2nd grade curriculum map 2016

2016

Second

SCIE

Curriculu

Volusia Coun

Next Generation Suns

1 Volusia County Schools

Elementary Science Department

- 2017

d Grade

ENCE

um Map

nty Schools

shine State Standards

Grade 2 Science Curriculum Map
November 2016

Authorization for reproductio
All trademarks and trade names found in this

and are not associated w
Questions regarding use of this p

Volusia County Schools
B

Elementary
rjlucas@
DeL

2 Volusia County Schools

Elementary Science Department

on of this document is hereby granted.
publication are the property of their respective owners

with the publisher of this publication.
publication should be sent to the following:

s Elementary Science Department
Becki Lucas

y Science Specialist
@volusia.k12.fl.us
Land, Florida

Grade 2 Science Curriculum Map
November 2016

Table of C

I. Next Generation Sunshine State Standa
A. Second Grade Overview………………
B. Second Grade Instructional Scope an

II. Making Connections
A. Health/Language Arts/Mathematics/T
B. Standards for Mathematical Practice…

III. Science Process Skills: Basic and Inte

IV. 5E Learning Cycle: An Instructional Mo

V. Webb’s Depth of Knowledge
A. Model of Cognitive Complexity..........
B. Question Stems…………………………

VI. Units of Study
A. Introduction to Practice of Science……
B. Earth..……………………………………
C. Weather..………………………………
D. Properties of Matter……………………
E. Changes in Matter.……………………
F. Energy & Motion…….…………………
G. Life…….…………………………………
H. Basic Needs……………………………
I. Enrichment………..……………………

VII. Appendices
Appendix A: Formative Assessment Str
Appendix B: Digital Program Access In

VIII. Glossary of Terms for the Science Curr

3 Volusia County Schools

Elementary Science Department

Contents 4
5
ards
………………………………………....….
nd Sequence…………………………….

Technology…………………..…….……. 6
……………………………………..…….. 7
egrated…………………………….…….. 8

odel……………………………………… 9

.............................................................. 10
……………………………………….…... 11

……………………………..…………..... 13
……………………………………………. 16
……………………………………………... 18
……………………………………………. 21
……………………………………………... 23
…………………………………………….. 26
……………………………………………. 29
…………………………………………….. 31
…………………………………………….. 33

rategies…………………………….…… 34
nformation……………………………….. 44

riculum Map……………………………. 45

Grade 2 Science Curriculum Map
November 2016

Next Generation Suns

The Next Generation Sunshine State Standards for science are
Knowledge for grades 9-12. Eighteen Big Ideas are encompass
advance. Each grade level includes benchmarks from the four B
Earth and Space Science, and Physical Science).

Second Gra

Second Grade focuses instructional delivery for science wit

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 Or
Big Idea 16 – Heredity and Reproduction
Big Idea 17 – Interdependence

4 Volusia County Schools

Elementary Science Department

shine State Standards

organized by grade level for grades K-8 and by Bodies of
sed in grades K-12 and build in rigor and depth as students
Bodies of Knowledge (Nature of Science, Life Science,

ade Overview

thin the following ten (10) Big Ideas/Standards:

rganisms

Grade 2 Science Curriculum Map
November 2016

Second

Instructional Sco

Weeks of Instructional
Instruction Scope

Weeks 1 – 5 Introduction to Practice of Science

Weeks 6 – 8 Earth

Weeks 9 – 13 Weather

Weeks 14 – 21 Properties of Matter

Weeks 22 – 23 Changes in Matter

Weeks 24 – 28 Energy & Motion

Weeks 29 – 34 Life

Weeks 35 – 37 Basic Needs

Weeks 38 – 39 Enrichment

Formative Assessment Strateg
Digital Program Access Inform

5 Volusia County Schools

Elementary Science Department

d Grade

ope and Sequence

Instructional Body of
Sequence Knowledge

August 15 – September 16 Nature of Science

September 20 – October 7 Earth and Space Science
October 10 – November 10

November 14 – January 13

January 17 – January 27 Physical Science

January 30 – March 3

March 6 – April 21 Life Science
April 24 – May 12

May 15 – May 26 Nature of Science

gies are included on pages 35-44.
mation is included on page 45.

Grade 2 Science Curriculum Map
November 2016

MAKING C

Health (NGSSS) / Language Arts (LAF

HEALTH Students will:
Name healthy options to health-related issues or pro
HE.2.B.3.2
HE.2.C.1.6 Recognize the locations and functions of major hum

LANGUAGE ARTS Students will:
Describe the connections between a series of histori
LAFS.2.RI.1.3
LAFS.2.RI.2.4 Determine the meanings of words and phrases in a t
LAFS.2.RI.4.10
By the end of year, read and comprehend informatio
LAFS.2.SL.1.1 text complexity band proficiently, with scaffolding as

LAFS.2.W.3.7 Participate in collaborative conversations with divers
groups.
LAFS.2.W.3.8
a. Follow agreed-upon rules for discussions (e
MATHEMATICS time about the topics and texts under discu

MAFS.2.MD.4.9 b. Build on others’ talk in conversations by link
c. Ask for clarification and further explanation
MAFS.2.MD.4.10
Participate in shared research and writing projects (e
TECHNOLOGY observations).

Creativity and innovation With guidance and support from adults, recall inform
Communication and
collaboration Students will:
Research and Generate measurement data by measuring lengths o
informational fluency same object. Show the measurements by making a
Critical thinking, problem
solving, and decision Draw a picture graph and a bar graph (with single-un
making take-apart, and compare problems using information
Digital Citizenship
Technology operations Students will:
and concepts Demonstrate creative thinking, construct knowledge,

Use digital media and environments to communicate
contribute to the learning of others.

