Course Guidelines 2nd Grade Science.pdf

COURSE GUIDELINE
GRADE: SECOND SUBJECT: SCIENCE TEACHER: Marlene Gustafson
QTR. STANDARD RESOURCES STRATEGIES ASSESSMENTS
3rd
2.P.1.1. Students are
able to classify solids
in terms of the
materials they are
made of and their
physical properties.
Bloom: Application
I can group (classify) solids in
terms of the materials they are
made of and characteristic
that can be observed without
changing the material it
(physical properties).
3 rd 2.P.1.2. Students are
able to describe
visually observable
properties of liquids
and classify liquids
by their physical
properties.
Bloom: Comprehension
Students are able to describe
(tell in words and/or numbers)
visually observable
Science in the
Kitchen-Unit F
Section one
F11-F30
‘Classifying and
Measuring Matter’
Science in the
Kitchen- Unit F
Sections 1 F11-30
‘Classifying and
Measuring Matter’
and Section 2 F31-
46 ‘Water Changes
State’
Develop the language of
science Vocabulary;
Observe properties of
matter, classify objects
according to their
properties, demonstrate
that changing the shape of
a solid does not necessarily
change its other
properties, recognize that
matter can be a solid,
liquid or a gas.
Develop the language of
science. Hypothesize about
the properties of a
substance. Matter can
change shape, but its
essential properties remain
the same. Infer that liquids
assume the shape of their
Summarize their
‘Oobleck’ experience
using Language of
Science terms- property,
matter, solid, liquid, and
gas. Evaluate the
understanding of
objectives with
assessment guide 19-20
on Classifying and
Measuring;
Explain where water
goes when it evaporates
-becomes a gas and
goes into the air.
Construct a poster
displaying items that are
solids, liquids, or gases.
Evaluate the

properties (characteristics that
can be seen) of liquids (matter
with a definite volume but
not a definite shape).
containers. Writing
connection- construct a
poem that describes icicles.
understanding of
objectives with
assessment guide 21-22
on Water Changes State
3 rd 2.P.1.3. Students are
able to identify
mixtures of solid
substances and ways
to separate them.
Bloom: Application
I can tell in words and/or
numbers (identify) that two or
more substances can be
physically combined
(mixture) from a material that
has definite shape and volume
(solid
substance) and ways to
separate them.
3 rd 2.P.2.1. Students are
able to demonstrate
how moving objects
exhibit different
types of motion.
Bloom: Application
I can show (demonstrate) how
a change in the position or
direction caused by a push or
a pull (types of motion).
Science in the
Kitchen-Unit F
Section 3 F47-F60
‘Mixtures’
Matter can be
mixed. The
individual properties
that make up the
mixture do not
change.
Holt Science
Chapters 7-8 ‘Force
and Moving’
Develop the language of
science. Observe a
mixture. Identify and
classify the ingredients of a
mixture. Demonstrate that
a mixture can be taken
apart.
Develop the language of
science, demonstrate a
push and a pull, classify
forces as pushes and pulls,
observe forces moving
objects, observe the cause
and effect relationship
between forces and
Predict if ingredients are
different after they are
cut up and put in a
salad. Share about
mixtures children have
eaten at mealtime.
Evaluate the
understanding of
objectives with
assessment guide 23-24
on Mixtures.
People, animals and
machines lift objects.
Find or draw pictures of
objects being lifted.
Classify the motion in
the picture as a push or
pull.

3 rd 2.P.2.2. Students are
able to predict the
effects of magnets on
other magnets and
other objects.
Bloom: Application
I can use information to make
a best guess (predict) of the
attracting and repelling (effect
of magnets) on magnets and
other objects.
Magnet lesson plans
from Teachers.net,
eduref.org,
Discovery Works-
Magnets
changes in the size, shape,
speed, and direction of
objects- pizza dough,
biking, batting a ball,
kicking a ball, moving a toy
truck and a real truck,
teeter-totter, weight
machine, balance.
Compare objects moving
over rough and smooth
surfaces.
Develop the language of
science; compare the
strengths of various
magnets and various parts
of a magnet, identify and
locate poles on various
magnets, demonstrate how
the like poles attract and
unlike poles repel each
other, classify objects that
are attracted by magnets
and objects that are not
attracted by magnets;
Observe, predict, infer,
Observe students’
actions during the
demonstration activities.
Write a journal entry
listing three facts that
were learned about
magnets to determine
how student understand,
apply and communicate
what they have learned.
Group project- Magnet
Puppet Show- perform a
puppet show using a
compass as a prop for

2 nd 2.P.3.1. Students are
able to compare
sounds in terms of
high pitch, low pitch,
loud and soft
(volume).
Bloom: Comprehension
I can find similarities and
differences (compare) when
hearing sounds in terms of
how
high or low a sound is (pitch)
and how loud or soft a sound
is (volume).
1 st 2.L.1.1. Students are
able to classify plants
according to
Show Time
Sections 3 H47-H60
Making Music 1
and Section 4
H61- H76
Sound is made by
vibrations.
The Great Outdoors
Section 1 G11-G20
experiment, classify,
measure, communicate,
and collect, record and
interpret data
Develop the language of
science by introducing the
vocabulary (On H56
introduce pitch with the
highness and lowness of
the sound by adding water
in a bottle.) Predict the
effects of a vibrating
tuning fork; demonstrate
that vibrations cause
sound; compare sounds;
experiment with ways of
making and using a
noisemaker; demonstrate
sound vibrations;
experiment with creating
musical pitch; predict and
experiment with ways to
vary pitch.
Develop the language of
science-definitions may be
one of the characters in
the story.
Transfer the concept –
the loudness of sound
relates to how much
energy is used to
produce the sound-of
less and more energy to
a performance task
(tapping a pencil on the
desk-tapping gently and
hard); explain to the
class the hypothesis
tested and how it
worked while making
’Nifty Noisemaker.’
Evaluate the
understanding of
objectives with
assessment guide 23-26
Making Music.
Demonstrate that plants
adapted to fresh water

