AG 77)
Unit 9 Benchmark Test (AG 78 – 81)
AIMS Science Parts, p. 15 Mighty Muscles, p. 59 Unit 9 Performance Assessment (AG 82)
(Florida-specific) p. 119-123, 126
Brain Power, p. 25 Bone Builders, p. 65
Safari Montage Life
CPALMS Heart Smart, p. 35 Bag ‘o Bones, p. 75 Life Cycles: The Never-Ending Story, p. 101
A Frog’s Life, p. 103
A Look at Lungs, p. 45 Operation Body Parts, p. 85 The Life and Times of the Ladybug, p. 109
A Time of Their Own, p. 123
My Lungs (Song), p. 51 Body Part Bingo, p. 95 Beans: Start to Finish, p. 133
Peas, Please, p. 143
Stomach Study, p. 53 All About Animal Life Cycles
Bill Nye: Life Cycles
All About Bones and Muscles All About the Brain
All About Blood and the Heart Ch. 5 Bill Nye: Digestion
Magic School Bus: Flexes It's Muscles Bill Nye: Heart Ch. 2 & 5
Who Am I? A Human Riddle Book Animal Life Cycle Game
The Plant Life Cycle (Using Lima Beans)
Amazing Body Parts
Web Resources The Human Body Scholastic Study Jams: Animal Life Cycles
The Circulatory System (E); Broken Bones (A); A Healthy Body (C) Life Cycle of a Plant
Supplemental Animal Hospital - hard level
Literature
Mammals (E); Snakes and Lizards (A); Pumpkin Circle: The Story of a
Garden-RC (C)
30 Volusia County Schools Grade 2 Science Curriculum Map
October 2016
Elementary Science Department
NGSSS BODY OF KNOWLEDGE: NATURE OF SCIENCE/LIFE SCIENCE PACING: Weeks 35 – 37
Unit of Study: Basic Needs April 24 – May 12
Prerequisite Kindergarten – none
Learning First Grade – SC.1.L.16.1
Topics Learning Targets/Skills Benchmarks Vocabulary
Compare and contrast the basic needs that all living things, including humans, have for survival. SC.2.L.17.1 basic needs
o air
Weeks 35-37 Students will: Embedded o food
Basic Needs • identify the basic needs of plants (water, light, air, nutrients, space). Nature of Science o light
• identify the basic needs of animals (water, air, food, shelter, space). o nutrients
• compare the basic needs that all living things (plant and animal) have for survival. SC.2.N.1.1 o shelter
• investigate a plant’s ability to survive when one of its basic needs are not met. SC.2.N.1.2 o space
• compare findings with other groups focusing on any differences that may have occurred. o water
SC.2.L.17.2
• describe how different animals and plants depend on each other and the environment to environment/habitat
o arctic
meet their basic needs. o desert
o ocean
Recognize and explain that living things are found all over Earth, but each is only able to live in o prairie
habitats that meet its basic needs. o rain forest
o tundra
Students will: o wetlands
• describe different environments (e.g., ocean, rain forest, desert, tundra, prairie, wetlands, o woodland
woodland).
• match plants and animals to their environments/habitats (e.g., wetlands, desert, woodland, living
prairie, ocean, rainforest, arctic). survival
• explain that plants and animals live in habitats that meet their basic needs.
Teacher Hints for “Basic Needs”:
• In previous years, students have learned about the basic needs of all living things. In Grade 2, they focus on being able to compare the basic needs of two
living organisms.
• Plants and animals are adapted to survive in different environments. Students should be able to discuss the features they have that allow them to survive in
their specific environment.
