Roswell Independent School District Curriculum Map Subject: Science (Revised July 2007) Grade Level: 2 nd

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1 Standards/Essential Questions Concepts/Skills Activities/Assessments Strand I: Scientific Thinking Scientific Thinking and Practice Scientific Thinking and Practice Scientific Thinking and and Practice Practice Understand the processes of scientific investigations and use inquiry and scientific ways of observing, experimenting, predicting, and validating to think critically K- 4 Benchmark III: Use mathematical skills and vocabulary to analyze data, understand patterns and relationships and communicate findings. Charts, Measurement, Data II Record observations on simple charts of diagrams. II Measure length, weight, and temperature with appropriate tools and express those measurements in accurate mathematical language Create graphs (e.g. birthday, favorite subject, pets) worksheets: graphs Measure and weigh a variety of objects Using weight scales, yardstick, rulers and thermometers Use tools from Scott Foresman equipment kit to show students different science tools. Tools: rulers, yardstick, weight scale, thermometer, transparency with inches/cm. Video-Bill Nye: Measurement MV-4529 (26 min) Telescopes, microscopes, radar, stethoscopes, thermometers : Lab Zone: Directed Inquiry and Guided Inquiry in each chapter 1 st Nine XXVII, XXIX, XXX, XXXI 1

2 Standards/Essential Questions Concepts/Skills Activities/Assessments Strand II (Life Science) Living Things and Their Environment Living Things and Their Environment Living Things and Their Living Things and Their Environment Environment 1 st Nine Content Standard II: Understand the properties, structures, and processes of living things and the interdependence of living things and their environments. K-4 Benchmark I: Know living things have diverse forms, structures, functions and habitats. Observe that diversity exists among individuals within a population. Observe and describe various shapes of fungi. Know that bacteria and viruses are germs. Matching Game Review definitions of fungi, bacteria, and virus. Match pictures of different fungi to their correct names. Growing Mushrooms Make a terrarium for mushrooms to grow in. Growing Mold on Bread Experiment(a type of fungi) Take two slices of bread and place each slice in a zip lock bag. In one bag, add a couple of drops of water, seal the bag. Leave the other bag dry. Students observe and investigate if mold will grow best with or without moisture. Students can record their observation in a science journal. View website What are Germs (see website resources) What are germs? erms.html What Are You Doing Here? mp2.cgi?id=2777 Our Environment Chapter 3 2

3 Standards/Essential Questions Concepts/Skills Activities/Assessments Strand II: (Life Science) Body Parts and Functions Body Parts and Functions Body Parts and Functions Body Parts and Functions Content Standard II: Understand the properties, structures, and processes of living things and the interdependence of living things and their environments. K-4 Benchmark III: Know the parts of the human body and their functions. II Identify a variety of human organs (e.g. Lungs, heart, stomach, brain). II Know various nutrients are required for specific parts and functions of the body(e.g. milk/bones) II Identify functions of human systems (e.g. respiratory Match Organs Match human organs with its function Match human organs with vocabulary terms Draw and Write Draw a human organ and write about its function Collage With a partner the students will create collage depicting what foods are good for a healthy body. Video- All About Health and Hygiene MV-0886 (23 min) Video-Happy Healthy Eating MV-7447 (30 min) Video-Bill Nye: Nutrition MV-4357 (26 min) Video-Captain Yuck s Adventure in the Food Pyramid MV-6393 (20 min) 1 st Nine Assessment Cooperative groups: Make a booklet about human organs and their functions School Nurse Have school nurse let students listen to their heart beat. Student Heart Beat Activity Pair students in partners, use toilet paper rolls to listen to each other hearts. Have students run in place or do jumping jacks then have them listen to each other hearts again. Discuss the differences. Video-Bill Nye: Bones and Muscles MV-4567 (26 min) Video-Bill Nye: Digestion MV-4347 (26 min) It s Time to Get Organ-Wised /375.shtml Lungs /SciencePELungs- TheBreathingMachine25.htm The Human Body (2) HumanBodyCorporation.htm The Human Body et/games/scavenger_hunt_questi ons.html 3

