SAU #35
Second Grade
Science Curriculum
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SCIENCE AS INQUIRY |
NOTES |
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1a. Curriculum
Standard: Students will demonstrate
an increasing understanding of how the
scientific enterprise operates. |
*see
grade one activities |
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Students
will be able to: A. Observe and describe
objects in their environment in order to organize information and make
comparisons (e.g., cats have fur, fish live in water, rocks are hard) B.
Identify patterns in
events (e.g., sunrise and sunset, tidal schedules, movements of thrown or
falling objects, stream flow and rainfall) C.
Manipulate an object to
discover characteristics not apparent by observation alone D. Ask "How do we
know?" and "Are we sure the same thing will happen the next
time?" |
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SCIENCE, TECHNOLOGY, AND
SOCIETY |
NOTES: |
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2a. Curriculum Standard: Students will demonstrate
an increasing ability to use measuring instruments to gather accurate and/or
precise information. |
*see
grade one activities |
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Students
will be able to: A. Invent their own unit of
measurement (e.g., the room is nine " B.
Explain the need for
standard universal measurement units (e.g., initiated by measuring width of
room using one's own feet and a meter stick) C.
Measure net mass (e.g.,
subtracting mass of container holding some material whose mass is to be
measured) D. Use rulers, thermometers,
and balances to observe, measure, and construct objects |
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2b. Curriculum Standard: Students will demonstrate
an increasing ability to use technology to observe nature. |
*see
grade one activities |
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Students
will be able to: A. Recognize that scientific
tools often give more information about things than can be obtained by using
our senses directly B.
Use simple tools in a safe
and responsible manner |
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2c. Curriculum Standard: Students will demonstrate
an increasing ability to analyze, synthesize, and communicate scientific
information using technology. |
*see
grade one activities |
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Students
will be able to: A. Use a computer to record
observations and to write short descriptions of natural events B.
Share data with children
in other classrooms C.
Use age-appropriate
instructional software |
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2d. Curriculum Standard: Students will demonstrate
an increasing ability to understand how technology is used to synthesize new
products. |
*see
grade one activities |
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Students
will be able to: A. Construct simple
structures by following directions B.
Seek out problems in need
of solution and invent ways to solve those problems C.
Describe ways that
machines are used to manufacture items faster and in greater quantity than
one person can do alone |
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2e. Curriculum Standard: Students will demonstrate
an increasing ability to understand that science and technology affect
individuals, and that individuals in turn can affect science and technology. |
*see
grade one activities |
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Students
will be able to: A. Write and illustrate s story that describes
where, in their home, the water comes from, and where the sewage goes C.
Describe what would occur
if the power at their home was disconnected during a snowstorm, and what
behavior changes would be necessary |
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UNIFYING THEMES AND
CONCEPTS |
NOTES: |
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6a. Curriculum Standard: Students will demonstrate
an increasing ability to recognize parts of any object or system, and
understand how the parts interrelate in the operation of that object or
system. |
*see
grade one activities |
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Students
will be able to: A. Explore and identify the
parts and materials that comprise simple objects and how they are connected
(e.g., disassemble common household objects - flashlight) B.
Predict the effect of
removing or exchanging parts of an object (e.g., a mechanical toy, a jigsaw
puzzle) C.
Discuss how parts when put
together can do things that they could not do by themselves |
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6b. Curriculum Standard: Students will demonstrate
their understanding of the meaning of stability and change and will be able
to identify and explain change in terms of cause and effect. |
*see
grade one activities |
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Students
will be able to: A. List several things that
change through time or because of a change in the environment B.
Recognize that some changes
are so slow that they are hard to observe (e.g., display monthly photographs
of the class and teacher; record and graph the height of each student and the
teacher) C.
Classify events or objects
as changing quickly, slowly, or not at all D. Observe the movement of
people or objects (e.g., record traffic patterns of students moving in the
school building) |
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6c. Curriculum Standard: Students will understand
the meaning of models, their appropriate use and limitations, and how models
can help them in understanding the natural world. |
*see
grade one activities |
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Students
will be able to: A. Identify ways in which
models are the same or different from the real object (e.g., a plastic flower
and a garden flower; a stuffed animal and a real animal; toy car and actual) B.