31 Volusia County Schools Grade 2 Science Curriculum Map
October 2016
Elementary Science Department
Resource Weeks 35-37
Alignment
Basic Needs
HMH
Teacher’s Edition pp. 243-276
HMH Living Things and their Environment BL (p.1-9 only) Home Sweet Home OL Helping Our World AL
Leveled Readers Way to Grow AL
Living and Nonliving Things BL Living Things OL
HMH
Inquiry Flipchart/Labs Airtight Seal, p.31 Block the Light, p. 31 An Animal I Know, p.32
Raising Crickets, p.32
HMH Keeping Warm, p. 34 Waxy Leaves, p.34
Think Central What Are Plant Needs?
What Are Animal Needs? Can Plants Survive in Different Environments?, p. 33
Can Plants Survive in Different Environments?
Where Do Plants and Animals Live?
HMH Unit 10 Lesson 1 Quiz (AG 84) Unit 10 Lesson 4 Quiz (AG 87)
Assessment Guide Unit 10 Lesson 2 Quiz (AG 85) Unit 10 Benchmark Assessment (AG 88 – 91)
Unit 10 Lesson 3 Quiz (AG 86) Unit 10 Performance Assessment (92)
ScienceSaurus
AIMS Science p.99, 130-131
(Florida-specific)
Life Where Can Animals Live? p. 223
Safari Montage
What Do Plants Need to Grow? p. 173 A Walk in the Park, p. 235
CPALMS
A Plant Patch, p. 187 Paste Up Habitats, p. 249
Web Resources
Square Necessities, p. 199 Where Do We Belong? p. 275
A Place to Call Home, p. 205
Creature Homes, p. 221
Exploring Habitats
The Magic School Bus: Hops
All About Deserts & Grasslands
All About Caring for Plants
Tadpole Habitat - An Engineering Design Challenge
Pet For A Day!
Butterfly Life Cycle
Insects Everywhere!
The Perils of a Plant: Watering Can – An Engineering Design Challenge
Lizard Lights
What Do I need?
Supplemental E- In the Trees, Honey Bees (RC) A- Animal Dads (RC) C- Someday a Tree
Literature
32 Volusia County Schools Grade 2 Science Curriculum Map
October 2016
Elementary Science Department
NGSSS BODY OF KNOWLEDGE: NATURE OF SCIENCE PACING: Weeks 38 – 39
Unit of Study: Enrichment May 15 – May 26
Topics Learning Targets/Skills Benchmarks Vocabulary
Weeks 38-39
Enrichment Students will: SC.2.N.1.1
• engage in learning experiences that review/enrich understanding of basic and SC.2.N.1.2
integrated science process skills as they prepare for third grade. SC.2.N.1.3
SC.2.N.1.4
SC.2.N.1.5
SC.2.N.1.6
Basic and integrated science process skills are defined on page 8 of the grade 2 Science Curriculum Map.
Use the Practice of Science Resource Alignment suggestions (page 15) that were not utilized
during the Practice of Science unit of study that took place at the start of the school year.
33 Volusia County Schools Grade 2 Science Curriculum Map
October 2016
Elementary Science Department
Formative Assessment Strategies
Science K-5
Adapted from Page Keeley’s Science Formative Assessment: 75 Practical Strategies for Linking Assessment, Instruction, and Learning
Strategy Name Description Additional Information
A & D Statements analyze a set of “fact or fiction” statements. First, Statement How can you find out?
students may choose to agree or disagree with a statement or identify
whether they need more information. Students are asked to describe All magnets have 2 poles.
their thinking about why they agree, disagree, or are unsure. In the
A & D Statements second part, students describe what they can do to investigate the __agree __disagree
Agreement Circles statement by testing their ideas, researching what is already known, or
using other means of inquiry. __it depends __not sure
Agreement Circles provide a kinesthetic way to activate thinking and My thoughts:
engage students in scientific argumentation. Students stand in a circle
as the teacher reads a statement. While standing, they face their peers Energy
and match themselves up in small groups of opposing beliefs. Students
discuss and defend their positions. After some students defend their 1. Energy is a material that is stored in an object.
answers, the teacher can ask if others have been swayed. If so, stand
up. If not, what are your thoughts? Why did you disagree? After 2. When energy changes from one form to another,
hearing those who disagree, does anyone who has agreed want to heat is usually given off.
change their minds? This should be used when students have had
some exposure to the content. 3. Energy can never be created or destroyed.
