2nd grade curriculum map 2016

NGSSS BODY OF KNOWLEDGE: NATURE OF SCIENCE/PHYSICAL SCIENC
Unit of Study: Energy & Motion

Prerequisite Kindergarten – SC.K.E.5.1, SC.K.P.10.1, SC.K.P.12

Learning First Grade – SC.1.E.5.2, SC.1.P.12.1, SC.1.P.13.1

Topics Learning Targets/S

Discuss that people use electricity or other forms of energy
homes, and power their cars.

Weeks 24-25 Students will:
Forms of Energy • identify ways people use the energy from the sun
• match an object with its energy source (e.g., hair
calculator-sun).
• explain various ways people need and use energ
homes, powering cars, cooling off).

Teacher Hints for “Forms of Energy”:
• Grade 2 students focus on the ways energy impacts our lives (electrical en
• Energy is the ability to do work. Energy causes motion and causes change

Investigate the effect of applying various pushes and pulls

Weeks 26-27 Students will:
• identify pushes and pulls that occur in pictures or
Forces and • predict and investigate how a push or pull will af
Changes in direction).
• record observations of motion investigations in a s
Motion • discuss that energy is required for a push or pull t

This topic is Demonstrate that the greater the force (push or pull) applie
continued on the in motion of the object.

next page. Students will:
• explain that force is a push or pull on an object th
change direction.
• demonstrate that the greater the force (push or p
change in motion of the object.
• observe and explain that it takes more force (pus
object with more weight.
• compare findings with others.

26 Volusia County Schools

Elementary Science Department

CE PACING: Weeks 24 – 28
January 30 – March 3
2.1, SC.K.P.13.1

Skills Benchmarks Vocabulary

y to cook their food, cool or warm their SC.2.P.10.1 electricity
energy
n, wind, and water. Embedded energy sources
dryer-electricity, animals-food, car-gas, Nature of Science heat
y (e.g., cooking food, heating/cooling light
SC.2.N.1.1 solar
SC.2.N.1.6 sound

nergy, solar energy, light energy, heat energy, and sound energy).
e.

s on different objects. SC.2.P.13.1 direction
distance
r nature walk. Embedded farther
ffect the motion of an object (speed and Nature of Science faster
science notebook. float
to occur. SC.2.N.1.1 force
ed to an object, the greater the change gravity
SC.2.P.13.4 motion
hat causes it to stop, change speed, or pull
Embedded push
Nature of Science sink
slower
SC.2.N.1.1

pull) applied to an object, the greater the

sh or pull) to change the motion of an

Grade 2 Science Curriculum Map
November 2016

Weeks 26-27 Recognize that objects are pulled toward the ground unles

Students will:

Forces and • demonstrate and explain gravity’s effect on obje
Changes in falling it is actually being pulled to Earth by a force

Motion • demonstrate and explain how to overcome gravi
on a desk, helium-filled balloon on a string, grassh

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 forc

Demonstrate that magnets can be used to make some thin

Week 28 Students will:
Magnets • investigate how magnets work (attract vs. repel).
• investigate and classify objects that are attracted
plastic, metal).
• demonstrate how to move objects (including mag
• observe and explain that the amount of moveme
object is affected by the strength of the magnet an
• investigate ways to change the motion of an obje
magnet.
• explore the poles of magnets (north and south).

Teacher Hints for “Magnets”:
• An assortment of magnets is recommended for magnet investigations (hor
• Magnets have a north and south pole even though they may not be marked
• The main emphasis for Grade 2 students is to have a solid understanding o
Note: They will quickly build a misconception about metallic objects. Alum
• Students will need time to discover that repulsion (act of repelling) MAY oc
• Explore the use of contact and non-contact forces to move objects and oth

27 Volusia County Schools

Elementary Science Department

ss something holds them up. SC.2.P.13.3

ects when dropped (when something is Embedded
e called gravity). Nature of Science
ity (e.g., student sitting in a chair, pencil
hopper jumping, raft floating on water). SC.2.N.1.3

ces that can act upon us. SC.2.P.13.2 attract
ngs move without touching them. magnets
Embedded
d/not attracted to magnets (wood, Nature of Science o horseshoe
o ring
gnets) with a magnet without contact. SC.2.N.1.1 o bar
ent a magnet can cause on a magnetic o cow
nd its distance from the object. repel
ect (including a magnet) by using a

rseshoe, ring, bar, wand, etc.).
d as such.
of the types of objects that are attracted to magnets.
minum foil and pennies do not have magnetic properties.
ccur when two magnets are brought together.
her magnets with a magnet.