Apply digital tools to gather, evaluate, and use inform

Use critical thinking skills to plan and conduct resear
digital tools and resources.

Understand human, cultural, and societal issues rela

Demonstrate a sound understanding of technology c

6 Volusia County Schools

Elementary Science Department

CONNECTIONS

FS) / Mathematics (MAFS) / Technology (ISTE)

oblems.
man organs.

ical events, scientific ideas or concepts, or steps in technical procedures in a text.
text relevant to a grade 2 topic or subject area.
onal texts, including history/social studies, science, and technical texts, in the grades 2-3
needed at the high end of the range.
se partners about grade 2 topics and texts with peers and adults in small and larger
e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a
ussion).
king their comments to the remarks of others.
as needed about the topics and texts under discussion.
e.g., read a number of books on a single topic to produce a report; record science

mation from experiences or gather information from provided sources to answer a question.

of several objects to the nearest whole unit, or by making repeated measurements of the
a line plot, where the horizontal scale is marked off in whole-number units.
nit scale) to represent a data set with up to four categories. Solve simple put-together,
n presented in a bar graph.

, and develop innovative products and processes using technology.
e and work collaboratively, including at a distance, to support individual learning and

mation.

rch, manage projects, solve problems, and make informed decisions using appropriate

ated to technology and practice legal and ethical behavior.
concepts, systems, and operations.

Grade 2 Science Curriculum Map
November 2016

MAKING CO

Standards for Ma

Students will:

Make sense of problems and persevere in so

Solving a mathematical problem involves making sense
process which sometimes requires perseverance, flexibi

Reason abstractly and quantitatively. (SMP.2

The concrete and the abstract can complement each oth
representing a concrete situation with symbols can make
concrete context can help make sense of abstract symb

Construct viable arguments and critique the

A well-crafted argument/critique requires a thoughtful an
supporting evidence.

Model with mathematics. (SMP.4)

Many everyday problems can be solved by modeling the

Use appropriate tools strategically. (SMP.5)

Strategic choice and use of tools can increase reliability
mathematical understanding.

Attend to precision. (SMP.6)

Attending to precise detail increases reliability of mathem
mathematical explanations.

Look for and make use of structure. (SMP.7)

Recognizing a structure or pattern can be the key to solv

Look for and express regularity in repeated r

Recognizing repetition or regularity in the course of solvi
results more quickly and efficiently.

7 Volusia County Schools

Elementary Science Department

ONNECTIONS

athematical Practice

olving them. (SMP.1)

of what is known and applying a thoughtful and logical
ility, and a bit of ingenuity.

2)

her in the development of mathematical understanding:
e the solution process more efficient, while reverting to a
bols.

reasoning of others. (SMP.3)

nd logical progression of mathematically sound statements and

e situation with mathematics.

and precision of results, enhance arguments, and deepen

matical results and minimizes miscommunication of

)

ving a problem or making sense of a mathematical idea.

reasoning. (SMP.8)

ing a problem (or series of similar problems) can lead to

Grade 2 Science Curriculum Map
November 2016

Science Process Skills

Observing: using your senses to ga
actually perceived; infor

Measuring: using standard measure
event; information consi

Inferring: formulating assumptions
Classifying: grouping or ordering obj

defined criteria
Predicting: guessing the most likely
Communicating: using words, symbols, o

Formulating Hypotheses: stating the proposed sol
solutions to a problem m

Identifying Variables: stating the changeable f
the variable being tested

Defining Variables: explaining how to measu
Designing Investigations: designing an experimen

procedure to test a hypo
Experimenting: carrying out an experim

results can be verified b
Acquiring Data: collecting qualitative and
Organizing Data: making data tables and
Analyzing Investigations: interpreting data, identif

and recommending furth

8 Volusia County Schools

Elementary Science Department

s: Basic and Integrated

ather information about an object or event; a description of what is
rmation that is considered to be qualitative data
es or estimations to describe specific dimensions of an object or
idered to be quantitative data
s or possible explanations based upon observations
jects or events into categories based upon characteristics or

y outcome of a future event based upon a pattern of evidence
or graphics to describe an object, action, or event

lutions or expected outcomes for experiments; proposed
must be testable
factors that can affect an experiment; important to change only
d and keep the rest constant
ure a variable in an experiment
nt by identifying materials and describing appropriate steps in a
othesis
ent by carefully following directions of the procedure so the
by repeating the procedure several times
d quantitative data as observations and measurements

graphs for data collected
ying errors, evaluating the hypothesis, formulating conclusions,
her testing when necessary

Grade 2 Science Curriculum Map
November 2016

5E Learning Cycle: A

ENGAGEMENT EXPLORATION EXPLA

The engagement phase of the model The exploration phase of the model is The explanation p
is intended to capture students’ intended to provide students with a intended to g
interest and focus their thinking common set of experiences from
on the concept, process, or skill which to make sense of the concept, understanding of th
that is to be learned. process or skill that is to be learned. or skill and its as
lang
During the engagement phase, During the exploration phase,
the teacher is on center stage. the students come to center stage. During the exp
the teacher
What does the teacher do? What does the teacher do? share ce

• create interest/curiosity • provide necessary materials/tools What does the tea
• raise questions • pose a hands-on/minds-on problem
• elicit responses that uncover • ask for justificatio
for students to explore newly acquired
student thinking/prior knowledge • provide time for students to “puzzle”
(preview/process) • use a variety of in
• remind students of previously taught through the problem strategies
concepts that will play a role in • encourage students to work
new learning • use common stud
• familiarize students with the unit together o develop aca
• observe students while working o explain the c
• ask probing questions to redirect
• use a variety of in
student thinking as needed strategies to gr

