grade 2 science - tli model 2014 - 2015...draft grade 2 science - tli model 2014 - 2015 standard...

DRAFTGrade 2 SCIENCE - TLI MODEL 2014 - 2015

Standard Task Analysis Vocabulary References

Nature of Science

NS.1.2.1 Communicate observations orally, in writing, and in graphic organizers:T-charts, pictographs, Venn diagrams, and bar graphs

*restate observations*record observations *discuss observations*present observations in a graphic organizer

T-chartspictographsVenn diagrambar graphs

NS.1.2.2 Develop questions that guide scientific inquiry *define scientific process*describe the scientific process*develop questions that guide scientific inquiry

hypothesisconclusiondatatestexperimentpredictionobservationinvestigate

NS.1.2.3 Conduct scientific investigations individually and in teams:lab activities and field studies

*restate purpose of investigation*discuss and describe the purpose to a partner*investigate the original task

investigatescientific process

NS.1.2.4 Estimate and measure length and temperature using International System of Units (SI)

*define estimate and measure*recognize and compare difference between estimate and measure*recognize appropriate measuring tools for length and temperature*estimate the length using the metric system*estimate the temperature using the metric system*measure the length using the metric system*measure the temperature using the metric system

estimatemeasurelengthtemperatureCelsiusFahrenheitmetric system

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Nature of Science

NS.1.2.5 Collect measurable empirical evidence in teams and as individuals

*define data*record empirical evidence in teams and as individuals

empirical evidencedata

NS.1.2.6 Make predictions in teams and as individuals based upon empirical evidence

*define predictions*describe empirical evidence*make predictions in teams and as individuals based upon empirical evidence

prediction

NS.1.2.7 Use age appropriate equipment and tools in scientific investigations (e.g., balances, hand lenses, rulers, and thermometers)

*name lab equipment and tools*describe the functions of equipment and tools*use appropriate tools in investigations

equipmenttoolbalancehand lensrulersthermometerscalemeter stick

NS.1.2.8 Apply lab safety rules as they relate to specific science lab activities (see Arkansas Lab Safety Guide)

*list lab safety rules*apply lab safety rules as they relate to specific science lab activities*practice using lab safety rules

safety rulessee Arkansas Lab Safety Guide for further vocabulary

Soil

PS.5.2.1 Classify objects based on two or more properties *identify the single properties of objects*list objects based on two or more properties*classify objects based on two or more properties

propertiessizecolorshapetexturemagnetism




Soil

ESS.8.2.1 Conduct investigations to distinguish among the following components of soil:clay, sand, silt, humus

*identify the different components of soil*illustrate the different components of soil*conduct investigations to distinguish among the components of soil

soilclaysandsilthumus

ESS.8.2.2 Recognize and discuss the different properties of soil:color, texture, ability to retain water, ability to support plant growth

*define properties including color, texture, ability to retain water, and ability to support plant growth*recognize and discuss the different properties of soil

propertiescolortextureretain watersupport

ESS.8.2.3 Conduct investigations to determine which soil best supports bean plant growth

*identify various soil types*describe how soil affects bean plant growth*conduct investigations to determine which soil best supports bean plant growth

nutrients

ESS.8.2.4 Identify products derived from natural resources *define natural resources*identify products derived from natural resources

natural resourcesproducts

ESS.NS.1.2.1 Communicate observations orally, in writing, and in graphic organizers:T-charts, pictographs, Venn diagrams, and bar graphs

ESS.NS.1.2.3 Conduct scientific investigations individually and in teams:lab activities and field studies




Soil

ESS.NS.1.2.7 Use age appropriate equipment and tools in scientific investigations (e.g., balances, hand lenses, rulers, and thermometers)

