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  • Curriculum Guide 2015 Class: Science

    Grade: 2nd grade

    Timeline Content or Unit of Study including instructional outcomes

    Instructional Activities

    Florida Standards

    Technology Integration

    Key/ Academic Vocabulary

    Assessments

    Resources

    Weeks of Sept. 14-21

    Unit 1: Work Like a Scientist Identify inquiry skills Ask and raise questions about the world and investigate them by observing, Explain the difference between what you observe and what you think identify science tools used for observing and measuring Identify and demonstrate scientific methods and processes Explain that similar results should occur when investigations are repeated Explain how scientists are continually looking for new ways to solve problems

    Scientific method activities Use and work with scientific tools Make observations Conduct an experiment using the scientific method steps

    SC.2.N.1.1, 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

    Fusion Science Interactive website Go Digital Virtual Labs Brain Pop Jr.

    Inquiry skills, science tools, thermometer, investigate, hypothesis, draw conclusions, communicate

    Summative: Unit Assessment Formative: Student practice pages, teacher observation

    Fusion Science textbook Vocabulary Picture cards Science Leveled Readers

  • Curriculum Guide 2015 Class: Science

    Grade: 2nd grade

    Timeline Content or Unit of Study including instructional outcomes

    Instructional Activities

    Florida Standards

    Technology Integration

    Key/ Academic Vocabulary

    Assessments

    Resources

    Weeks of Oct. 12-19

    Unit 10: Basic Needs and Environments Identify sunlight, air, water, nutrients, and space as the basic needs of plants, animals, and humans Explain that a living thing must meet its basic needs in order to survive Explain that living things will die if their basic needs are not met Describe some way in which animals depend on plants to meet their basic needs Compare and contrast the basic needs of plants and animals Recognize and explain that living things are found just about everywhere on Earth Define an environment with living and nonliving things Living things are best suited in certain habitats

    Research and make a model of a different environments Plant experiments with basic needs

    SC.2.L.17.1 SC.2.L.17.2 SC.2.N.1.1, SC.2.N.1.3, SC.2.N.1.4, SC.2.N.1.5, SC.2.N.1.6

    Fusion Science Interactive website Go Digital Virtual Labs Brain Pop Jr.

    Basic needs, nutrients, survive, lungs, gills, shelter, environment, habitat

    Summative: Unit Assessment Formative: Student practice pages, teacher observation

    Fusion Science textbook Vocabulary Picture cards Science Leveled Readers

  • Curriculum Guide 2015 Class: Science

    Grade: 2nd grade

    Timeline Content or Unit of Study including instructional outcomes

    Instructional Activities

    Florida Standards

    Technology Integration

    Key/ Academic Vocabulary

    Assessments

    Resources

    Weeks of Oct. 26-Nov. 2

    Unit 4: All About Matter Identify and describe properties of matter Identify tools that are used to measure objects Identify solids, liquids, and gases Describe and compare the properties of solids, liquids, and gases Identify water in each of the three states of matter

    Observe each state of matter Sort and describe items based of their properties of matter Use tools to measure properties of matter in different objects

    SC.2.N.1.1, 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, SC.2.P.8.1, SC.2.P.8.2, SC.2.P.8.3, SC.2.P.8.4, SC.2.P.8.6

    Fusion Science Interactive website Go Digital Virtual Labs Brain Pop Jr.

    Matter, property, texture, measure, weight, mass, solid, liquid, gas, water vapor

    Summative: Unit Assessment Formative: Student practice pages, teacher observation

    Fusion Science textbook Vocabulary Picture cards Science Leveled Readers

  • Curriculum Guide 2015 Class: Science

    Grade: 2nd grade

    Timeline Content or Unit of Study including instructional outcomes

    Instructional Activities

    Florida Standards

    Technology Integration

    Key/ Academic Vocabulary

    Assessments

    Resources

    Weeks of Nov. 30-Dec. 14

    Unit 7: Forces and Motion Classify forces as pushes or pulls Explain how forces can change motion Demonstrate that the amount and direction of a force exerted on an object will determine how much and what direction the object will move Explain how objects fall to the ground unless something holds them up Observe and demonstrate that magnets can move objects without touching them Sort objects based on whether they are attracted by a magnet

    Magnet experiments Observe objects that attract and repel with magnets Observe different types of magnets Measure objects with different forces

    SC.2.N.1.1, SC.2.N.1.2, SC.2.N.1.3, SC.2.N.1.5, SC.2.P.8.1, SC.2.P.13.1, SC.2.P.13.2 SC.2.P.13.3, SC.2.P.13.4

    Fusion Science Interactive website Go Digital Virtual Labs Brain Pop Jr.