Grade 2 Science Curriculum Map
November 2016

Resource Weeks 24-25 F
Alignment
Forms of Energy pp. 161-176
HMH
Teacher’s Edition pp. 143-158, 154A, 156A Motion BL;

HMH Light and Heat BL; What are Light and Heat? OL; Ramp Race
Leveled Readers The Hidden Energy in Plants AL Push and P
How Do For
HMH Making Toast, p.20 What are Fo
Inquiry Flipchart/Labs My Energy Survey, p.20 How Do Ob
How Does the Sun Warm Our Homes?, p. 21 Unit 7 Lesso
HMH How Do We Use Energy? Unit 7 Lesso
Think Central How Does the Sun Warm Our Homes?
p. 280 - 289
HMH Unit 6 Lesson 1 Quiz (AG 49) Physical
Assessment Guide Unit 6 Lesson 2 Quiz (AG 50) If It’s Up, It
Unit 6 Benchmark Assessment (AG 51-54) What’s Up?
ScienceSaurus Unit 6 Performance Assessment (AG 55) Lid Skid, p.
p. 254 – 259, 266 - 279 Puffer Paths
AIMS Science Physical Island Hopp
(Florida-specific) Powered Up, p. 259
Energy Workshop, p. 265
We Use Energy, p. 269
The Energy Song, p. 275

Safari Montage What is Energy? All About Fo
CPALMS All About Conservation of Energy Pushing & P
Magic School Bus: Getting Energized Forces & M
All About Electricity
Cooking Up Chemistry Push and P
Cheesy Pizza Delivery: I Need a New Car Use the Fo

Web Resources Electro-matic Factory Rock and R
Scholastic S
Supplemental Oscar and the Birds (E); Gregory, the Terrible
Literature Eater-RC (A); Day Light, Night Light (C) Make It Mov

Other

28 Volusia County Schools

Elementary Science Department

Weeks 26-27 Week 28

Forces and Changes in Motion Magnets
6, 172A, 174A
pp. 177-188, 186A, 188A
On the Move! OL; Easy Does It! AL
Action at a Distance, p.24
e, p. 22 Magnetic Attraction, p.24
Pull, p.22 How Strong Is a Magnet?, p. 25
rces Make Objects Move?, p. 23 What Are Magnets?
orces? How Strong Is a Magnet?
bjects Make Forces Move? Unit 7 Lesson 3 Quiz (AG 59)
on 1 Quiz (AG 57) Unit 7 Lesson 4 Quiz (AG 60)
on 2 (AG 58) Unit 7 Benchmark Assessment (AG 61- 64)
Unit 7 Performance Assessment (AG 65)
9 p. 298 - 305
Physical
Must Come Down, p. 333 Magnets: A Sticky Business, p. 293
? p. 339 Can We Sort?, p. 299
Discovery Bottle, p. 305
343 The Up Side of Magnets, p. 317
s, p. 349 Hungry Hounds, p. 323
pers, p. 359 Magnet Man, p. 329
Magnets
orces and Gravity All About Magnets
Pulling Forces
Movement Making Objects Move: Science NetLinks
May the Force Be With You
Pull
orce! Racing Zucchini Magnets

Roll Science with Magnets (C)
Study Jams: Force & Motion
ve! (E); Motion (A)

Grade 2 Science Curriculum Map
November 2016

NGSSS BODY OF KNOWLEDGE: NATURE OF SCIENCE/LIFE SCIENCE
Unit of Study: Life

Prerequisite Kindergarten – SC.K.L.14.1, SC.K.L.14.3
Learning First Grade – SC.1.L.14.3

Topics Learning Targets/Sk

Distinguish human body parts (brain, heart, lungs, stomach
functions.

Students will:

• identify outside human body parts (e.g., head, arm

Weeks 29-31 • identify inside human body structures (limited to br
and skeleton).

Human Body • describe the basic function of the brain, heart, lung
o brain –gets information from your senses; c

o heart – pumps blood and oxygen throughou

o lungs – take in oxygen

o stomach – breaks down food and mixes it w

o muscles – make your body move (bones, h

o skeleton – supports your body; gives it sha

Teacher Hints for “Human Body”:

• This is the first exposure for students to human body structures and functio

• Internal structures are limited to the following: brain, heart, lungs, stomach

• In Grade 5, this topic grows to include structures and functions of the follow

• Human body systems, such as digestive, circulatory, and nervous, are now

Observe and describe major stages in the life cycles of plan

butterflies.

Weeks 32-34 Students will:
Life Cycles • observe and describe major stages in the life cycl
adult).
• investigate the life cycles of other animals (e.g., ca
kangaroo, salamander, penguin, possum).
• observe and describe major stages in the life cycl
mature plant).
• investigate the life cycles of other plants (e.g., mar
• explain that, when repeated, life cycle investigation
• compare the life cycles of the butterfly to the bean

Teacher Hints for “Life Cycles”:
• All living things have a life cycle; not just frogs and butterflies (common mis
• This is the first year this topic is formally taught to children. Previous grade
plants and animals.
• Not all animals go through the same kind of change. Some grow from sma
animal and change to something completely different (e.g., mealworm to be

29 Volusia County Schools

Elementary Science Department

PACING: Weeks 29 – 34
March 6 – April 21

kills Benchmarks Vocabulary

h, muscles, and skeleton) and their basic SC.2.L.14.1 brain
function
ms, legs, ankles). Embedded heart
rain, heart, lungs, stomach, muscles, Nature of Science human body
lungs
gs, stomach, muscles, and skeleton. SC.2.N.1.1 muscles
control center of your body oxygen
ut your body skeleton
stomach

with digestive juices
heart, lungs, pupils of your eyes)
ape; protects internal organs

ons outside the work they have done with body parts associated with senses.