• use a variety of a
strategies to ga

What does the student do? What does the student do? What does the stu

• show interest in the topic • manipulate materials/tools to • record procedure
• reflect and respond to questions explore a problem solution to the
• ask self-reflection questions:
• work with peers to make sense of • explain the solut
o What do I already know? the problem • communicate un
o What do I want to know?
o How will I know I have learned • articulate understanding of the concept orally a
problem to peers • critique the solut
the concept, process, or skill? • comprehend aca
• make connections to past learning • discuss procedures for finding a
solution to the problem and explanation
experiences provided by the
• listen to the viewpoint of others • assess own unde
Evaluation of Engagement the practice of
The role of evaluation during the Evaluation of Exploration
engagement phase is to gain access Evaluation o
to students’ thinking during the The role of evaluation during the
exploration phase is to gather an The role of eva
pre-assessment event/activity. understanding of how students are explanation phase
progressing towards making sense of students’ degree o
Conceptions and misconceptions a problem and finding a solution. and efficiency) whe
currently held by students are
uncovered during this phase. Strategies and procedures used by Conceptual un
students during this phase are refinement, and vo
These outcomes determine the
concept, process, or skill to be highlighted during explicit instruction in during this pha
the next phase. through new
explored in the next phase
of the learning cycle. The concept, process, or skill is The concept, p
formally explained in the next phase elaborated in
of the lea
of the learning cycle.

9 Volusia County Schools

Elementary Science Department

An Instructional Model

ANATION ELABORATION EVALUATION

phase of the model is The elaboration phase of the model is The evaluation phase of the model is
grow students’ intended to construct a deeper intended to be used during all phases
he concept, process, understanding of the concept,
ssociated academic process, or skill through the of the learning cycle driving the
guage. exploration of related ideas. decision-making process and

planation phase, During the elaboration phase, informing next steps.
r and students the teacher and students
enter stage. share center stage. During the evaluation phase,
the teacher and students
acher do? What does the teacher do? share center stage.
• provide new information that
on/clarification of What does the teacher do?
d understanding extends what has been learned
nstructional • provide related ideas to explore • observe students during all phases
• pose opportunities (examples and of the learning cycle
udent experiences to:
ademic language non-examples) to apply the • assess students’ knowledge and
concept concept in unique situations skills
nstructional • remind students of alternate ways
row understanding to solve problems • look for evidence that students are
assessment • encourage students to persevere challenging their own thinking
auge understanding in solving problems
• present opportunities for students to
udent do? What does the student do? assess their learning
• generate interest in new learning
es taken towards the • explore related concepts • ask open-ended questions:
problem • apply thinking from previous o What do you think?
tion to a problem o What evidence do you have?
nderstanding of a learning and experiences o How would you explain it?
and in writing • interact with peers to broaden
tion of others What does the student do?
ademic language one’s thinking
ons of the concept • explain using information and • participate actively in all phases of
e teacher the learning cycle
erstanding through experiences accumulated so far
self-reflection • demonstrate an understanding of
Evaluation of Elaboration the concept
of Explanation The role of evaluation during the
elaboration phase is to determine the • solve problems
aluation during the • evaluate own progress
e is to determine the degree of learning that occurs • answer open-ended questions with
of fluency (accuracy following a differentiated approach to
en solving problems. precision
meeting the needs of all learners. • ask questions
nderstanding, skill
ocabulary acquisition Application of new knowledge in
ase are enhanced unique problem solving situations
w explorations. during this phase constructs a deeper

process, or skill is and broader understanding.
n the next phase
arning cycle. The concept, process, or skill has
been and will be evaluated as part
of all phases of the learning cycle.

Grade 2 Science Curriculum Map
November 2016













NGSSS BODY OF KNOWLEDGE: NATURE OF SCIENCE
Unit of Study: Practice of Science

Prerequisite Kindergarten – SC.K.N.1.1, SC.K.N.1.2, SC.K.N.1.3,
Learning First Grade – SC.1.N.1.1, SC.1.N.1.2, SC.1.N.1.3, SC

Topics Learning Targets/Sk

Note: Learning targets beginning with “review” indica

Explain how scientists alone or in groups are always invest

Students will:

• discuss as a class their understanding of science (

Smell like? Feel like? Sound like? Taste like?...MA

Week 1 • develop science notebooks that will be used all yea
results from investigations (how scientists documen

Science • explore how science is used every day (e.g., sharp
observing a dead bug, selecting food for energy)

• explore different types of scientists (e.g., astronom

archaeologist, chef, student, teacher, principal, mom

• explain that scientists:

o solve problems by first asking questions.

o work alone or in groups to find dependable

o seek new solutions that are simpler, faster,

Teacher Hints for “Science”:

• The State Science Safety Manual (Animals in the Classroom Guidelines) can be ac

• Digital textbook resources can be accessed through V-Portal. See page 4

• Science is everything; everything is science. Science is all around us all th

• A science notebook is a compilation of student learning that provides a par

paper, composition books, spiral notebooks, or 3-ring binders could be use

Compare the observations made by different groups using t

Weeks 2-3 Students will:
• know that scientists use tools to collect information
Science Tools • explore tools that are used to make more detailed
hand lens, thermometer, beaker, measuring cup, gr
Teacher Hints for stopwatch, tape measure).
this topic are on • record observations and measurements of objects
the next page. tools while working in teams.
• compare observations and measurements with oth
• discuss differences in observations and measurem
results of teams are not always exactly the same.
• match scientific tools to their use and correspondin

13 Volusia County Schools

Elementary Science Department

PACING: Weeks 1 – 5
August 15 – September 16

, SC.K.N.1.4, SC.K.N.1.5 Benchmarks Vocabulary
C.1.N.1.4, SC.1.E.5.3
kills SC.2.N.1.6 explore
ate instruction from previous grades. inquire
problem
tigating new ways to solve problems. question
science
(e.g., “What does science look like? science notebooks
AYBE”). scientists
ar long to document new learning that senses
nt their work in the real-world). solve
pening a pencil, riding a bicycle,

mer, botanist, meteorologist, doctor,
m, dad).

e solutions to problems.
, and more efficient.

ccessed at http://www.fldoe.org/contact-us/search.stml?q=Animal+in+the+Classroom.