4. Something has to move in order to have energy.
Annotated Student Drawings are student-made, labeled illustrations that
visually represent and describe students’ thinking about scientific
concepts. Younger students may verbally describe and name parts of
their drawings while the teacher annotates them.
Annotated Student
Drawings
34 Volusia County Schools Grade 2 Science Curriculum Map
October 2016
Elementary Science Department
Strategy Name Description Additional Information
Card Sorts
Card Sorts is a sorting activity in which students group a set of cards
with pictures or words according to certain characteristics or category.
Students sort the cards based on their preexisting ideas about the
concepts, objects, or processes on the cards. As students sort the
cards, they discuss their reasons for placing each card into a designated
group. This activity promotes discussion and active thinking.
Chain Notes Chain Notes is a strategy that begins with a question printed at the top of What is Matter?
a paper. The paper is then circulated from student to student. Each
Commit and Toss student responds with one to two sentences related to the question and Matter is all around us.
passes it on to the next student. A student can add a new thought or Matter makes up everything.
Concept Card build on a previous statement. Matter has volume and takes up space.
Mapping You can feel and see matter.
Commit and Toss is a technique used to anonymously and quickly Solids and Holes
assess student understanding on a topic. Students are given a Lance has a thin, solid piece of material. He places it in
question. They are asked to answer it and explain their thinking. They water. It floats. He takes the material out and punches
write this on a piece of paper. The paper is crumpled into a ball. Once holes all the way through it.
the teacher gives the signal, they toss, pass, or place the ball in a What do you think Lance will observe when he puts the
basket. Students take turns reading their "caught" response. material with holes back in the water?
Once all ideas have been made public and discussed, engage students
in a class discussion to decide which ideas they believe are the most A. It will sink.
plausible and to provide justification for the thinking. B. It will barely float.
C. It will float the same as it did before the holes
were punched.
D. It will neither sink nor float. It will bob up and
down in the water.
Explain your thinking. Describe the reason for the answer
you selected.
Concept Card Mapping is a variation on concept mapping. Students are
given cards with the concepts written on them. They move the cards
around and arrange them as a connected web of knowledge. This
strategy visually displays relationships between concepts.
35 Volusia County Schools Grade 2 Science Curriculum Map
October 2016
Elementary Science Department
Strategy Name Description Additional Information
Concept Cartoons Concept Cartoons are cartoon drawings that visually depict children or
adults sharing their ideas about common everyday science. www.pixton.com
Data Match Students decide which character in the cartoon they agree with most
Fact First Questioning and why. This formative assessment is designed to engage and Where We Put the Ice Cube How Many Minutes It
motivate students to uncover their own ideas and encourage scientific Took to Melt
argumentation.
Concept Cartoons are most often used at the beginning of a new On the blacktop in the sun 3
concept or skill. These are designed to probe students’ thinking about
everyday situations they encounter that involve the use of science. On the blacktop in the shade 7
Not all cartoons have one “right answer.” Students should be given
ample time for ideas to simmer and stew to increase cognitive On the grass 10
engagement.
Data Match provides students with a data set from a familiar On the metal side 2
investigation and several statements about data. Students use evidence
from the data to determine which statements are accurate. This strategy On the dirt underneath the slide 5
provides students with an opportunity to consider what constitutes
evidence, practice interpreting data, and consider how confident they Which of these statements match your results?
are in interpreting results of an inquiry.
The ice cube on the grass took longest to melt.
Fact First Questioning is a higher-order questioning technique used to
draw out students’ knowledge. It takes a factual “what” question and The metal slide was hotter than the dirt underneath the slide.
turns it into a deeper “how” or “why” question. Teachers state the fact
first and then ask students to elaborate, enabling deeper thinking The ice cube melted faster on the blacktop in the sun than on the
processes that lead to a more enduring understanding of science
concepts. shaded blacktop.