h, muscles, and skeleton.

wing: pancreas, liver, gall bladder, small and large intestines in grade 5.

w taught in middle school.

nts and animals, including beans and SC.2.L.16.1 adult
bean

butterflies

le of the butterfly (egg, larva, pupa, Embedded egg
at, snake, hamster, spider, fish, Nature of Science frog
larva
SC.2.N.1.1 life cycles
SC.2.N.1.2 pupa
SC.2.N.1.4

le of the bean plant (seed, seedling, seed
germinate

seedling

rigolds, fern, pine tree, ivy).

ns yield the same results.

(or other plants to other animals).

sconception held by young learners).
e levels may have spent some time observing the growth and development of

aller to larger (kitten to cat, shark pup to shark, infant to adult). Some start as one
eetle, tadpole to frog, caterpillar to butterfly).

Grade 2 Science Curriculum Map
November 2016

Resource Weeks 29-31
Alignment
Human Body
HMH
Teacher’s Edition pp. 191-208, 204A, 208A

HMH Way to Grow! AL
Leveled Readers
Bones at Work, p.26
HMH Full of Air, p. 26
Inquiry Flipchart/Labs What Changes Your Heart Rate?, p. 27

HMH What Makes Up the Human Body?
Think Central What Changes Your Heart Rate?

HMH Unit 8 Lesson 1 Quiz (AG 67)
Assessment Guide Unit 8 Lesson 2 Quiz (AG 68)
Unit 8 Benchmark Test (AG 69 – 72)
Unit 8 Performance Assessment (AG 73)

ScienceSaurus Life

AIMS Science Parts, p. 15 Mighty Muscles, p. 59
(Florida-specific)
Brain Power, p. 25 Bone Builders, p. 65
Safari Montage
CPALMS Heart Smart, p. 35 Bag ‘o Bones, p. 75

A Look at Lungs, p. 45 Operation Body Parts, p.

My Lungs (Song), p. 51 Body Part Bingo, p. 95

Stomach Study, p. 53

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

Amazing Body Parts

Web Resources The Human Body
The Circulatory System (E); Broken Bones (A); A Healthy Body (
Supplemental
Literature

30 Volusia County Schools

Elementary Science Department

Weeks 32-34

Life Cycles

pp. 211-240

Animals/Plants BL; Animal Life Cycle/Plant Life Cycle OL;
Changing Shapes/Surprises in Grandma’s Garden AL

What’s My Life Cycle?, p. 28
Where’s the Caterpillar?, p.28
How Does a Bean Plant Grow?, p. 29
Bud a Spud!, p.30
Speedy Seed Race, p. 30
What are Some Animal Life Cycles?
How Does a Bean Plant Grow?
What Are Some Plant Cycles?

Unit 9 Lesson 1 Quiz (AG 75)
Unit 9 Lesson 2 Quiz (AG 76)
Unit 9 Lesson 3 Quiz (AG 77)
Unit 9 Benchmark Test (AG 78 – 81)
Unit 9 Performance Assessment (AG 82)
p. 119-123, 126

Life
Life Cycles: The Never-Ending Story, p. 101
A Frog’s Life, p. 103
The Life and Times of the Ladybug, p. 109
. 85 A Time of Their Own, p. 123
Beans: Start to Finish, p. 133
Peas, Please, p. 143
All About Animal Life Cycles
Bill Nye: Life Cycles
5
Animal Life Cycle Game
The Plant Life Cycle (Using Lima Beans)

Scholastic Study Jams: Animal Life Cycles
Life Cycle of a Plant
Animal Hospital - hard level

(C) Mammals (E); Snakes and Lizards (A); Pumpkin Circle: The Story of a
Garden-RC (C)

Grade 2 Science Curriculum Map
November 2016

NGSSS BODY OF KNOWLEDGE: NATURE OF SCIENCE/LIFE SCIENCE
Unit of Study: Basic Needs

Prerequisite Kindergarten – none
Learning First Grade – SC.1.L.16.1

Topics Learning Targets/Sk

Compare and contrast the basic needs that all living things,

Weeks 35-37 Students will:
Basic Needs • identify the basic needs of plants (water, light, air,
• identify the basic needs of animals (water, air, food
• compare the basic needs that all living things (plan
• investigate a plant’s ability to survive when one of
• compare findings with other groups focusing on an

• describe how different animals and plants depend

meet their basic needs.

Recognize and explain that living things are found all over E
habitats that meet its basic needs.

Students will:
• describe different environments (e.g., ocean, rain f
woodland).
• match plants and animals to their environments/ha
prairie, ocean, rainforest, arctic).

• explain that plants and animals live in habitats that

Teacher Hints for “Basic Needs”:
• In previous years, students have learned about the basic needs of all living
living organisms.
• Plants and animals are adapted to survive in different environments. Stude
their specific environment.