45 for access information.

he time. We are scientists every moment of our lives.

rtial record of the instructional experiences a student has in the classroom. Stapled

ed to organize student work.

the same tools. SC.2.N.1.2 centimeter/meter
gram

n. Embedded length
observations (e.g., pan balance/scale, Nature of Science
raduated cylinder, metric ruler, magnet, measurement (metric)
SC.2.N.1.6 observation
s/substances using the same scientific scientific tools

her teams. o beaker
ments that may have occurred and why o graduated cylinder
o hand lens
ng units of measure (metric). o magnet
o measuring cup
o meter stick
o pan balance
o ruler (metric)
o scale
o stopwatch
o tape measure
o thermometer

temperature

weight

Grade 2 Science Curriculum Map
November 2016

Teacher Hints for “Science Tools”:
• Students will have some experience with scientific tools. This year is spen
• Linear measurement (inches and centimeters) has been introduced in prev

Raise questions about the natural world, investigate them in
systematic observations, and generate appropriate explana

Distinguish between empirical observation (what you see, h
inferences (what you think).

Students will:

• generate questions about the world around them.

Week 4 • predict what may happen prior to engaging in an e
questions.

Inquiry Skills • record data in the form of observations using the fi

science notebook.

• record data in the form of measurements using sci

cylinders, rulers, thermometers) made during the ac

• make inferences (assumptions or possible explana

measureable data collected during the exploration a

• distinguish between observations and inferences

notebook during the exploration activity.

Teacher Hints for “Inquiry Skills”:

• Refer to page 8 in the Grade 2 Science Curriculum Map for an explanation

• Consider using pictures to instruct the difference between an observation a

• Be creative when selecting an exploration activity (e.g., display unfamiliar o

• In Grade 2, students will begin transitioning from customary units of measu

• An enrichment opportunity for a class discussion would be to have student

observation (although it is possible for both to be wrong).

Raise questions about the natural world, investigate them in

systematic observations, and generate appropriate explana

Week 5 Ask “how do you know?” in appropriate situations and attem
same question by others.
Scientific
Method Students will:
• raise questions about the world around them (e.g.
This topic is wonder why…, I wonder if…”).
continued on the • research a topic using a variety of resources to find
• form a hypothesis about any of the “I wonder” que
next page. • investigate a problem alone or in teams using app
• record observations made during an investigation t
• generate an explanation based on the results of an
• ask “how do you know?” after listening to another s
observed during a scientific activity or investigation
• answer “how do you know” questions by providing

14 Volusia County Schools

Elementary Science Department

nt developing proficient use of scientific tools to improve accuracy.

vious years.

n teams through free exploration and SC.2.N.1.1 classify
ations based on those explorations. collect
hear, feel, smell, or taste) and ideas or SC.2.N.1.5 compare
data
exploration activity based on one of their Embedded draw
ive senses during the activity in a Nature of Science estimate
ience tools (e.g., beakers, graduated infer
ctivity in a science notebook. SC.2.N.1.2 inference
SC.2.N.1.6 inquiry
measure
model
predict
record
sort

ations) using observable and

activity.

that have been recorded in a science

n of basic science process skills.
and an inference prior to engaging in an exploration activity.
objects/pictures, take a nature walk, sort a collection of objects).
ure (inches) to metric units of measure (centimeters, meters, and grams).
ts discuss and explain why is it more likely for an inference to be wrong than an

n teams through free exploration and SC.2.N.1.1 conclusion
ations based on those explorations. data
mpt reasonable answers when asked the SC.2.N.1.3 explanation
explore
., “I wonder how…, I wonder what…, I Embedded hypothesis
Nature of Science investigate
d answers to questions. question
estions. SC.2.N.1.2 record
propriate scientific tools. SC.2.N.1.5 results
that includes at least 5 trials. SC.2.N.1.6 scientific method
n investigation. trials
student’s explanation of something
n.
details from recorded observations.

Grade 2 Science Curriculum Map
November 2016

Explain how particular scientific investigations should yield

Week 5 Students will:
• compare the results of each trial that has been con
Scientific • discuss why differences and similarities sometime
Method • explain that scientific investigations should yield sim

Please note: Begin growing plants in various types of s

Teacher Hints for “Scientific Method”:
• Refer to page 8 in the Grade 2 Science Curriculum Map for an explanation
• Teachers may want to direct students’ thinking to begin understanding why
reliability of data).
• When an investigation yields similar results, it does not mean that the resu
acceptable range of data has been recorded for multiple trials conducted in