Ice placed on dark things melts faster than ice placed on light
things.
Ice melts faster on some surfaces than on others.
Examples of Fact First Questions
Glucose is a form of food for plants.
Why is glucose considered a food for plants?
A cell is called the basic unit of life.
Why is the cell called the basic unit of life?
The patterns of stars in the night sky stay the same.
Why do the patterns of stars in the night sky stay the
same?
Sandstone is a sedimentary rock.
Why is sandstone considered a sedimentary rock?
36 Volusia County Schools Grade 2 Science Curriculum Map
October 2016
Elementary Science Department
Strategy Name Description Additional Information
Familiar Phenomenon Familiar Phenomenon Probes is a strategy involving two-tiered What’s in the Bubbles?
Probes questions consisting of a selected response section and a justification Hannah is boiling water in a glass tea kettle. She notices large
for the selected response. They engage students in thinking about bubbles forming on the bottom of the kettle that rise to the top
scientific ideas related to the phenomenon and committing to a response and wonders what is in the bubbles. She asks her family what
that matches their thinking. The distracters (wrong choices) include they think, and this is what they may say:
commonly held misconceptions that children have in science.
Dad: They are bubble of heat.
Calvin: The bubbles are filled with air.
Grandma: The bubbles are an invisible form of water.
The bubbles are empty. There is nothing
Mom: inside them.
The bubbles contain oxygen and hydrogen
Lucy: that separated from the water.
Which person do you most agree with and why? Explain
your thinking.
First Word-Last Word is a variation of acrostic poetry. Students First Word-Photosynthesis Last Word-Photosynthesis
construct statements about a concept or topic before and after
instruction that begins with the designated letter of the alphabet. The Plants make their own food. Producers such as plants use
acrostic format provides a structure for them to build their idea energy from the sun to make their
statements off different letters that make up the topic word. Happens in cells food.
Other animals eat plants. Happens in cells that have
First Word-Last Word The roots take up food and water. structures called chloroplasts
Organisms that eat plants are
Oxygen is breathed in through using energy from the plant.
leaves. The roots take water up to the
Sunlight makes food for plants. leaves where it reacts with
You can’t make your own food. sunlight and carbon dioxide.
Oxygen is given off during
Needs water, sunlight, oxygen, photosynthesis and is used by
and minerals plants and animals for respiration.
The leaves, roots, and stems are Sunlight provides the energy so
all parts that make food. plants can make food.
Have to have sun and water You need to have cells with
Energy comes from the sun. chloroplast and chlorophyll to
make food.
Needs water, carbon dioxide and
sunlight to make food
The leaf is the food making part.
Have to have sunlight, water, and
carbon dioxide
Energy comes from sunlight.
Sunlight turns plants green. Sunlight is trapped in the
chlorophyll.
It happens in all plants. It is necessary life process for all
plants.
Soil is used by plants to make
food. Soil holds the water for plants and
gives some minerals.
37 Volusia County Schools Grade 2 Science Curriculum Map
October 2016
Elementary Science Department
Strategy Name Description Additional Information
Fist to Five
Four Corners Fist to Five asks students to indicate the extent of their understanding of I do not I understand I understand I understand it I understand it and
a scientific concept by holding up a closed fist (no understanding), one understand it. some of it. most of it. completely. can explain it.
Frayer Model finger (very little understanding), and a range up to five fingers
(understand completely and can easily explain it to someone else). Fist Agree Strongly
to Five provides a simple feedback opportunity for all students in a class Agree
to indicate when they do not understand a concept or skill and need
additional support for their learning. Strongly Disagree
Four Corners is a kinesthetic strategy. The four corners of the Disagree
classroom are labeled: Strongly Agree, Agree, Disagree and Strongly
Disagree. Initially, the teacher presents a science statement to students Definition Characteristics
and asks them to go to the corner that best aligns with their thinking.