16 SLEs End of Module 1


ALIGNMENT NOTESLiteracy Connections

NS.1.2.1/ESS.NS.1.2.1 - Communicate observations orally, in writing, and in graphic organizers: T-charts, pictographs, Venn diagrams, and bar graphs: • W.2.3 - Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.• SL.2.2 - Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.• SL.2.4 - Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.• SL.2.5 - Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.NS.1.2.2 - Develop questions that guide scientific inquiry:• SL.2.3 - Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.NS.1.2.3 / ESS.NS.1.2.3 - Conduct scientific investigations individually and in teams: lab activities and field studies:• W.2.7 - Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).• SL.2.4 - Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.NS.1.2.5 - Collect measurable empirical evidence in teams and as individuals:• W.2.7 - Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).NS.1.2.6 - Make predictions in teams and as individuals based upon empirical evidence:• SL.2.1 - Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.ESS.8.2.1 - Conduct investigations to distinguish among the following components of soil: clay, sand, silt, humus.• W.2.7 - Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).• SL.2.4 - Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.• RI.2.4 - Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.• L.2.4 - Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.ESS.8.2.2 - Recognize and discuss the different properties of soil: color, texture, ability to retain water, ability to support plant growth:• SL.2.1 - Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.• RI.2.4 - Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.• L.2.4 - Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.ESS.8.2.3 - Conduct investigations to determine which soil best supports bean plant growth:• W.2.7 - Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).• SL.2.4 - Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.ESS.8.2.4 - Identify products derived from natural resources:• L.2.4 - Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.


Math ConnectionsESS.8.2.3 - Conduct investigations to determine which soil best supports bean plant growth:• 2.MD.1 - Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.• 2.MD.4 - Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.• 2.MD.9 - Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units.NS.1.2.1/ESS.NS.1.2.1 - Communicate observations orally, in writing, and in graphic organizers: T-charts, pictographs, Venn diagrams, and bar graphs:• 2.MD.10 - Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graphNS.1.2.4 - Estimate and measure length and temperature using International System of Units (SI):• 2.MD.1 - Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.• 2.MD.2 - Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen.• 2.MD.3 - Estimate lengths using units of inches, feet, centimeters, and meters.• 2.MD.4 - Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.• 2.MD.9 - Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units.NS.1.2.7 / ESS.NS.1.2.7 - Use age appropriate equipment and tools in scientific investigations (e.g., balances, hand lenses, rulers, and thermometers):• 2.MD.1 - Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.


Introducing the Scientifc & Engineering Practices and Crosscutting ConceptsNature of Science unit - Scientific and Engineering Practices:1. Asking Questions and Defining Problems, e.g., ask or identify questions that can be answered by investigation.3. Planning and Carrying Out Investigations, e.g., make first hand observations to collect data that can be used to make comparisons; make predictions based on prior experiences; plan and conduct investigations to produce evidence to answer a question.4. Analyzing and Interpreting Data, e.g., compare predictions (based on prior experiences) to what has occurred (observations). 5. Using Mathematics and Computational Thinking, e.g., describe, measure, and compare quantitative attributes of different objects (such as temperatures, lengths) and display data using simple graphs. 6. Constructing Explanations and Designing Solutions, e.g., make observations to construct an evidence-based account.Crosscutting Concepts:1. Patterns, e.g., observe patterns in data collected.2. Cause and Effect, e.g., use simple tests to gather evidence to support or refute student ideas about causes.3. Scale, Proportion, and Quantity, e.g., collect the lengths of objects and materials using standard units.

Soil unit - Scientific and Engineering Practices:1. Asking Questions and Defining Problems, e.g., ask or identify questions about soil that can be answered by investigation.3. Planning and Carrying Out Investigations, e.g., make first hand observations to collect data to compare which soil best supports plant growth; make predictions based on prior experiences.5. Using Mathematics and Computational Thinking, e.g., describe, measure, and compare properties of soils.8. Obtaining, Evaluating, and Communicating Information, e.g., obtain information using various texts, and other media that will be useful in determining which materials come from natural sources, or the components of soil. Crosscutting Concepts:2. Cause and Effect, e.g., use simple tests to gather evidence to support or refute student ideas about which soil best supports plant growth.3. Scale, Proportion, and Quantity, e.g., collect the height of growing plants using standard units.6. Structure and Function, e.g., identify how the different components of soil relate to its properties, such as ability to retain water.