Resource Week 1 Weeks 2-3
Alignment
Science Science Tools

HMH Safety in Science, p.1 pp. 13-24, 20A
Teacher’s Edition
pp. 1, 390-409 Too Small To See
HMH Earth
Leveled Readers Hands on Safe Science, p. 7 Hold It, p. 3
What Tools Can We Use?, p
HMH How do we use science too
Inquiry Flipchart/Labs What tools can we use?
Unit 1 Lesson 2 Quiz (AG 2
HMH Unit 1 Lesson 3 Quiz (AG 3
Think Central pp. 50-67
Earth
HMH Documenting Daily Data, p.
Assessment Guide Physical
A Tool for a Temperature, p
ScienceSaurus
Nature Journaling
AIMS Science Effect of Shape on Volume
(Florida-specific)
Rules and Tools-slides#12-3
Safari Montage Hint: Search “scientists”
CPALMS
What is a Scientist?
Web Resources Marshmallow Cereal
Supplemental Comparisons: A Tasty Treat

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

Elementary Science Department

similar conclusions when repeated. SC.2.N.1.4 repeated trials

nducted during an investigation. Embedded
es occur. Nature of Science
milar conclusions when repeated.
SC.2.N.1.1
soil for the next unit of study. SC.2.N.1.2
SC.2.N.1.3
SC.2.N.1.5
SC.2.N.1.6

n of integrated science process skills.
y multiple trials are important to the experimental process (similar results increase

ults will be exactly the same for each trial. Results are considered similar when an
n the same manner.

Week 4 Week 5

Inquiry Scientific Method

pp. 1-12, 12A pp. 25-36, 24A, 34A, 36A

p. 4 Hand in Hand, p. 2 Everything in Balance, p. 5
ols? How do we use inquiry skills? How Do We Solve a Problem?, p. 6
Unit 1 Lesson 1 Quiz (AG 1)
2) How do scientists think?
3) How do we solve a problem?

. 17 Physical Unit 1 Lesson 4 Quiz (AG 4)
p. 61 Going Nuts, p. 39 Unit 1 Lesson 5 Quiz (AG 5)
pp. 8-25
Science as Inquiry for Children Earth
Crazy Crayons! Scientists Solving Problems, p.15
A Tour of Soils
The Magic School Bus: Shows and Tells
Is it Hot in the Light?
Double Bubble Science

30 Rules and Tools-slides #31-40

Dr. Xargle’s Book of Earthlets by
Jeanne Willis and Tony Ross

Grade 2 Science Curriculum Map
November 2016

NGSSS BODY OF KNOWLEDGE: NATURE OF SCIENCE/EARTH AND SPAC
Unit of Study: Earth

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/Sk

Recognize that Earth is made up of rocks. Rocks come in m

Students will:
• observe rocks using a hand lens.
• sort rocks by observable traits (size, shape, color,
(weight/mass).
• record data (observations and measurements) of r
• compare observations as a group.
• discuss the many uses of rocks (e.g., tile counterto

• explain how they know that Earth is made up of roc

Describe how small pieces of rock and dead plant and anim
explain the process by which soil is formed.

Weeks 6-8 Students will:
Rocks/Soil • record observations of soil found on school campu
• compare observations of soil made by different gro
• explain the basis of soil composition (small pieces
• explain how soil is formed (weathering of rock and
animal remains).

Classify soil types based on color, texture (size of particles)
ability to support the growth of plants.

Students will:
• sort and classify soil types (clay, sand, silt, and hu
of particles.
• investigate alone and/or in groups the ability of diff

• investigate which soil types best support plant gro
• record observations and measurements collected d
• compare findings with classmates and record chan

ideas of classmates.
Teacher Hints for “Rocks/Soil”:

• Teachers should take the opportunity to discuss the vocabulary of physical
• Students do not need to know the three types of rock (igneous, sedimentar

discuss how they differ.
• Following a comparison of rock observations with peers, students should b

of their classmates. Students should be given the opportunity to make cha
• Rock weathers to make soil along with decaying plant and animal matter (h
• Discussing composting is acceptable at this time. Caution: Compost conta

16 Volusia County Schools

Elementary Science Department

CE SCIENCE PACING: Weeks 6 – 8
September 20 – October 7

kills Benchmarks Vocabulary

many sizes and shapes. SC.2.E.6.1 boulders
color
texture) and measurable traits Embedded Earth
Nature of Science pebbles
rocks in their science notebooks. rocks
SC.2.N.1.1 shape
ops, aquarium, jewelry, seawall). SC.2.N.1.2 size
cks. SC.3.N.1.3 texture
mal parts can be the basis of soil and weight

us as seen through a hand lens. SC.2.E.6.2 clay
oups using the same tools. decay
of rock/dead plant and animal parts). Embedded humus
d the decomposition of dead plant and Nature of Science sand
soil
SC.2.N.1.2 weathering
SC.2.N.1.3

), the ability to retain water, and the SC.2.E.6.3

umus) based on color, texture, and size Embedded
Nature of Science
ferent soils to hold water.
owth. SC.2.N.1.1
SC.2.N.1.2
during the soil investigation. SC.2.N.1.4
nges in thinking after listening to the SC.2.N.1.6

l properties (size, shape, color, texture) and how they relate to rocks and soil.
ry, and metamorphic). They only need to be able to describe different rocks and

be encouraged to re-evaluate their initial observations after listening to the thinking
anges to their recorded observations in their student notebook.
http://www.geography4kids.com/files/land_soil2.htm.).
ains bacteria that should NOT be handled by students.

Grade 2 Science Curriculum Map
November 2016









Investigate by observing and measuring, that the Sun’s ene
water, land, and air.