31 Volusia County Schools

Elementary Science Department

PACING: Weeks 35 – 37
April 24 – May 12

kills Benchmarks Vocabulary

, including humans, have for survival. SC.2.L.17.1 basic needs
o air
nutrients, space). Embedded o food
d, shelter, space). Nature of Science o light
nt and animal) have for survival. o nutrients
its basic needs are not met. SC.2.N.1.1 o shelter
ny differences that may have occurred. SC.2.N.1.2 o space
on each other and the environment to o water
SC.2.L.17.2
Earth, but each is only able to live in environment/habitat
o arctic
forest, desert, tundra, prairie, wetlands, o desert
o ocean
abitats (e.g., wetlands, desert, woodland, o prairie
o rain forest
o tundra
o wetlands
o woodland

living
survival

t meet their basic needs.

g things. In Grade 2, they focus on being able to compare the basic needs of two
ents should be able to discuss the features they have that allow them to survive in

Grade 2 Science Curriculum Map
November 2016

Resource pp. 243-276
Alignment
Living Things and their Environment BL (p.1-9 only) Home S
HMH
Teacher’s Edition Living and Nonliving Things BL Living T

HMH Airtight Seal, p.31 Block the
Leveled Readers Raising Crickets, p.32 Waxy Le
Keeping Warm, p. 34 Can Plan
HMH What Are Plant Needs? Can Plants Survive i
Inquiry Flipchart/Labs What Are Animal Needs? Where Do Plants an

HMH
Think Central

HMH Unit 10 Lesson 1 Quiz (AG 84) Unit 10 Lesson 4 Qu
Assessment Guide Unit 10 Lesson 2 Quiz (AG 85) Unit 10 Benchmark
Unit 10 Lesson 3 Quiz (AG 86) Unit 10 Performance
ScienceSaurus
AIMS Science p.99, 130-131
(Florida-specific)
Life Where Can Animals
Safari Montage
What Do Plants Need to Grow? p. 173 A Walk in the Park,
CPALMS
A Plant Patch, p. 187 Paste Up Habitats,
Web Resources
Square Necessities, p. 199 Where Do We Belo

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 Des

Lizard Lights

What Do I need?

Supplemental E- In the Trees, Honey Bees (RC) A- Animal Dads (
Literature

32 Volusia County Schools

Elementary Science Department

Weeks 35-37

Basic Needs

Sweet Home OL Helping Our World AL
Things OL Way to Grow AL

e Light, p. 31 An Animal I Know, p.32

eaves, p.34

nts Survive in Different Environments?, p. 33

in Different Environments?

nd Animals Live?

uiz (AG 87)
Assessment (AG 88 – 91)
e Assessment (92)

s Live? p. 223
, p. 235
p. 249
ong? p. 275

sign Challenge

(RC) C- Someday a Tree

Grade 2 Science Curriculum Map
November 2016

NGSSS BODY OF KNOWLEDGE: NATURE OF SCIENCE
Unit of Study: Enrichment

Topics Learning Targets/Sk
Weeks 38-39
Enrichment Students will:
• engage in learning experiences that review/en
integrated science process skills as they prepa

Basic and integrated science process skills are define
Use the Practice of Science Resource Alignme
during the Practice of Science unit of study th

33 Volusia County Schools

Elementary Science Department

PACING: Weeks 38 – 39
May 15 – May 26

kills Benchmarks Vocabulary

nrich understanding of basic and SC.2.N.1.1
are for third grade. SC.2.N.1.2
SC.2.N.1.3
SC.2.N.1.4
SC.2.N.1.5
SC.2.N.1.6

ed on page 8 of the grade 2 Science Curriculum Map.
ent suggestions (page 15) that were not utilized
hat took place at the start of the school year.

Grade 2 Science Curriculum Map
November 2016

Formative Assess

Scienc

Adapted from Page Keeley’s Science Formative Assessment: 75 Prac

Strategy Name Description

A & D Statements A & D Statements analyze a set of “fact or fiction”
Agreement Circles students may choose to agree or disagree with a
whether they need more information. Students ar
their thinking about why they agree, disagree, or
second part, students describe what they can do
statement by testing their ideas, researching wha
using other means of inquiry.

Agreement Circles provide a kinesthetic way to ac
engage students in scientific argumentation. Stud
as the teacher reads a statement. While standing
and match themselves up in small groups of oppo
discuss and defend their positions. After some st
answers, the teacher can ask if others have been
up. If not, what are your thoughts? Why did you
hearing those who disagree, does anyone who ha
change their minds? This should be used when s
some exposure to the content.

Annotated Student Drawings are student-made, la
visually represent and describe students’ thinking
concepts. Younger students may verbally describ
their drawings while the teacher annotates them.