Next Generation Science Standards (NGSS) ConnectionsThe purpose of the NGSS is for assessment. It does not limit what students may learn.PS.5.2.1 and ESS.8.2.2 might be assessed against 2-PS1-1 (Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.) or 2-PS1-2 (Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.)




Motion

PS.6.2.1 Investigate the relationship between force and motion

*define force and motion*recognize the difference between force and motion*experiment with force and motion*compare the difference between force and motion

forcemotion

PS.NS.1.2.4 Estimate and measure length and temperature using International System of Units (SI)

PS.NS.1.2.5 Collect measurable empirical evidence in teams and as individuals

PS.NS.1.2.6 Make predictions in teams and as individuals based upon empirical evidence

Electricity



PS.5.2.2 Investigate the effect of physical phenomena on various materials (e.g., heat absorption by different colored materials)

*define physical phenomena*define heat absorption*demonstrate the effect of changes in matter on various materials

phenomenaabsorption




Electricity

PS.7.2.1 Classify materials as transparent, translucent, or opaque (e.g., plastic wrap, wax paper, and aluminum foil)

*define transparent, translucent, and opaque*describe examples of transparent, translucent, and opaque materials*classify materials as transparent, translucent, or opaque

transparenttranslucentopaque

PS.7.2.3 Demonstrate methods of using electricity to produce light, heat, and sound

*recognize that electricity can produce light, heat, and sound*identify sources of light, heat, and sound using electricity*demonstrate methods of using electricity to produce light, heat, and sound

lightheatsoundelectricity

PS.NS.1.2.1 Communicate observations orally, in writing, and in graphic organizers:T-charts, pictographs, Venn diagrams, and bar graphs

PS.NS.1.2.3 Conduct scientific investigations individually and in teams:lab activities and field studies




PS.6.2.1 - Investigate the relationship between force and motion:• W.2.7 - Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).PS.NS.1.2.5 - Collect measurable empirical evidence in teams and as individuals:• W.2.7 - Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).PS.NS.1.2.6 - Make predictions in teams and as individuals based upon empirical evidence:• SL.2.1 - Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.PS.5.2.2 -Investigate the effect of physical phenomena on various materials (e.g., heat absorption by different colored materials):• W.2.7 - Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).PS.7.2.1 - Classify materials as transparent, translucent, or opaque (e.g., plastic wrap, wax paper, and aluminum foil):• RI.2.4 - Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.• L.2.4 - Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.PS.NS.1.2.1 - Communicate observations orally, in writing, and in graphic organizers: T-charts, pictographs, Venn diagrams, and bar graphs: • W.2.3 - Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.• SL.2.2 - Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.• SL.2.4 - Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.• SL.2.5 - Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.PS.NS.1.2.3 - Conduct scientific investigations individually and in teams: lab activities and field studies:• W.2.7 - Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).• SL.2.4 - Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.

Math ConnectionsPS.6.2.1 - Investigate the relationship between force and motion:• 2.MD.10 - Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graphPS.NS.1.2.4 - Estimate and measure length and temperature using International System of Units (SI):• 2.MD.1 - Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.• 2.MD.2 - Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen.• 2.MD.3 - Estimate lengths using units of inches, feet, centimeters, and meters.• 2.MD.4 - Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.• 2.MD.9 - Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units.


Introducing the Scientifc & Engineering Practices and Crosscutting ConceptsMotion unit - Scientific and Engineering Practices:1. Asking Questions and Defining Problems, e.g., ask or identify questions about forces and motion that can be answered by investigation.3. Planning and Carrying Out Investigations, e.g., make first hand observations to collect data to compare the effects of different size forces on motion.Crosscutting Concepts:1. Patterns, e.g., observe patterns when investigating the size of a force and how far a toy car travels.2. Cause and Effect, e.g., use simple tests to gather evidence to support or refute student ideas about which kind of surface slows moving objects the most.3. Scale, Proportion, and Quantity, e.g., collect the distance travelled by objects using standard units.