Weeks 11-12 Students will:
Sun’s Energy • investigate that heat from the sun causes an incre
• discuss and explain that more direct exposure to
temperature.
• Investigate and record patterns of change as the
(soil), air, and water.
o direct – placing objects in sun’s direct rays
o indirect – placing objects in containers that
(e.g., hot dog in a solar oven, chocolate in a
a sealed jar, vegetable oil in a plastic bag)
• compare results with their peers.
• answer “how do you know” questions to communic
• ask “how do you know” questions to understanding

Investigate, observe and describe how water left in an open
water in a closed container does not disappear (evaporate)

Students will:
• investigate and record how water left in an open c
and water in a closed container does not disappear
• compare the results of the two investigations.
• discuss the impact sun’s energy plays in evaporati
• explain that air/water are in constant motion as wa

Teacher Hints for “Sun’s Energy”:
• Evaporation in an open system can be measured by tracking a change in v
• Evaporation in a closed system is difficult to observe. We see evidence of
container. While this is actually the process of condensation, evaporation m
• The water cycle is not taught at this grade level.

Week 13 Investigate that air is all around us and that moving air is wi

Wind/ Students will:
Severe Weather • explain that air is all around us even though it cann
• observe that air takes up space and has weight.
This topic is • define wind as moving air.
continued on the • investigate the effects of wind on various objects (
• identify ways wind can be harnessed for human us
next page. • explain that wind can be a source of great power a
storms (e.g., hurricane, tornado).

19 Volusia County Schools

Elementary Science Department

ergy directly and indirectly warms the SC.2.E.7.2 air
disappear
ease in temperature. Embedded evaporate
the sun causes a greater increase in Nature of Science evaporation
sun directly and indirectly heats land land
SC.2.N.1.1 liquid
SC.2.N.1.2 sun’s energy
SC.2.N.1.3 water
SC.2.N.1.4 water vapor

are not in sun’s direct rays
a paper bag, crayons in a pencil box, air in

cate own thinking. SC.2.E.7.3
g peers’ thinking.
n container disappears (evaporates), but Embedded
). Nature of Science

container seems to disappear (evaporate) SC.2.N.1.1
r (evaporate). SC.2.N.1.5

ion.
ater changes from a liquid to water vapor.

volume or mass of water in a container.
evaporation occurring when we see tiny water droplets appear on the sides of the
must have occurred in order for that to show up.

ind. SC.2.E.7.4 air
wind
not be seen. Embedded
Nature of Science
(e.g., leaves, pinwheels, sand, sailboats).
se (e.g., windmills, hand-held fans). SC.2.N.1.1
and can cause damage and dangerous SC.2.N.1.6

Grade 2 Science Curriculum Map
November 2016

State the importance of preparing for severe weather, lightn

Students will:

Week 13 • identify and describe severe conditions such as h
with severe weather events specific to this area (e.g

Wind/ • discuss the procedures the school has in place to
Severe Weather weather events (e.g., Code Green).

• discuss the importance of having a plan at home a

• generate a list of items that would be good to have

making comparisons between them (e.g., water, foo

Teacher Hints for “Wind/Severe Weather”:

• Weather tracking information can be found at www.noaa.org.

Resource Weeks 9-10 pp. 79-80,
Alignment pp. 81-82,
Weather Patterns
HMH pp. 65-78, 78A, 80A How Does
Teacher’s Edition What Is Ev
Weather BL; Weather and Water OL;
HMH Rain or Shine AL How Does
Leveled Readers Weather Journal, p.10 What Is Ev
Unit 3 Less
HMH How Does Weather Change? Unit 3 Less
Inquiry Flipchart/Labs
pp. 188 - 201 Earth
HMH Earth Air Temper
Think Central Documenting Daily Data, p. 17 Sun Senso
Dress for the Weather, p. 37 Sun Senso
HMH Weather Windows, p. 47 A Disappea
Assessment Guide Watching the Weather, p. 55 Puddle Pic
Station Precipitation, p. 71 Phyiscal
ScienceSaurus Physical Melting Po
A Tool for Temperature, p. 61
AIMS Science What Is Temperature?, p. 73 All About th
(Florida-specific) All About Climate and Seasons All About S
Bill Nye: Earth's Seasons Water 2: D
Safari Montage What's The Weather
It’s Raining Research Scholastic
CPALMS Scholastic Study Jams: Weather & Climate
Weather Wizkids
Web Resources E- Snow; A- Autumn: An Animal Acrostic
Supplemental C- Weather Patterns
Graph Paper
Literature
Other

20 Volusia County Schools

Elementary Science Department

ning, and other weather related events. SC.2.E.7.5 blizzard
hail
hail, lightning, floods, and fires associated Embedded hurricane/monsoon
g., thunderstorms, tornadoes, hurricanes). Nature of Science lightning
prepare students and staff for severe severe weather
SC.2.N.1.1 snowstorm
and in the classroom for severe weather. SC.2.N.1.3 thunderstorm
e in a home or classroom emergency kit, SC.2.N.1.6 tornado
od, bandages, flashlights, batteries).