Annotated Student
Drawings

34 Volusia County Schools

Elementary Science Department

sment Strategies

ce K-5

ctical Strategies for Linking Assessment, Instruction, and Learning

Additional Information

” statements. First, Statement How can you find out?
statement or identify
re asked to describe All magnets have 2 poles.
are unsure. In the
to investigate the __agree __disagree
at is already known, or
__it depends __not sure

My thoughts:

ctivate thinking and Energy
dents stand in a circle

g, they face their peers 1. Energy is a material that is stored in an object.
osing beliefs. Students

tudents defend their 2. When energy changes from one form to another,

n swayed. If so, stand heat is usually given off.

disagree? After 3. Energy can never be created or destroyed.
as agreed want to

students have had 4. Something has to move in order to have energy.

labeled illustrations that
g about scientific
be and name parts of

Grade 2 Science Curriculum Map
November 2016

Strategy Name Description
Card Sorts
Card Sorts is a sorting activity in which students g
with pictures or words according to certain charac
Students sort the cards based on their preexisting
concepts, objects, or processes on the cards. As
cards, they discuss their reasons for placing each
group. This activity promotes discussion and acti

Chain Notes Chain Notes is a strategy that begins with a ques
Commit and Toss a paper. The paper is then circulated from studen
student responds with one to two sentences relat
passes it on to the next student. A student can ad
build on a previous statement.

Commit and Toss is a technique used to anonym
assess student understanding on a topic. Studen
question. They are asked to answer it and explai
write this on a piece of paper. The paper is crump
the teacher gives the signal, they toss, pass, or p
basket. Students take turns reading their "caught"
Once all ideas have been made public and discus
in a class discussion to decide which ideas they b
plausible and to provide justification for the thinkin

Concept Card Concept Card Mapping is a variation on concept
Mapping given cards with the concepts written on them. T
around and arrange them as a connected web of
strategy visually displays relationships between c

35 Volusia County Schools

Elementary Science Department

Additional Information

group a set of cards
cteristics or category.
g ideas about the
s students sort the
h card into a designated
ive thinking.

stion printed at the top of What is Matter?
nt to student. Each
ted to the question and Matter is all around us.
add a new thought or Matter makes up everything.
Matter has volume and takes up space.
You can feel and see matter.

mously and quickly Solids and Holes
nts are given a Lance has a thin, solid piece of material. He places it in
in their thinking. They water. It floats. He takes the material out and punches
pled into a ball. Once holes all the way through it.
place the ball in a What do you think Lance will observe when he puts the
" response. material with holes back in the water?
ssed, engage students
believe are the most A. It will sink.
ng. 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.

mapping. Students are
They move the cards

knowledge. This
concepts.

Grade 2 Science Curriculum Map
November 2016

Strategy Name Description
Concept Cartoons
Concept Cartoons are cartoon drawings that visu
Data Match adults sharing their ideas about common everyda
Students decide which character in the cartoon th
and why. This formative assessment is designed
motivate students to uncover their own ideas and
argumentation.
Concept Cartoons are most often used at the beg
concept or skill. These are designed to probe stud
everyday situations they encounter that involve th
Not all cartoons have one “right answer.” Studen
ample time for ideas to simmer and stew to increa
engagement.
Data Match provides students with a data set from
investigation and several statements about data.
from the data to determine which statements are
provides students with an opportunity to consider
evidence, practice interpreting data, and consider
are in interpreting results of an inquiry.

Fact First Questioning Fact First Questioning is a higher-order questioni
draw out students’ knowledge. It takes a factual “
turns it into a deeper “how” or “why” question. Te
first and then ask students to elaborate, enabling
processes that lead to a more enduring understan
concepts.

36 Volusia County Schools

Elementary Science Department

Additional Information

ually depict children or
ay science.
hey agree with most

to engage and
d encourage scientific

ginning of a new www.pixton.com
dents’ thinking about
he use of science.
nts should be given
ase cognitive

m a familiar Where We Put the Ice Cube How Many Minutes It
Students use evidence Took to Melt
accurate. This strategy
On the blacktop in the sun 3
r what constitutes
r how confident they On the blacktop in the shade 7

ing technique used to On the grass 10
“what” question and
eachers state the fact On the metal side 2
deeper thinking
nding of science On the dirt underneath the slide 5

Which of these statements match your results?

The ice cube on the grass took longest to melt.

The metal slide was hotter than the dirt underneath the slide.

The ice cube melted faster on the blacktop in the sun than on the

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?

Grade 2 Science Curriculum Map
November 2016

Strategy Name Description

Familiar Phenomenon Familiar Phenomenon Probes is a strategy involv
Probes questions consisting of a selected response secti
for the selected response. They engage students
scientific ideas related to the phenomenon and co
that matches their thinking. The distracters (wron
commonly held misconceptions that children have

First Word-Last Word is a variation of acrostic po
construct statements about a concept or topic bef
instruction that begins with the designated letter o
acrostic format provides a structure for them to bu
statements off different letters that make up the to

First Word-Last Word

37 Volusia County Schools

Elementary Science Department

ving two-tiered Additional Information
ion and a justification
s in thinking about What’s in the Bubbles?
ommitting to a response Hannah is boiling water in a glass tea kettle. She notices large
ng choices) include bubbles forming on the bottom of the kettle that rise to the top
e in science. and wonders what is in the bubbles. She asks her family what
they think, and this is what they may say:
oetry. Students
fore and after Dad: They are bubble of heat.
of the alphabet. The Calvin: The bubbles are filled with air.
uild their idea Grandma: The bubbles are an invisible form of water.
opic word. 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-Photosynthesis Last Word-Photosynthesis

Plants make their own food. Producers such as plants use
energy from the sun to make their
Happens in cells food.
Other animals eat plants. Happens in cells that have
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.