Students then pair up to defend their thinking with evidence. The Living Things
teacher circulates and records student comments. Next, the teacher
facilitates a whole group discussion. Students defend their thinking and
listen to others’ thinking before returning to their desks to record their
new understanding.
Frayer Model is a strategy that graphically organizes prior knowledge
about a concept into an operational definition, characteristics, examples,
and non-examples. It provides students with the opportunity to clarify
what they are thinking about the concept and to communicate their
understanding.
Examples Non-examples
Friendly Talk Probes Friendly Talk Probes is a strategy that involves a selected response Talking about Gravity
section followed by justification. The probe is set in a real-life scenario in
which friends talk about a science-related concept or phenomenon. Two friends are talking about gravity.
Students are asked to pick the person they most agree with and explain
why. This can be used to engage students at any point during a unit. It Ben says, “Gravity needs atmosphere or air. If there is no
can be used to access prior knowledge before the unit begins, or assess air or atmosphere, there will be no gravity.”
learning throughout and at the close of a unit. Kelly says, “Gravity doesn’t need an atmosphere or air. If
there is no air or atmosphere, there will still be gravity.”
Which friend do you agree with?__________
Describe your thinking. Explain why you agree with one
friend and disagree with the other.
38 Volusia County Schools Grade 2 Science Curriculum Map
October 2016
Elementary Science Department
Strategy Name Description Additional Information
Give Me Five
Give Me Five is a simple, quick technique for inviting and valuing public 1. What was the most significant learning you had during
Human Scatterplot reflection and welcoming feedback from the students. Students should today’s lesson?
I Used to Think… be given time to quietly reflect, perhaps through a quick write. Teacher
But Now I Know… selects five “volunteers” to share their reflection. 2. How “in the zone” do you feel right now as far as
understanding the concept?
Justified List NOTE: Deliberately select students for the purpose of reinforcing
correct understanding and addressing misconceptions. 3. How did today’s lesson help you better understand the
concept?
Human Scatterplot is a quick, visual way for teacher and students to get
an immediate classroom snapshot of students’ thinking and the level of 4. What was the high point of this week’s activities on the
confidence students have in their ideas. Teachers develop a selective concept?
response question with up to four answer choices. Label one side of the
room with the answer choices. Label the adjacent wall with a range of 5. How well do you think today’s science discussion
low confidence to high confidence. Students read the question and worked in improving your understanding of the
position themselves in the room according to their answer choice and concept?
degree of confidence in their answer.
I Used to Think…But Now I Know is a self-assessment and reflection I USED TO THINK… BUT NOW I KNOW…
exercise that helps students recognize if and how their thinking has
changed at the end of a sequence of instruction. An additional column Making Sound
can be added to include…And This Is How I Learned It to help students
reflect on what part of their learning experiences helped them change or All of the objects listed below make sounds.
further develop their ideas.
Justified List begins with a statement about an object, process, concept Put an X next to the objects you think involve vibration
or skill. Examples that fit or do not fit the statement are listed. Students
check off the items on the list that fit the statement and provide a in producing sound.
justification explaining their rule or reasons for their selections.
This can be done individually or in small group. Small groups can share ____guitar strings ____drum ____piano
their lists with the whole class for discussion and feedback.
Pictures or manipulatives can be used for English-language learners. ____dripping faucet ____flute ____wind
____hammer ____crumpled paper
____thunderstorm ____barking dog
____screeching brakes
Explain your thinking. What “rule” or reasoning did you
use to decide which objects involve vibration?