Describe how a particular
occurrence or event is like a different occurrence or event. Analogical thinking (e.g., That person is
as busy as a bee; that child is growing like a weed; she is as pretty as a
picture) |
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6d. Curriculum Standard: Students will increasingly
quantify their interactions with phenomena in the natural world, use these
results to understand differences of scale in objects and systems, and
determine how changes in scale affect various properties of these objects and
systems. |
*see
grade one activities |
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Students
will be able to: A. Observe and explore
objects in nature and those that are manmade, which have very different
sizes, masses, ages, and speeds. B.
Draw simple objects in
actual size and compare the drawing to scale pictures C.
Explore simple scale
models of very large and very small objects that can be made from simple
familiar materials (e.g., clay, sand, paper, wood) D. Explore the use of various
types of scales that are used in making observations (e.g., thermometers, rulers,
color wheels, musical scales) |
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LIFE SCIENCE: Living
Things |
NOTES: |
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3a. Curriculum Standard: Students will demonstrate
an increasing ability to recognize patterns and products of evolution,
including genetic variation, specialization, adaptation, and natural
selection. |
Macmillin-
K-2 activity cards, sorted into themes – flat leaf plant and cactus
comparison – which leaf would hold most water, etc. AIMs
activities – Plants “Primarily Plants” - Amy Kelley, gr. 2 -
Another
MacMillin – covers habitats |
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Students
will be able to: A. Observe and display
understanding of the needs of plants and animals and the need to care for
them responsibly B.
Collect a variety of seeds
and group them using a particular characteristic or attribute C.
Distinguish between types
of plants using one or more attributes or characteristics (e.g., size, shape,
kinds of leaves) D. Visit habitats and
describe the organisms generally found in each habitat |
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3b. Curriculum Standard: Students will demonstrate
an increasing ability to understand how environmental factors affect all
living systems (i.e., individuals, community, biome, the biosphere) as well
as species to species interactions. |
For
all these… Websites
for lesson plans about mammals: Lesson
about camouflage: http://www.eduref.org/cgi-bin/printlessons.cgi/Virtual/Lessons/Science/Animals/ANM0114.html Characteristics
of mammals: http://www.eduref.org/cgi-bin/printlessons.cgi/Virtual/Lessons/Science/Animals/ANM0206.html "Eat
and Run" lesson: http://www.eduref.org/cgi-bin/printlessons.cgi/Virtual/Lessons/Science/Animals/ANM0020.html Animals
in Winter: http://www.eduref.org/cgi-bin/printlessons.cgi/Virtual/Lessons/Science/Animals/ANM0201.html Animal
Categorization: http://www.eduref.org/cgi-bin/printlessons.cgi/Virtual/Lessons/Science/Animals/ANM0006.html ditto You
can go to very local places – “named” places, just outside the school |
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Students
will be able to: A. Name plants and animals
whose appearance changes in different seasons and describe the differences B.
Discuss features that help
plants and animals survive in different environments or in the same
environment during different seasons C.
Investigate different
habitats to identify some of the ways in which plants and animals which live
there depend on each other |
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3c. Curriculum Standard: Students will demonstrate
an increasing ability to understand that organisms are linked to one another
and to their physical setting by the transfer and transformation of matter
and energy to maintain a dynamic equilibrium. |
AIMS
book AIMS
book |
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Students
will be able to: A. Identify the conditions
necessary for the growth of green plants B.
Carry out an experiment to
determine the factors needed for seeds to germinate |
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EARTH SCIENCE: The Earth
and its Resources |
NOTES: |
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4c. Curriculum Standard: Students will demonstrate
an increasing ability to understand that the Earth contains a variety of
renewable and nonrenewable resources. |
Reusing
milk cartons, etc. Make your own
“recycled” instrument |
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Students
will be able to: A. Identify some naturally
occurring materials that human beings use for various purposes (water, wood,
coal, metals) B.