Weeks 11-12 Week 13

Sun’s Energy Wind/Severe Weather
80A pp. 83-92, 90A
82A
Wind Watching, p.10
the Sun Heat Earth?, p. 11 Make Your Own Tornado, p. 13
vaporation?, p. 12 Keep It Safe, p.13
How Can We Prepare for Severe Weather?
the Sun Heat Earth?
vaporation? Unit 3 Lesson 4 Quiz (AG 24)
son 2 Quiz (AG 22) Unit 3 Performance Assessment (AG 29)
son 3 Quiz (AG 23)
Earth
rature, p. 65 A Close Look at Air, p. 103
ors, p. 75 Air Is There, p. 111
ors Too, p. 83 The Wind Blows, p. 117
aring Act, p. 91 Which Way?, p. 125
ctures, p. 97 Wind Detectives, p. 131
Severe Weather Safety, p. 139
ts, p. 277 Packed and Prepared, p. 147

he Sun-Ch. 7 Seasons Lab Activity All About Wind & Clouds Ch.1,2, & 3
Solids, Liquids, and Gases Ch. 4 Telling the Weather Ch.4 & Ch. 5
Disappearing Water Three Pigs 2.0 – Engineering Design
Challenge
c Study Jams: The Water Cycle Scholastic Study Jams: Severe Storms
FEMA

Grade 2 Science Curriculum Map
November 2016

NGSSS BODY OF KNOWLEDGE: NATURE OF SCIENCE/PHYSICAL SCIENC
Unit of Study: Properties of Matter

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/Sk

Observe and measure objects in terms of their properties,
temperature, weight, texture, sinking or floating in water, a

Students will:

• describe and record an object’s physical properti

Weeks 14-18 characteristics (e.g., size, shape, color, texture, te
notebook.
Properties of • explain that objects/substances are known as ma
Matter • discuss that matter is anything that has weight an
• measure and compare the length of objects (mat
• measure and compare the weight of objects (ma
• measure and compare the temperature of matter
thermometer.

• predict and investigate whether various objects w

• draw conclusions about objects that sink and ob

• investigate the effect a magnet has on magnetic (

magnetic objects (push/repel, pull/attract, no effec
• compare their data with other groups’ findings.

Teacher Hints for “Properties of Matter”:

• As an extension to sink/float activities, consider measuring sink/float by tim

• Grade 2 students are expected to use standard units of metric measure (ce

21 Volusia County Schools

Elementary Science Department

CE PACING: Weeks 14 – 18
November 14 – December 16

kills Benchmarks Vocabulary

including size, shape, color, SC.2.P.8.1 attract
and attraction and repulsion of magnets. centimeter
Embedded Fahrenheit (ºF)
ies – observable and measurable Nature of Science float
emperature, weight, length) in a science gram
SC.2.N.1.1 length
atter. SC.2.N.1.2 magnets
nd takes up space. SC.2.N.1.4 matter
tter) using a metric ruler. SC.2.N.1.6 measure
atter) using a balance. meter
r (solids, liquids, and gases) using a Embedded physical property
Physical Science pull
will sink or float in water. push
bjects that float. SC.2.P.8.5 repel
sink
(including other magnets) and non- temperature
ct). texture
thermometer
weight

ming how long it takes different objects to sink in different liquids.
entimeters and meters) at this time.

Grade 2 Science Curriculum Map
November 2016

Resource pp. 95-106, 106A, 107-108, 108A
Alignment
Observing and Classifying Matter BL; Matter Matters! OL; Too
HMH
Teacher’s Edition How Can We Measure and Compare Objects?, p. 15
Sink the Boat, p. 14
HMH Property Scavenger Hunt, p.14
Leveled Readers What are Properties of Matter?
How Can We Measure and Compare Objects?
HMH
Inquiry Flipchart/Labs Unit 4 Lesson 1 Quiz (AG 31)
Unit 4 Lesson 2 Quiz (AG 32)
HMH
Think Central pp.236-239, 242-243

HMH Physical
Assessment Guide Let Me Count the Ways, p. 15
A Bear Eggs-pedition, p. 25
ScienceSaurus Going Nuts, p. 39
Soup-er Floaters and Sinkers, p. 55
AIMS Science All About Properties of Matter Ch. 1, 2, & 5
(Florida-specific) The Magic School Bus: The Ups and Downs
Sinking Ch. 1 & 3
Safari Montage It's Attracted
Inquiry Investigation: Sink or Float:
CPALMS The Shape of Kisses
You Name It
Web Resources Solids and Liquids
Supplemental Water 1: Water and Ice
Properties of Matter
Literature
Precious Matter: A Book of Thanks (E-Easy); Matter (A-Average

22 Volusia County Schools

Elementary Science Department

Weeks 14-18

Properties of Matter
Small to See AL

e); Pop! A Book About Buddies-RC (C-Challenging); Floating and Sinking (Challenging)

Grade 2 Science Curriculum Map
November 2016

NGSSS BODY OF KNOWLEDGE: NATURE OF SCIENCE/PHYSICAL SCIENC
Unit of Study: Changes in Matter

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/Sk

Identify objects and materials as solid, liquid, or gas.

Students will:
• sort objects (matter) and materials into three cate
similar physical characteristics.
• explain the reasons objects/materials were put int
• explain that scientists classify things into groups a
properties (characteristics).

Recognize that solids have a definite shape and that liquid
container.

Weeks 19-20 Students will:
States of Matter • explain that one physical characteristic of a solid i
• investigate how the shape of a solid can be chan
(e.g., fold, cut, hammer, slice, twist, heat).
• explain that one physical characteristic of a liquid
container.
• investigate how a liquid flows from one place to a
• explain that one physical characteristic of a gas is
• compare any two forms of matter.

Observe and describe water in its solid, liquid, and gaseou

Students will:
• observe and describe water in its solid, liquid and
• investigate how a change in temperature change
(heating, cooling, freezing, boiling, melting, evapor
• explain that water is still water even when it chang
vice versa.