Electricity unit - Scientific and Engineering Practices:1. Asking Questions and Defining Problems, e.g., ask or identify questions about heat absorption that can be answered by investigation.3. Planning and Carrying Out Investigations, e.g., make first hand observations to collect data that can be used to compare transparent, translucent, and opaque objects.8. Obtaining, Evaluating, and Communicating Information, e.g., obtain information using various texts (such as information texts), and other media (such as interactive webpages or videos) that show different methods of using electricity to produce light. Crosscutting Concepts:1. Patterns, e.g., observe patterns when investigating how much heat different colored materials absorb.

Next Generation Science Standards (NGSS) ConnectionsThe purpose of the NGSS is for assessment. It does not limit what students may learn.PS.5.2.1 and PS.5.2.2 might be assessed against 2-PS1-1 (Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.) or 2-PS1-2 (Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.)PS.6.2.1 more closely links with NGSS performances in grade 3.PS.7.2.1 more closely links with NGSS performances in grade 1.




Weather

PS.7.2.2 Compare temperatures using the Celsius scale *identify temperature using Celsius scale*represent Celsius temperatures using real-world examples*compare temperatures using the Celsius scale

temperatureCelsius

ESS.8.2.5 Chart weather conditions every day *record weather conditions every day

ESS.8.2.6 Demonstrate safety procedures related to severe weather

*identify safety procedures for severe weather*rehearse weather safety procedures (ex. tornado drills)

severe weathersafety procedures

ESS.8.2.7a Describe characteristics of cumulus clouds *define cumulus clouds*describe characteristics of cumulus clouds*illustrate cumulus clouds

cumulus

ESS.8.2.7b Describe characteristics of stratus clouds *define stratus clouds*describe characteristics of stratus clouds*illustrate stratus clouds

stratus

ESS.8.2.7c Describe characteristics of cirrus clouds *define cirrus clouds*describe characteristics of cirrus clouds*illustrate cirrus clouds

cirrus

ESS.8.2.8 Predict weather based on cloud type *identify different cloud types*describe how cloud type changes based on weather conditions*predict weather based on cloud type

cloud typeweather conditions




Weather

ESS.8.2.9 Read a Celsius thermometer *identify Celsius is a tool to measure temperature*read a Celsius thermometer

Celsiusthermometertemperature

ESS.NS.1.2.3 Conduct scientific investigations individually and in teams:lab activities and field studies

ESS.NS.1.2.4 Estimate and measure length and temperature using International System of Units (SI)

ESS.NS.1.2.5 Collect measurable empirical evidence in teams and as individuals

ESS.NS.1.2.6 Make predictions in teams and as individuals based upon empirical evidence

ESS.NS.1.2.7 Use age appropriate equipment and tools in scientific investigations (e.g., balances, hand lenses, rulers, and thermometers)

Moon

ESS.10.2.1 Illustrate four moon phases: full, half, crescent, new

*identify the four moon phases*draw and label four moon phases

moonfullhalfcrescentnewphases

ESS.10.2.2 Model the movement of Earth and its moon *identify Earth and moon*recognize the moon orbits the Earth*demonstrate the movement of Earth and its moon

Earthmoonorbit




Moon

ESS.10.2.3 Contrast the visibility of the sun and moon *identify sun and moon*recognize the sun produces its own light*recognize that light from the sun is reflected from the moon*contrast the visibility of the sun and moon

sunmoonvisiblereflectcontrast

ESS.NS.1.2.5 Collect measurable empirical evidence in teams and as individuals

ESS.NS.1.2.6 Make predictions in teams and as individuals based upon empirical evidence