4 Standards/Essential Questions Concepts/Skills Activities/Assessments Strand III: Science and Science and Society Science and Society Science and Society Society Understand how scientific discoveries, inventions, practices and knowledge influence, and are influenced by individuals and societies. K-4 Benchmark : Describe how science influences decisions made by individuals and societies. Describe ways to prevent the spread of germs (e.g., soap, bleach, and cooking). Know that science has ways to help living things avoid sickness or recover from sickness (e.g., vaccinations, medicine) and adult supervision is needed to administer them. Hand Washing Activity Have students thoroughly wash hands with soap and water. Then have them place hands under a black light to disclose areas that were not cleaned. Write a persuasive paragraph Identify ways of preventing the spread of germs. Spreading Germs Cut out pictures from magazine that shows the cause of spreading germs. See School Nurse for other Activities Video- Germs Make Me Sick MV-2409 (30 min) Video- All About Health and Hygiene MV-0886 (30 min) What are germs? hp erms.html What Are You Doing Here? mp2.cgi?id= st Nine Glitter Germs ns/glittergerms.shtml Other Catch Program through the school coach (coordinated with Physical Education Teacher, See Joe Harton, Del Norte) Local County Extension Agent NMSU I Can Nutrition Education Program Patsy Bass- Extension Nutrition Educator

5 Standards/Essential Questions Concepts/Skills Activities/Assessments Strand II: (Physical Science) Matter Matter Matter Matter 2 nd Nine Content Standard II: Understand the structure and properties of matter, the characteristics of energy, and the interactions between matter and energy. K-4 Benchmark I: Recognize that matter has different forms and properties. Observe that properties of substances can change when they are mixed, cooled, or heated(e.g., salt dissolves in water, ice melts) Describe the changes that occur when substances are heated or cooled and change from one state of matter to another(i.e., solid, liquid, and gas) Salt Water Make oral predictions of what change will take place when salt is dissolved in water in cold water, warm water and hot water. Ice activity Students will play-act what molecules in a block of ice might look like as the ice begins to melt. Riddle book for liquids and solids Use website printouts to create a book of liquids and solids pdf States of Matter Use website to teach students about the three states of matter. They will click on pictures to explore each state. ges/lewis/matterweb.htm Scott Foresman Activities Perform Lab Zones and Activity Chart Experiments in Chapter 8 (see resources) Video-Do It Yourself Science MV-0263 (26 min) Video-Changes In Matter MV-6379 (18 min) Video-Solid, Liquid, Gas MV-3107 (15 min) Video-Bill Nye: Atoms MV-4375 (26 min) Unit C Physical Science Chapter 8-Properties of Matter 5

6 Standards/Essential Questions Concepts/Skills Activities/Assessments Strand II: Physical Science Physical Science (Energy) Physical Science (Energy) Physical Science (Energy) Understand the structure and properties of matter, the characteristics of energy, and the interactions between matter and energy. K-4 Benchmark II: Know that energy is needed to get things done and that energy has different forms. I Describe how heat can be produced (e.g. burning, rubbing, mixing some substances). I Know that heat moves more rapidly in thermal conductors (e.g., metal pan) than in insulators (e.g., plastic handle). I Describe the usefulness of some forms of energy (e.g., electricity, sunlight, wind, sound (and how energy (e.g., heat, light,) can affect common objects (e.g., sunlight warms dark objects, heat melts candles). Create individual T Chart Make a list of thermal conductors and insulators Identify friction Lesson plan for a game using friction Pinwhell Activity Make pinwheel out of various materials. Evaluate which pinwheel spins the easiest (with least resistance).make a chart comparing your observations. Solar Energy ce/sci/cecsci/cecsci087.html Lesson plan for solar energy Video-The Behavior of Light MV (21 min) Video-Bill Nye: Heat MV-4531 (26 min) Magnets/polarity 1.html Weather Instruments eft/weather.htm 2 nd Nine I Performance Standard 2.4 Observe that sound is made by vibrating objects and describe it by its pitch and loudness. Sound Activity Research sound by identifying which materials sound will travel through and make a chart to represent findings. What Is Energy? /energylessons/ I Performance Standard 2.5 Recognize that moving objects carry energy. Bouncing Ball Activity ysicsofbouncingsportsballsk12.htm Scott Foresman Activities Perform Lab Zones and Activity Chart Experiments in Chapter 9 & 11 (see resources) Textbook and other Unit C Physical Science Chapter 9 Energy Chapter 11 Sound 6