39 Volusia County Schools Grade 2 Science Curriculum Map
October 2016
Elementary Science Department
Strategy Name Description Additional Information
K-W-L Variations
K-W-L is a general technique in which students describe what they K W L
Learning Goals Know about a topic, what they Want to know about a topic, and what This is what I This is what I This is what I
Inventory (LGI) they have Learned about the topic. It provides an opportunity for already KNOW WANT to find out
students to become engaged with a topic, particularly when asked what LEARNED
Look Back they want to know. K-W-L provides a self-assessment and reflection at
Muddiest Point the end, when students are asked to think about what they have What do you think the learning goal is about?
learned. The three phrases of K-W-L help students see the connections
between what they already know, what they would like to find out, and List any concepts or ideas you are familiar with related
what they learned as a result. to this learning goal.
Learning Goals Inventory (LGI) is a set of questions that relate to an List any terminology you know of that relates to this
identified learning goal in a unit of instruction. Students are asked to goal.
“inventory” the learning goal by accessing prior knowledge. This List any experiences you have had that may have
requires them to think about what they already know in relation to the helped you learn about the ideas in this learning goal.
learning goal statement as well as when and how they may have
learned about it. The LGI can be given back to students at the end of What I Learned How I Learned it
the instructional unit as a self-assessment and reflection of their
learning. Scenario: Students have been using a hand lens
Look Back is a recount of what students learned over a given to make observations of the details on a penny.
instructional period of time. It provides students with an opportunity to Teacher states, “I want you to think about the
look back and summarize their learning. Asking the students “how they muddiest point for you so far when it comes to using
learned it” helps them think about their own learning. The information a hand lens. Jot it down. I will use the information
can be used to differentiate instruction for individual learners, based on you give me to think about ways to help you better
their descriptions of what helped them learn. use the hand lens in tomorrow’s lesson.”
Muddiest Point is a quick-monitoring technique in which students are
asked to take a few minutes to jot down what the most difficult or
confusing part of a lesson was for them. The information gathered is
then to be used for instructional feedback to address student difficulties.
40 Volusia County Schools Grade 2 Science Curriculum Map
October 2016
Elementary Science Department
Strategy Name Description Additional Information
Odd One Out
Odd One Out combines similar items/terminology and challenges Properties of Matter: In each set, circle the Odd One Out
Paint The Picture students to choose which item/term in the group does not belong. and describe why it does not fit with the others.
Partner Speaks Students are asked to justify their reasoning for selecting the item that
does not fit with the others. Odd One Out provides an opportunity for Which Is the Odd One? Why Is It the Odd One Out?
Pass the Question students to access scientific knowledge while analyzing relationships
between items in a group. weight
A Picture Tells a density
Thousand Words Paint the Picture visually depicts students’ thinking about an idea in length
science without using any annotations. This involves giving the students color
a question and asking them to design a visual representation that
reveals their thinking and answers the question. Paint the Picture What role do minerals play in the formation of a rock?
provides an opportunity for students to organize their thinking and
represent their thinking in a creative, unique visual format. minerals rock
Partner Speaks provides students with an opportunity to talk through an
idea or question with another student before sharing with a larger group. Today we are going to investigate how objects float and sink
When ideas are shared with the larger group, pairs speak from the in water.
perspective of their partner’s ideas. This encourages careful listening
and consideration of another’s ideas. - What do you think affects whether an object floats or
sinks in water?
Pass the Question provides an opportunity for students to collaborate in
activating their own ideas and examining other students’ thinking. - What can you do to change how an object floats or
Students begin by working together in pairs to respond to a question. sinks?
Time is allotted for partial completion of their responses. When the time
is up, they exchange their partially completed response with another Turn to your partner and take turns discussing ideas.
pair. Students are provided time to finish, modify, add to, or change it
as they deem necessary. Pairs then group to give feedback to each What are the phases of the moon?
other on the modifications.
A Picture Tells a Thousand Words is a technique where students are Can sound travel through a solid?
digitally photographed during an inquiry-based activity or investigation.
They are given the photograph and asked to describe and annotate What is the difference between
what they were doing and learning in the photo. Images can be used to temperature and humidity?
spark student discussions, explore new directions in inquiry, and probe
their thinking as it relates to the moment the photograph was taken. Are science tools helpful?
How can you measure matter?