Teacher Hints for “States of Matter”:
• Students do not need to know about the particle arrangement of each state

23 Volusia County Schools

Elementary Science Department

CE PACING: Weeks 19 – 23
December 19 – January 27

kills Benchmarks Vocabulary

egories (solid, liquid or gas) based on SC.2.P.8.2 boiling
to each category. cooling
according to common or similar Embedded definite shape
ds and gases take the shape of their Nature of Science evaporation
freezing
SC.2.N.1.3 gas
heating
SC.2.P.8.3 liquid
solid
water vapor

is that it has a definite shape. Embedded
nged by applying energy or a force to it Nature of Science

is that it takes the shape of its SC.2.N.1.1

another when it is not contained. SC.2.P.8.4
s that it takes the shape of its container.
Embedded
us states. Nature of Science

d gaseous state. SC.2.N.1.1
es the physical properties of water Embedded
Earth Science
rating). SC.2.E.7.3
ges from a solid to a liquid to a gas and

e of matter.

Grade 2 Science Curriculum Map
November 2016

Measure and compare the volume of liquids using contain

Week 21 Students will:
Volume • define volume as the amount of space a substanc
• recognize volume as a physical characteristic of a
can be measured.
• measure the volume of liquids using a variety of s
cylinders).
• compare equal volumes of liquids using container
• discuss how the shape of a liquid may change wh
though the volume of the liquid does not.

Teacher Hints for “Volume”:
• Volume is another measurable property of matter. It is introduced here in c
and takes up space (volume).
• Foldables, Thinking Maps®, and other graphic organizers are great tools to

Weeks 22-23 Investigate that materials can be altered to change some o
respond the same way to any one alteration.
Changes in
Matter Students will:

• investigate ways to change solid and liquid mater

freeze, melt, burn, soak, dissolve, evaporate, heat
• explain that not all materials change the same wa

Teacher Hints for “Changes in Matter”:
• At this grade level, students do not need grapple with differentiating betwee
make observations of changes and communicate their observations clearly
• Water is an example of matter that can exist as a solid, liquid, or gas.

24 Volusia County Schools

Elementary Science Department

ners of various shapes and sizes. SC.2.P.8.6 beaker
graduated cylinder
ce (solid, liquid, or gas) takes up. Embedded measuring cup
all forms of matter (solid, liquid, gas) that Nature of Science measuring spoon
scientific tools (e.g., beakers, graduated volume
SC.2.N.1.1
SC.2.N.1.2

rs of various shapes and sizes.
hen placed in different containers even

conjunction with learning about the states of matter. All matter has weight (mass)

o use when helping students organize their thinking on this topic.

of their properties, but not all materials SC.2.P.9.1 burn
change
rials (e.g., cut, break, bend, cook, tear, Embedded dissolve
t, rust). Nature of Science evaporate
ay when undergoing the same change. freeze
SC.2.N.1.1 heat
melt
rust

en physical and chemical changes. The expectation is that students are able to
y and efficiently with their teacher and classmates.

Grade 2 Science Curriculum Map
November 2016

Resource Weeks 19-20 pp. 121-12
Alignment
States of Matter How Can W
HMH pp. 109-120, 118A
Teacher’s Edition How Can W
What State Is It?, p. 16 Unit 4 Less
HMH The Paper Towel Mystery, p.16 Unit 4 Benc
Leveled Readers What are Solids, Liquids, and Gases? Unit 4 Perfo
Unit 4 Lesson 3 Quiz (AG 33)
HMH
Inquiry Flipchart/Labs

HMH
Think Central

HMH
Assessment Guide

ScienceSaurus pp. 236-253 Physical
Pouring Ov
AIMS Science Physical Cup Comp
(Florida-specific) Making Sense of Solids, p. 115 Rainwater
Looking at Liquids, p. 127 Gallons Ga
Safari Montage Pouring Over Matter, p. 139
CPALMS Gas Stations, p.145 All About P
Stuff and States, p. 165
Web Resources Melting Ice Cubes, p. 177 Explore th
Supplemental Water to Ice to Water, p. 185 Gases
Freezer Findings, p. 193
Literature All About Solids. Liquids, and Gases Ch. 2 & 6
All About Properties of Matter Ch. 5

Observe Water in Winter and Summer
Explore the States (of Matter): Lovely
Liquids
Explore the States (of Matter): Super Solids
Scholastic Study Jams: Solids, Liquids, and
Gases
Matter Power Points - Go to “The Three States of
Matter

25 Volusia County Schools

Elementary Science Department

Week 21 Weeks 22-23

Volume Changes in Matter
22, 122A
pp. 125-140, 136A, 138A
We Compare Volumes?, p. 17
Changes in Matter BL; A Matter of Change OL;
We Compare Volumes? Forms of Water AL
son 4 Quiz (AG 34) Mix It and See, p. 18
chmark Assessment (AG 35-38) What Melts?, p.18
ormance Assessment (AG 39-40) How Can We Change Matter?, p. 19
How Does Matter Change?
ver Volume, p. 85 How Can We Change Matter?
parisons, p. 93 Unit 5 Lesson 1 Quiz (AG 41)
Unit 5 Lesson 2 Quiz (AG 42)
Tea, p. 99 Unit 5 Benchmark Assessment (AG 43 – 46)
alore, p. 107 Unit 5 Performance Assessment (AG 47)
pp. 244 – 251
Properties of Matter Ch. 3 Physical
he States (of Matter): Glorious Freezer Findings, p. 193
Cups That Change, p. 213
A Matter of Change, p. 221
Butter Up, p. 239
Checking Out Changes, p. 249
Melting Pots, p. 277
S’more Heat Changes, p. 281

All About Solids, Liquids, and Gases Ch. 3, 5, 6

Different materials respond differently to
heating and freezing

Kitchen Materials
Scholastic Study Jams: Physical & Chemical
Changes of Matter

Water (E); Everything is Matter (A);
What is Water? (C)

Grade 2 Science Curriculum Map
November 2016