according to
similarities and
differences.
1 st 2.L.1.2. Students are
able to classify
people and animals
according to
similarities and
differences.
Habitat, Section 2
G21-G36 Desert and
Rain Forest
Section 3 G37-G50
Forest
Section 4 G51-64
Oceans
Great Outdoors-
Sections 1 and 2
G11-G36 Habitats,
Desert and Rain
Forest
in the form of drawings,
diagrams, concept maps,
sentences, or word
associations. Observe and
identify specific features of
habitats. Construct a
habitat and observe plants.
Identify plants that live in a
given habitat, locate
different types of plants,
classify plants, and identify
a variety of forest
products. Conclude that
plants are an important
natural resource,
demonstrate how plants
store water, and
demonstrate how water
moves in a continuous
cycle.
Develop the language of
science, observe and
identify specific features of
habitats, construct a
habitat and observe animal
may not survive in salt
water; identify
adaptations of ocean,
desert, forest and rain
forest plants;
demonstrate that plants
get what they need from
their habitat.
Unit performance task
assessment page 33
Identify adaptations of
ocean, desert, forest,
and rain forest animals,
demonstrate that
animals get what they

1 st 2.L.2.1. Students are
able to describe how
flowering plants go
through a series of
orderly changes in
their life cycle.
How & Why Books-
Insects Visit
Flowers, Seeds
Travel, Plants Eat
Insects; Diary of a
Sunflower in Guided
Reading Series
behavior, infer how body
structures and behavior
enable animals to survive,
infer how resources enable
animals to survive, classify
animals according to
habitat.
Develop the language of
science; plant and observe
seeds, identify flower
parts, understand that
most plants need water,
air, soil and light to grow
need form their habitat.
Unit performance test
assessment page 33.
Construct a paper
sunflower and identify
the parts of a flower and
what each part does.
1 st 2.L.2.2. Students are
able to compare life
cycles of various
living things.
Great Outdoors-
Sections 1, 2, 3, 4.
How & Why series-
Animals Hatch from
Eggs, Animals Grow
New Parts and
Insects Grow and
Change; Life Cycle
Series- Butterfly,
Develop the language of
science; form some “how
and why” questions, read
infer, predict, and
communicate the answers
to the questions, construct
a KWL chart, view and
discuss posters- life cycle
of a chicken, frog,
Construct life cycles
wheels and sequencing
for birds(chickens),fish,
amphibians (frogs),
insects (butterfly and
mosquito), partner read
and discuss the Life
Cycle series books

1 st 2.L.3.1. Students are
able to describe ways
that plants and
animals depend on
each other.
1-4 2.L.3.2. Students are
able to associate
adaptations in plants
and animals in
response to seasonal
changes.
Bean, Sunflower,
Frog, Ladybug,
Chicken, Spider,
Maple Tree, Snakes,
Hummingbird,
Horse and Fish
Great Outdoors-
Sections 1, 2, 3, and
4
Great Outdoors
Section 3- G37
Living Through
Changes
Dinosaur Museum-
Section 3- E39
Dinosaurs
butterfly, and pant
Develop the language of
science- food chain;
students link arms to form
a circle representing a food
chain. Then have a
student drop out to
represent how a species
might die out. Discuss
how this affects the other
living things in the chain.
Develop the language of
science; observe seasonal
changes of plants and
animals in different
habitats; demonstrate that
dinosaurs were adapted to
line in their environment
Draw a four species food
chain. Explain this food
chain to peers and
teacher.
Write and illustrate the
story of a year in the life
of a tree from the tree’s
point of view. Chose one
animals to observe and
compare a different
seasons, then share with
peers.

1-4 2.L.3.3. Students are
able to recognize
what it means for a
species to be extinct
or endangered.
Dinosaur Museum
Section 4-E61
Endangered Species
Develop the language of
science; explain that some
animals today are in
danger of becoming
extinct, explain how
endangered animals can be
helped,
Small groups of students
select an animal and
cooperate to list features
of the animal’s habitat:
what kind of food it eats,
where it gets water,
what kind of climate and
shelter it needs. Share
the information with
peers and tell why it’s
endangered.
1st
2.E.1.1. Students are
able to describe
types and patterns of
weather during
different seasons.
1-4 2.E.1.2. Students are
able to identify and
locate geological
features using maps
and globes.
Great Outdoors
Section 3- G37
Living Through
Changes
Dinosaur Museum
Section 1-E11,
Social Studies 32-37
Develop the language of
science; compare the
seasons, predict how a
forest might look during
each season, identify clues
in pictures that show what
season it is,
Develop the language of
science; compare maps
and globe; understand
map title, key, scale,
symbols- land, water, lines,
Students summarize the
features of a forest
during each season of
the year.
Link prior knowledge,
Construct Booklet
including mountains,
valleys, hills, plains,
island, desert, suburb,

1-4 2.E.1.3. Students are
able to recognize and
distinguish between
forms of water in the
Earth system.
Great Outdoors
Section 4-G51
Ocean
borders, roads, and a
compass rose. Identify
landforms
Develop the language of
science; identify bodies of
water, identify ways to
conserve water,
and rural.
Continue constructing
booklet to include river,
lake, ocean and island.