41 Volusia County Schools Grade 2 Science Curriculum Map
October 2016
Elementary Science Department
Strategy Name Description Additional Information
Question Generating
Question Generating is a technique that switches roles from the teacher Question Generating Stems:
Sticky Bars as the question generator to the student as the question generator. The • Why does___?
ability to formulate good questions about a topic can indicate the extent • How does___?
to which a student understands ideas that underlie the topic. This • What if___?
technique can be used any time during instruction. Students can • What could be the reason for___?
exchange or answer their own questions, revealing further information • What would happen if___?
about the students’ ideas related to the topic. • How does___compare to___?
• How could we find out if___?
Sticky Bars is a technique that helps students recognize the range of
ideas that students have about a topic. Students are presented with a • I was successful in…
short answer or multiple-choice question. The answer is anonymously • I got stuck…
recorded on a Post-it note and given to the teacher. The notes are • I figured out…
arranged on the wall or whiteboard as a bar graph representing the • I got confused when…so I…
different student responses. Students then discuss the data and what • I think I need to redo…
they think the class needs to do in order to come to a common • I need to rethink…
understanding. • I first thought…but now I realize…
• I will understand this better if I…
Thinking Logs Thinking Logs is a strategy that informs the teacher of the learning • The hardest part of this was…
successes and challenges of individual students. Students choose the • I figured it out because…
thinking stem that would best describe their thinking at that moment. • I really feel good about the way…
Provide a few minutes for students to write down their thoughts using
the stem. The information can be used to provide interventions for
individuals or groups of students as well as match students with peers
who may be able to provide learning support.
Think-Pair-Share Think-Pair-Share is a technique that combines thinking with
communication. The teacher poses a question and gives individual
students time to think about the question. Students then pair up with a
partner to discuss their ideas. After pairs discuss, students share their
ideas in a small-group or whole-class discussion. (Kagan)
NOTE: Varying student pairs ensures diverse peer interactions.
42 Volusia County Schools Grade 2 Science Curriculum Map
October 2016
Elementary Science Department
Strategy Name Description Additional Information
Traffic Light Cups
Two-Minute Paper Traffic Light Cups is a monitoring strategy that can be used at any time Green I understand this very well.
during instruction to help teachers gauge student understanding. The Yellow
Two Stars and a Wish colors indicate whether students have full, partial, or minimal I understand most of it but could
understanding. Students are given three different-colored cups, asked to Red use a little help.
self-assess their understanding about the concept or skill they are Help. I don’t get it.
learning, and display the cup that best matches their understanding.
Two-Minute Paper is a quick way to collect feedback from students • What was the most important thing you learned
about their learning at the end of an activity, field trip, lecture, video, or today?
other type of learning experience. Teacher writes two questions on the
board or on a chart to which students respond in two minutes. • What did you learn today that you didn’t know
Responses are analyzed and results are shared with students the before?
following day.
• What important question remains unanswered
Two Stars and a Wish is a way to balance positive and corrective for you?
feedback. The first sentence describes two positive commendations for
the student’s work. The second sentence provides one • What would help you learn better tomorrow?
recommendation for revision. This strategy could be used teacher-to-
student or student-to-student.
3-2-1 3-2-1 is a technique that provides a structured way for students to reflect Sample 1
upon their learning. Students respond in writing to three reflective • 3 – Three key ideas I will remember
prompts. This technique allows students to identify and share their • 2 – Two things I am still struggling with
successes, challenges, and questions for future learning. Teachers • 1 – One thing that will help me tomorrow
have the flexibility to select reflective prompts that will provide them with
the most relevant information for data-driven decision making. Sample 2
43 Volusia County Schools Grade 2 Science Curriculum Map
October 2016
Elementary Science Department
DIGITAL PROGRAM ACCESS INFORMATION
The Elementary Science Department highly recommends the use of the following digital resources for purposes of planning, delivery of
instruction, formative and summative assessment, and/or professional development. Access information and a brief description of each
are provided.