7 Standards/Essential Questions Concepts/Skills Activities/Assessments Strand II: (Physical Science) Forces and Motion Forces and Motion Forces and Motion Forces and Motion Physical Science Physical Science Physical Science Understand the structure and properties of matter, the characteristics of energy and the interactions between matter and energy. K-4 Benchmark III: Identify forces and describe the motion of objects II Describe how the strength of a push or pull affects the change in an object s motion (e.g. how a big or small push affects how high a swing rises) II Observe that electrically charged materials and magnets attract and repel each other, and observe their effects on other kinds of materials Observing Forces Have students observe the forces used in the classroom (e.g., pick up pencil, push button, sharpen pencils). Record findings in a science journal. (Ext.. Observe forces at home such as observing the preparation of one meal). Scott Foresman Activities Perform Lab Zones and Activity Chart Experiments in Chapter 10 (see resources) Find resources Shock Them All html General resource sites: ademy/ace/ 2 nd Nine Unit C Physical Science Chapter 10 Forces and Motion 7

8 Standards/Essential Questions Concepts/Skills Activities/Assessments Strand II: (Earth and Space Solar System and Objects in the Universe Solar System and Objects in the Science) Solar System Universe 3 rd Nine Content Standard III: Understand the structure of Earth, the solar system, the universe, the interconnections among them, and the processes and interactions of Earth s system. K-4 Benchmark I: Know the structure of the solar system and the objects in the universe. Observe that the phase of the moon appears a little different every day but looks the same again after about four weeks. Observe that some objects in the night sky are brighter than others. Know that the sun is a star. Solar System Model Create a solar system model or mural Acrostic Poem Make an acrostic poem to tell about the moon, night sky, sun, or planets Calendar Activity Locate the phases of the moon on a calendar Phases of the Moon Draw and label the phases of the moon Field Trip to Robert H. Goddard Planetarium Scott Foresman Activities Perform Lab Zones and Activity Chart Experiments in Chapter 12 (see resources) Solar System and Objects in the Universe Video-All About the Earth MV-4583 (23 min) Video-All About the Planets MV (23 min) Video-All About Stars MV-4582 (23 min) Video-All About the Sun MV-4585 (23 min) Bringing the Solar System to Life Pictures of moon phases ntent/science/brainpop/movie?id =moon Unit D Space and Technology Chapter 12 Earth & Space RH Goddard Planetarium Handbook: Includes- Activities, Music 8

9 Standards/Essential Questions Concepts/Skills Activities/Assessments Strand II: Earth Science Earth Science Earth Science Earth Science 3rd Nine Content Standard III Understand the structure of Earth, the solar system and the universe, the interconnections among them, and the processes and interactions of Earth s system. K-4 Benchmark II: Know the structure and formation of Earth and its atmosphere and the processes that shape them. I Know that rocks have different shapes and sizes (e.g., boulders, pebbles, sand) and smaller rocks result from the breaking and weathering of larger rocks. I Understand that rocks are made of materials with distinct properties. I Know that soil is made up of weathered rock and organic materials, and that soils differ in their capacity to support the growth of plants. I Performance Standard 2.4 Recognize the characteristics of the season. Rocks List some identifiable properties of rocks, and understand the difference between a hard and soft rock. Rocks and Minerals Identify and analyze different types of rocks as metamorphic, igneous, or sedimentary. Explain how you know. Analyze different rocks for their mineral content. Seasons Classify the 4 seasons by each season s distinctive weather. Compare and contract the seasons using a Venn Diagram. Support your choices. Guest Speaker from Rockhound Club Scott Foresman Activities Perform Lab Zones and Activity Chart Experiments in Chapters 5 & 6 (see resources) Video-Bill Nye: Rocks and Soil MV-4552 (26 min) Video-Bill Nye: Erosion MV-0274 (26 min) Video-Magic School Bus Blows It s Top MV-1617 (30 min) Video-Bill Nye: Earth Seasons MV-4343 find The Seasons html Space games and general information site: ds/ Unit B Earth Science Chapter 5 Earth s Land, Air, and Water Chapter 6 Earth s Weather and Seasons 9