Grade 2 Science Curriculum Map
November 2016

Strategy Name Description
Fist to Five
Four Corners Fist to Five asks students to indicate the extent o
a scientific concept by holding up a closed fist (no
Frayer Model finger (very little understanding), and a range up t
(understand completely and can easily explain it t
to Five provides a simple feedback opportunity fo
to indicate when they do not understand a concep
additional support for their learning.
Four Corners is a kinesthetic strategy. The four c
classroom are labeled: Strongly Agree, Agree, Di
Disagree. Initially, the teacher presents a science
and asks them to go to the corner that best aligns
Students then pair up to defend their thinking with
teacher circulates and records student comments
facilitates a whole group discussion. Students de
listen to others’ thinking before returning to their d
new understanding.
Frayer Model is a strategy that graphically organi
about a concept into an operational definition, cha
and non-examples. It provides students with the o
what they are thinking about the concept and to c
understanding.

Friendly Talk Probes Friendly Talk Probes is a strategy that involves a
section followed by justification. The probe is set
which friends talk about a science-related concep
Students are asked to pick the person they most
why. This can be used to engage students at any
can be used to access prior knowledge before the
learning throughout and at the close of a unit.

38 Volusia County Schools

Elementary Science Department

Additional Information

of their understanding of I do not I understand I understand I understand it I understand it and
o understanding), one understand it. some of it. most of it. completely. can explain it.
to five fingers
to someone else). Fist
or all students in a class
pt or skill and need

corners of the Agree Strongly
isagree and Strongly Agree
e statement to students Strongly
s with their thinking. Disagree Disagree
h evidence. The
s. Next, the teacher
efend their thinking and
desks to record their

izes prior knowledge Definition Characteristics
aracteristics, examples,
opportunity to clarify Living Things
communicate their

Examples Non-examples

selected response Talking about Gravity
in a real-life scenario in
pt or phenomenon. Two friends are talking about gravity.
agree with and explain
y point during a unit. It Ben says, “Gravity needs atmosphere or air. If there is no
e unit begins, or assess air or atmosphere, there will be no gravity.”
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.

Grade 2 Science Curriculum Map
November 2016

Strategy Name Description
Give Me Five
Give Me Five is a simple, quick technique for invi
reflection and welcoming feedback from the stude
be given time to quietly reflect, perhaps through a
selects five “volunteers” to share their reflection.

NOTE: Deliberately select students for the purpo
correct understanding and addressing misconcep

Human Scatterplot Human Scatterplot is a quick, visual way for teach
an immediate classroom snapshot of students’ th
I Used to Think… confidence students have in their ideas. Teacher
But Now I Know… response question with up to four answer choices
room with the answer choices. Label the adjacen
Justified List low confidence to high confidence. Students read
position themselves in the room according to thei
degree of confidence in their answer.

I Used to Think…But Now I Know is a self-assess
exercise that helps students recognize if and how
changed at the end of a sequence of instruction.
can be added to include…And This Is How I Lear
reflect on what part of their learning experiences
further develop their ideas.
Justified List begins with a statement about an ob
or skill. Examples that fit or do not fit the statemen
check off the items on the list that fit the statemen
justification explaining their rule or reasons for the
This can be done individually or in small group. S
their lists with the whole class for discussion and
Pictures or manipulatives can be used for English

39 Volusia County Schools

Elementary Science Department

iting and valuing public Additional Information
ents. Students should
a quick write. Teacher 1. What was the most significant learning you had during
today’s lesson?
ose of reinforcing
ptions. 2. How “in the zone” do you feel right now as far as
understanding the concept?
her and students to get
hinking and the level of 3. How did today’s lesson help you better understand the
rs develop a selective concept?
s. Label one side of the
nt wall with a range of 4. What was the high point of this week’s activities on the
d the question and concept?
ir answer choice and
5. How well do you think today’s science discussion
worked in improving your understanding of the
concept?

sment and reflection I USED TO THINK… BUT NOW I KNOW…
w their thinking has

An additional column
rned It to help students
helped them change or

bject, process, concept Making Sound
nt are listed. Students
nt and provide a All of the objects listed below make sounds.
eir selections.
Small groups can share Put an X next to the objects you think involve vibration
feedback.
h-language learners. in producing sound.