    Motion, force, speed, gravity, friction, magnet, pole, repel, attract

    Summative: Unit Assessment Formative: Student practice pages, teacher observation

    Fusion Science textbook Vocabulary Picture cards Science Leveled Readers

  • Curriculum Guide 2015 Class: Science

    Grade: 2nd grade

    Timeline Content or Unit of Study including instructional outcomes

    Instructional Activities

    Florida Standards

    Technology Integration

    Key/ Academic Vocabulary

    Assessments

    Resources

    Weeks of Jan.4-18

    Unit 3: Weather Explain that air is all around us and that moving air is called wind Observe, measure, and describe how weather changes over time Identify tools to measure and predict the weather Describe and compare patterns in weather from day to day and season to season Explain the water cycle Identify kids of severe weather events Explain how scientists help people stay safe from severe weather situations Describe how people prepare for severe weather

    Keep a daily weather log Tornado experiment Severe Weather safety tips Severe Plan safety plan

    SC.2.N.1.1, 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, SC.2.P.8.1, SC.2.P.8.5 SC.2.E.7.1, SC.2.E.7.2, SC.2.E.7.3, SC.2.E.7.4, SC.2.E.7.5

    Fusion Science Interactive website Go Digital Virtual Labs Brain Pop Jr.

    Weather, precipitation, temperature, water cycle, evaporate, condense, tornado, lightening, hurricane, thunderstorm

    Summative: Unit Assessment Formative: Student practice pages, teacher observation

    Fusion Science textbook Vocabulary Picture cards Science Leveled Readers

  • Curriculum Guide 2015 Class: Science

    Grade: 2nd grade

    Timeline Content or Unit of Study including instructional outcomes

    Instructional Activities

    Florida Standards

    Technology Integration

    Key/ Academic Vocabulary

    Assessments

    Resources

    Weeks of March 7-14

    Unit 8: Human Body Identify where major human body parts are located in the body Describe the functions of the brain, heart, the lungs, the stomach, the muscles, and the skeleton

    Create human body model Experiments with breathing and pulse

    SC.2.N.1.1, SC.2.N.1.3, SC.2.N.1.4, SC.2.L.14.1

    Fusion Science Interactive website Go Digital Virtual Labs Brain Pop Jr.

    Brain, stomach, skeleton, muscles, lungs, heart

    Summative: Unit Assessment Formative: Student practice pages, teacher observation

    Fusion Science textbook Vocabulary Picture cards Science Leveled Readers

  • Curriculum Guide 2015 Class: Science

    Grade: 2nd grade

    Timeline Content or Unit of Study including instructional outcomes

    Instructional Activities

    Florida Standards

    Technology Integration

    Key/ Academic Vocabulary

    Assessments

    Resources

    Weeks of April 25-May 2

    Unit 9: Life Cycles Define the term life cycle and explain that different animals have different life cycles Explain that all life cycles include birthing/hatching, growth and development, maturity, and reproduction Identify some animals including frogs and butterflies that undergo complete metamorphosis during their life cycles Describe the sequence of the stages of the frog, butterfly, bird, fish, and mammal life cycles Recognize that all plants have life cycles Explain that many plants begin life as a seed Compare the rates at which different plants grow and mature Distinguish between plants that make seeds and flowers and plans that make seeds and cones

    Plant Life Cycle experiment Butterfly life cycle experiment Plant life cycle journal Butterfly life cycle journal

    SC.2.N.1.1, SC.2.N.1.3, SC.2.L.16.1

    Fusion Science Interactive website Go Digital Virtual Labs Brain Pop Jr.

    Reproduce, life cycle,, metamorphosis, tadpole, larva, pupa, seed, germinate, seedling, cone

    Summative: Unit Assessment Formative: Student practice pages, teacher observation

    Fusion Science textbook Vocabulary Picture cards Science Leveled Readers

  • Curriculum Guide 2015 Class: Science

    Grade: 2nd grade

    Timeline Content or Unit of Study including instructional outcomes

    Instructional Activities

    Florida Standards

    T

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