Demonstrate ways in which
various materials can be reused or recycled (reusing containers or using
scrap paper for art projects) |
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4b. Curriculum Standard: Students will demonstrate
an increasing ability to understand that the Earth is a complex planet with
five interacting systems, which consists of the solid Earth (lithosphere),
air (atmosphere), water (hydrosphere), ice (cryosphere), and life (biosphere). |
AIMS
Primarily Earth Just
observe them! Spring thaw; Moore Dam;
take a walk in the same spot for each season and take a picture; Old Man; Given
a variety of “things” students sort and categorize according to their own
characteristics “Geology
Teamwork” from Amy ( |
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Students
will be able to: A. Identify the important
attributes of different landscapes (e.g., beaches, mountains, deserts) B.
Describe a variety of
natural and man-made changes in the earth's surface that they have observed
(water level in streams and rivers, tidal changes, wind blown sand or soil,
work of earth-moving machinery) C.
Sort and categorize rocks,
minerals and other earth materials using one or more characteristics |
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PHYSICAL SCIENCE: Matter
and Energy |
NOTES: |
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5a. Curriculum Standard: Students will demonstrate
an increasing ability to distinguish among materials by utilizing observable
properties. |
…AIMS?
Newbridge book of activities, was in Kindergarten – relating the 5 senses to
properties Every
day math – making 3 dimensional solids – purpose of this is to focus on the
properties of the materials and how those affect their use Ability
of containers to conduct heat – Students will be able to distinguish between
the ability of materials to conduct heat. |
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Students
will be able to: A. Describe objects and
events using all of their senses: touch (texture, hot/cold), taste (sour,
sweet, salty, bitter), sound (pitch, loudness, tone), sight (float/sink,
disappears/doesn't disappear in water), smell (smoky, fragrant, spicy, moldy) B.
Construct a variety of
different objects from a few types of small parts (e.g., paper clips,
toothpicks, coffee stirrers, 3x5 cards, "Legos, "
"Tinkertoys") C.
Explore (by touch) how the
outside temperatures of containers made of various materials (e.g., aluminum
can, paper cup, Styrofoam, glass, thermos) change when filled with hot water |
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5b. Curriculum Standard: Students will demonstrate
an increasing ability to understand that matter is composed of dynamic
interactive units or particles and that all the properties and changes in
matter can be explained in terms of the forces involved in the interactions of
these units |
Clothes
line activity; - see Paul Williams CO2
making with candles and soap bubbles (vinegar and baking soda) Resource
- Mailbox Science - Matter Activities - Laura Bromley - Gr. 1, Lisbon, and
Delta Properties Activites - Deb Kezerian Gr 1, Lakeway |
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Students
will be able to: A. Describe objects in terms
of the materials of which they are made (clay, cloth, paper) and their
physical properties (color, size, shape, mass, texture, flexibility) B.
Describe characteristics
of matter that are common to solids and liquids (have mass, take up space),
and that distinguish them as different phases of matter C.
Explore how the total mass
of an object or device is fixed despite changes being crumpled or shredded or
made into an airplane; (measure the mass of a device when assembled and when
taken apart) |
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5f. Curriculum Standard: Students will demonstrate
an increasing understanding that energy can be transmitted by waves, using
light and sound as examples. |
Ground
hog day, outside – sunlight and shadow size and position String
and touching a tuning fork; hands behind ears to hear better AIMS
physical science – Tik L. Liem AIMS
musical instruments |
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Students
will be able to: A. Explore relationships
between shadow size and shape and the position of a light source B.
Investigate light and
sound as they come from a source, travel through air, and bounce off objects C.
Observe that sound is
created in musical instruments by parts that vibrate (e.g., see and feel
vibrating strings, drums, cymbals, loudspeakers) D. Create and describe the
spectrum produced by light passing through a prism |
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5g. Curriculum Standard: Students will demonstrate
an increasing understanding that heat is the product of many natural
resources |
Volcanoes, fires – all kinds, heaters – all kinds, the
range of heating devices, exothermic reactions |
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Students
will be able to: A. Identify natural and
manufactured objects that produce heat |
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Instructional Resources
for Grade 2 |
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Resource |
Location |
Notes |
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Aims Web Site |
References many reasonable
materials as well as providing free activities |
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Properties of Matter - Song |
Tune of "Oh Dear What
Can the Matter Be?" |
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Terms of Grade 2 |
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Term: |
Definition |
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