____guitar strings ____drum ____piano

____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?

Grade 2 Science Curriculum Map
November 2016

Strategy Name Description
K-W-L Variations
K-W-L is a general technique in which students d
Learning Goals Know about a topic, what they Want to know abo
Inventory (LGI) they have Learned about the topic. It provides an
students to become engaged with a topic, particu
Look Back they want to know. K-W-L provides a self-assess
Muddiest Point the end, when students are asked to think about w
learned. The three phrases of K-W-L help studen
between what they already know, what they woul
what they learned as a result.
Learning Goals Inventory (LGI) is a set of questio
identified learning goal in a unit of instruction. Stu
“inventory” the learning goal by accessing prior kn
requires them to think about what they already kn
learning goal statement as well as when and how
learned about it. The LGI can be given back to st
the instructional unit as a self-assessment and re
learning.
Look Back is a recount of what students learned o
instructional period of time. It provides students w
look back and summarize their learning. Asking th
learned it” helps them think about their own learn
can be used to differentiate instruction for individu
their descriptions of what helped them learn.
Muddiest Point is a quick-monitoring technique in
asked to take a few minutes to jot down what the
confusing part of a lesson was for them. The info
then to be used for instructional feedback to addr

40 Volusia County Schools

Elementary Science Department

Additional Information

describe what they K W L
out a topic, and what This is what I This is what I This is what I
n opportunity for already KNOW WANT to find out
ularly when asked what LEARNED
sment and reflection at
what they have
nts see the connections
ld like to find out, and

ons that relate to an What do you think the learning goal is about?
udents are asked to
nowledge. This List any concepts or ideas you are familiar with related
now in relation to the to this learning goal.
w they may have List any terminology you know of that relates to this
tudents at the end of goal.
eflection of their List any experiences you have had that may have
helped you learn about the ideas in this learning goal.
over a given
with an opportunity to What I Learned How I Learned it
he students “how they
ning. The information
ual learners, based on

n which students are Scenario: Students have been using a hand lens
most difficult or to make observations of the details on a penny.
Teacher states, “I want you to think about the
ormation gathered is muddiest point for you so far when it comes to using
ress student difficulties. a hand lens. Jot it down. I will use the information
you give me to think about ways to help you better
use the hand lens in tomorrow’s lesson.”

Grade 2 Science Curriculum Map
November 2016

Strategy Name Description
Odd One Out
Odd One Out combines similar items/terminology
Paint The Picture students to choose which item/term in the group d
Partner Speaks Students are asked to justify their reasoning for s
does not fit with the others. Odd One Out provide
Pass the Question students to access scientific knowledge while ana
between items in a group.
A Picture Tells a
Thousand Words Paint the Picture visually depicts students’ thinkin
science without using any annotations. This invol
a question and asking them to design a visual rep
reveals their thinking and answers the question. P
provides an opportunity for students to organize t
represent their thinking in a creative, unique visua
Partner Speaks provides students with an opportu
idea or question with another student before shar
When ideas are shared with the larger group, pai
perspective of their partner’s ideas. This encoura
and consideration of another’s ideas.

Pass the Question provides an opportunity for stu
activating their own ideas and examining other st
Students begin by working together in pairs to res
Time is allotted for partial completion of their resp
is up, they exchange their partially completed res
pair. Students are provided time to finish, modify
as they deem necessary. Pairs then group to give
other on the modifications.
A Picture Tells a Thousand Words is a technique
digitally photographed during an inquiry-based ac
They are given the photograph and asked to desc
what they were doing and learning in the photo. I
spark student discussions, explore new directions
their thinking as it relates to the moment the phot

41 Volusia County Schools

Elementary Science Department

y and challenges Additional Information
does not belong.
selecting the item that Properties of Matter: In each set, circle the Odd One Out
es an opportunity for and describe why it does not fit with the others.
alyzing relationships
Which Is the Odd One? Why Is It the Odd One Out?
ng about an idea in
lves giving the students weight
presentation that density
Paint the Picture length
their thinking and color
al format.
unity to talk through an What role do minerals play in the formation of a rock?
ring with a larger group.
irs speak from the minerals rock
ages careful listening
Today we are going to investigate how objects float and sink
udents to collaborate in in water.
tudents’ thinking.
spond to a question. - What do you think affects whether an object floats or
ponses. When the time sinks in water?
sponse with another
y, add to, or change it - What can you do to change how an object floats or
e feedback to each sinks?

Turn to your partner and take turns discussing ideas.

What are the phases of the moon?

Can sound travel through a solid?

What is the difference between
temperature and humidity?

Are science tools helpful?

How can you measure matter?

e where students are
ctivity or investigation.
cribe and annotate
Images can be used to
s in inquiry, and probe
tograph was taken.

Grade 2 Science Curriculum Map
November 2016





Strategy Name Description
Traffic Light Cups
Traffic Light Cups is a monitoring strategy that ca
Two-Minute Paper during instruction to help teachers gauge student
colors indicate whether students have full, partial,
understanding. Students are given three different
self-assess their understanding about the concep
learning, and display the cup that best matches th
Two-Minute Paper is a quick way to collect feedb
about their learning at the end of an activity, field
other type of learning experience. Teacher writes
board or on a chart to which students respond in
Responses are analyzed and results are shared w
following day.

Two Stars and a Wish Two Stars and a Wish is a way to balance positiv
feedback. The first sentence describes two posit
the student’s work. The second sentence provide
recommendation for revision. This strategy could
student or student-to-student.