10 Standards/Essential Questions Concepts/Skills Activities/Assessments Strand I: Science as Inquiry Scientific Thinking and Practice Scientific Thinking and Practice Scientific Thinking and Practice Understand the processes of scientific investigations and use inquiry and scientific ways of observing, experimenting, predicting and validating to think critically. K-4 Benchmark II: Use scientific thinking and knowledge and communicate findings. I Understand that in doing science it is often helpful to work with a team and share findings. I Make accurate observations and communicate findings about investigations. Scientific Method In teams of 3-4, the students will identify an unfamiliar object (part of a car, truck or airplane etc.) by discussing its characteristics with team members. The team will come to a consensus by writing a sentence about the part. l Video- Do It Yourself Science MV-0263 (26 min) Video-Bill Nye: Measurement MV-4529 (26 min) Video- What s in an Egg? MV-3211 (13 min) Science Lessons ademy/ace/sci/elem.html 3 rd Nine Simple Science Experiments: om/projects.html Questions for Scientific Inquiry y/inquiryquery.html XXII, XXIII, XXIV, XXV, XXVI, XXVII 10

11 Standards/Essential Questions Concepts/Skills Activities/Assessments Strand III: Science and Science and Society Science and Society Science and Society Society 3 rd Nine Understand how scientific discoveries, inventions, practices and knowledge influence, and are influenced by, individuals and societies. K-4 Benchmark I: Describe how science influences decisions made by individuals and societies. Know that some materials are better than others for making particular things (e.g., paper, cardboard, plastic, metal, fiberglass and wood). Understand that everybody can do science, invent things, and formulate ideas. Know that science has discovered many things about objects, events, and nature and that there are many more questions to be answered. Material Activity Work in pairs and assess each other s ability in identifying which material (cardboard, plastic, etc.) would make a better boat. Then write two sentences to support the team s decision. Invention Family Activity Students can work with their family to invent something. Video-Bill Nye: Pollution Solutions MV-4361 (26 min) Video-Bill Nye: Garbage Air Pollution and Solutions MV-6367 (26 min) Video-Absolute Trash: A Recycling Story MV-4724 (25 min) Our Environment: ademy/ace/ Earth Day matechange.aspx Recycling Unit B Earth Science Chapter 5 Earth s Land, Air, and Water 11

12 Standards/Essential Questions Concepts/Skills Activities/Assessments Strand I: )Science as Scientific Thinking Scientific Thinking Scientific Thinking Inquiry)Scientific Thinking Create a KWL Chart for each Understand the processes of experiment scientific investigations and Conduct simple investigations (e.g., measure the use inquiry and scientific ways sizes of plants of the same kind that are grown in r/index.html of observing, experimenting, sunlight and in the shade). predicting and validating to think critically. K-4 Benchmark I: Use scientific methods to observe, collect, record, analyze, predict, interpret and determine reasonableness of data. Use tools to provide information not directly available through only the senses (e.g., magnifiers, rulers, thermometers). Make predictions based on observed patterns as opposed to random guessing. Science investigations Science experiments (adaptable to all age levels) /SciExperiments.htm Lab Zone/Directed Inquiry and Guided Inquiry in each chapter 4 th Nine Performance Standard 2.4 Follow simple instructions for a scientific investigation 12

13 Standards/Essential Questions Concepts/Skills Activities/Assessments Strand II: (Life Science) Life Life Cycles Life Cycles Life Cycles Cycles 4 th Nine Content Standard II: Understand the properties, structures and processed of living things and the interdependence of lining things and their environments. K-4 Benchmark II: Know that living things have similarities and differences and that living things change over time. I Explain that stages of the life cycle are different for different animals (e.g. mouse, cat, horse, butterfly and frog). I Observe that many characteristics of the offspring of living organisms (e.g., plants or animals) are inherited from their parents. I Observe how the environment influences some characteristics of living things (e.g., amount of sunlight required for plant growth). Life Cycles Use Web or KWL chart Place life cycle of insect or animal in sequence (e.g. frog, dragonfly, horse, etc.) Illustrate life-cycles 1.html Matching Game Match an adult and newborn animal to their natural habitat. Match animal to proper name. Life Cycle Book Students will create a life-cycle book about themselves. Scott Foresman Activities Perform Lab Zones and Activity Chart Experiments in Chapters 1, 2, 3 & 4 (see resources) Video-Animal Lifecycles MV-0857 (15 min) Video-Butterflies MV-9949 (15 min) Video-Insects: Cycles of Life MV-4519 (20 min) Study Prints-Introducing Animals: Animal Disguises PF-0404 Look Under Animals for more Videos Classify and associate organisms html Unit A Life Science Chapter 1 All About Plants Chapter 2 All About Animals Chapter 3 How Plants and Animals Live Together Chapter 4 How Living Things Grow and Change 13