Science Fusion Think Central The Happy Scientist (www.thehappyscientist.com)
Username/Login: district email address
Password: Pa$5word Contact your Elementary Curriculum Cadre Science Leader for
assistance with access information (username and password).
Access the HMH Think Central tile through V-Portal.
The Happy Scientist website is a rich collection of videos, photographs,
Science Fusion Think Central platform provides teachers with digital access experiments, questions of the day, blogs, and SO much more. The content is
to the district-adopted textbook resource. It contains digital lessons and labs aligned to the NGSSS for science and is easy to navigate.
that parallel the hard copy materials providing students with multiple exposures
to the context of science content. A wealth of additional instructional resources If you need assistance with science experiments and videos, email
organized by grade, unit, and lesson are available for easy teacher access. [email protected].
If you need access assistance, contact Felecia Martinez (Extension 20686) If you need assistance with the website, email
If you need technical assistance, call 800-323-9239. [email protected].
CPALMS (www.cpalms.org) Florida Students
iCPALMS (www.cpalms.org) (www.floridastudents.org)
CPALMS is an online toolbox of information, vetted resources, and interactive Florida Students is your source for Florida Standards Student Tutorials and
tools that helps educators effectively implement teaching standards. It is the Resources.
State of Florida’s official source for standards information and course
descriptions. This site is new to CPALMS and full of resources located from all over the web
to support learning in language arts, mathematics, SCIENCE, and civics.
ICPALMS is a powerful portal linking teachers across the state to online tools
for planning and implementing instruction. Based on adopted standards Be on the lookout for new Florida tutorials designed for
governing what students must learn, these tools will, in turn, connect educators Florida educators.
with thousands of existing resources for teaching science, making this an
innovative system like no other.
For user support by phone, call 855-826-8236.
44 Volusia County Schools Grade 2 Science Curriculum Map
October 2016
Elementary Science Department
GLOSSARY OF TERMS
The Science Curriculum Map has been developed by teachers for ease of use during instructional planning.
Terminology found within the framework of the curriculum map is defined below.
Next Generation Sunshine State Standards (NGSSS): a set of content and process science standards that define with specificity
what teachers should teach and students should know and be able to do; adopted by the Florida State Board of Education in 2008
NGSSS Body of Knowledge: the broadest organizational structure used to group content and concepts within the curriculum map and
include the following: Nature of Science, Earth Science, Physical Science and Life Science (also known as Reporting Category)
Standard/Big Idea: an overarching organizational structure used to describe the scope of a selected group of benchmarks; for example,
The Characteristics of Science Knowledge, Earth Systems and Patterns, Forms of Energy, and Interdependence
Unit of Study: an overarching organizational sub-structure comprised of a collection of topics used to group content and concepts for a
more narrow focus
Topics: a grouping of benchmarks and skills that form a subset of scientific concepts covered in each unit of study
Benchmarks: the required NGSSS expectations presented in the course descriptions posted on CPALMS by FLDOE
Learning Targets/Skills: the content knowledge, processes, and enabling skills that will ensure successful mastery of the benchmarks
Vocabulary: the content terminology and other academic language and phrases that support mastery of the learning targets and skills;
for teacher- and student-use alike
Prerequisite Learning: the benchmarks assigned to previous grade levels that support learning within the current grade level
Pacing: a recommendation of time frames for initial delivery of instruction and assessment
Teacher Hints: a listing of considerations when planning for instruction; may include suggestions or ideas for review
Resource Alignment: a listing of available, high quality and benchmark-aligned materials including labs, strategies, lessons, and
videos from textbook and other media sources
Formative Assessment Strategies: techniques that can be used before, during, and after instruction to evaluate student learning
The District Science Office recommends that all students engage in hands-on, minds-on science experiences DAILY.
45 Volusia County Schools Grade 2 Science Curriculum Map
October 2016
Elementary Science Department
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