3-2-1 3-2-1 is a technique that provides a structured wa
upon their learning. Students respond in writing to
prompts. This technique allows students to ident
successes, challenges, and questions for future le
have the flexibility to select reflective prompts tha
the most relevant information for data-driven deci

43 Volusia County Schools

Elementary Science Department

Additional Information

an be used at any time Green I understand this very well.
t understanding. The Yellow
, or minimal I understand most of it but could
t-colored cups, asked to Red use a little help.
pt or skill they are Help. I don’t get it.
heir understanding.
back from students • What was the most important thing you learned
trip, lecture, video, or today?
s two questions on the
two minutes. • What did you learn today that you didn’t know
with students the before?

ve and corrective • What important question remains unanswered
tive commendations for for you?
es one
d be used teacher-to- • What would help you learn better tomorrow?

ay for students to reflect Sample 1
o three reflective • 3 – Three key ideas I will remember
tify and share their • 2 – Two things I am still struggling with
earning. Teachers • 1 – One thing that will help me tomorrow
at will provide them with
ision making. Sample 2

Grade 2 Science Curriculum Map
November 2016

DIGITAL PROGRAM ACCES

The Elementary Science Department highly recommends the use of
instruction, formative and summative assessment, and/or profession
are provided.

Science Fusion Think Central
Username/Login: district email address
Password: Pa$5word

Access the HMH Think Central tile through V-Portal.

Science Fusion Think Central platform provides teachers with digital access
to the district-adopted textbook resource. It contains digital lessons and labs
that parallel the hard copy materials providing students with multiple exposures
to the context of science content. A wealth of additional instructional resources
organized by grade, unit, and lesson are available for easy teacher access.
If you need access assistance, contact Felecia Martinez (Extension 20686)
If you need technical assistance, call 800-323-9239.

CPALMS (www.cpalms.org)
iCPALMS (www.cpalms.org)

CPALMS is an online toolbox of information, vetted resources, and interactive
tools that helps educators effectively implement teaching standards. It is the
State of Florida’s official source for standards information and course
descriptions.

ICPALMS is a powerful portal linking teachers across the state to online tools
for planning and implementing instruction. Based on adopted standards
governing what students must learn, these tools will, in turn, connect 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

Elementary Science Department

SS INFORMATION

the following digital resources for purposes of planning, delivery of
nal development. Access information and a brief description of each

The Happy Scientist (www.thehappyscientist.com)
Contact your Elementary Curriculum Cadre Science Leader for
assistance with access information (username and password).

The Happy Scientist website is a rich collection of videos, photographs,
experiments, questions of the day, blogs, and SO much more. The content is
aligned to the NGSSS for science and is easy to navigate.
If you need assistance with science experiments and videos, email
[email protected].
If you need assistance with the website, email
[email protected].

Florida Students
(www.floridastudents.org)

Florida Students is your source for Florida Standards Student Tutorials and
Resources.
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.

Be on the lookout for new Florida tutorials designed for
Florida educators.

Grade 2 Science Curriculum Map
November 2016

GLOSSARY

The Science Curriculum Map has been developed by te
Terminology found within the framework

Next Generation Sunshine State Standards (NGSSS): a set of con
what teachers should teach and students should know and be able to
NGSSS Body of Knowledge: the broadest organizational structure u
include the following: Nature of Science, Earth Science, Physical Scie
Standard/Big Idea: an overarching organizational structure used to d
The Characteristics of Science Knowledge, Earth Systems and Patter
Unit of Study: an overarching organizational sub-structure comprise
more narrow focus
Topics: a grouping of benchmarks and skills that form a subset of sc
Benchmarks: the required NGSSS expectations presented in the co
Learning Targets/Skills: the content knowledge, processes, and en
Vocabulary: the content terminology and other academic language a
for teacher- and student-use alike
Prerequisite Learning: the benchmarks assigned to previous grade
Pacing: a recommendation of time frames for initial delivery of instru
Teacher Hints: a listing of considerations when planning for instructi
Resource Alignment: a listing of available, high quality and benchm
videos from textbook and other media sources
Formative Assessment Strategies: techniques that can be used be

The District Science Office recommends that all students e

45 Volusia County Schools

Elementary Science Department

Y OF TERMS

eachers for ease of use during instructional planning.
of the curriculum map is defined below.

ntent and process science standards that define with specificity
o do; adopted by the Florida State Board of Education in 2008
used to group content and concepts within the curriculum map and
ence and Life Science (also known as Reporting Category)
describe the scope of a selected group of benchmarks; for example,
rns, Forms of Energy, and Interdependence
ed of a collection of topics used to group content and concepts for a

cientific concepts covered in each unit of study
ourse descriptions posted on CPALMS by FLDOE
nabling skills that will ensure successful mastery of the benchmarks
and phrases that support mastery of the learning targets and skills;

e levels that support learning within the current grade level
uction and assessment
ion; may include suggestions or ideas for review
mark-aligned materials including labs, strategies, lessons, and

efore, during, and after instruction to evaluate student learning

engage in hands-on, minds-on science experiences DAILY.

Grade 2 Science Curriculum Map
November 2016