ESS.8.2.6 - Demonstrate safety procedures related to severe weather:• SL.2.4 - Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.ESS.8.2.7 - Describe characteristics of cumulus/stratus/cirrus clouds:• SL.2.4 - Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.ESS.NS.1.2.3 - Conduct scientific investigations individually and in teams: lab activities and field studies:• W.2.7 - Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).• SL.2.4 - Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.ESS.NS.1.2.5 - Collect measurable empirical evidence in teams and as individuals:• W.2.7 - Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).ESS.NS.1.2.6 - Make predictions in teams and as individuals based upon empirical evidence:• SL.2.1 - Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.ESS.10.2.1 - Illustrate four moon phases: full, half, crescent, new:• SL.2.5 - Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.ESS.10.2.2 - Model the movement of Earth and its moon:• W.2.2 - Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.• W.2.3 - Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.• SL.2.5 - Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.ESS.10.2.3 - Contrast the visibility of the sun and moon:• SL.2.2 - Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

Math ConnectionsESS.8.2.5 - Chart weather conditions every day:• 2.MD.10 - Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.ESS.NS.1.2.4 - Estimate and measure length and temperature using International System of Units (SI):• 2.MD.1 - Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.• 2.MD.2 - Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen.• 2.MD.3 - Estimate lengths using units of inches, feet, centimeters, and meters.• 2.MD.4 - Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.• 2.MD.9 - Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units.ESS.NS.1.2.7 - Use age appropriate equipment and tools in scientific investigations (e.g., balances, hand lenses, rulers, and thermometers):• 2.MD.1 - Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.


Introducing the Scientifc & Engineering Practices and Crosscutting ConceptsWeather unit - Scientific and Engineering Practices:3. Planning and Carrying Out Investigations, e.g., collect weather conditions, including temperature, over a period of weeks; make predictions based on prior experiences.4. Analyzing and Interpreting Data, e.g., chart temperature and weather conditions; compare weather predictions (based on cloud type) to what has occurred (observations).8. Obtaining, Evaluating, and Communicating Information, e.g., obtain information using various texts, and other media that will be useful in characterizing cloud types. Crosscutting Concepts: 1. Patterns, e.g., observe patterns in weather data.2. Cause and Effect, e.g., demonstrate how safety procedures can keep us safe during severe weather.7. Stability and Change, e.g., recognize how weather may change quickly, but seasons change slowly.

Moon unit - Scientific and Engineering Practices:2. Developing and Using Models, e.g., use a model to represent the movement of the Moon and Earth; develop models (such as drawings) to represent the four phases of the Moon.6. Constructing Explanations and Designing Solutions, e.g., make first hand observations of the Sun and Moon to construct an evidence-based account of which celestial body is the most visible.Crosscutting Concepts: 1. Patterns, e.g., observe the phases of the Moon.7. Stability and Change, e.g., recognize how the Moon’s path across the night sky changes quickly, but the Moon changes over

Next Generation Science Standards (NGSS) ConnectionsThe purpose of the NGSS is for assessment. It does not limit what students may learn.ESS.8.2.5-8 more closely links with NGSS performance standards in kindergarten and grade 3.ESS.10.2.1-3 more closely links with NGSS performance standards in grade 1.




Habitats

LS.2.2.1 Classify animals into major groups according to their structure:mammals, birds, fish

*list major groups of animals*describe the major groups of animals*classify animals into major groups according to their structure (mammals, birds, fish)

mammalsbirdsfishclassifycharacteristictraits

LS.2.2.2 Differentiate among herbivores, carnivores, and omnivores

*define herbivore, carnivore, omnivore*describe specific characteristics of each group*compare and contrast among herbivores, carnivores, and omnivores

herbivorecarnivoreomnivoredifferentiate

LS.2.2.3 Identify basic needs of most plants:nutrients, water, light, air, temperature, space

*identify basic needs of most plants*discuss basic needs of most plants

nutrientswaterlightairtemperaturespace

LS.2.2.4 Compare different types of flowering plants and conifers

*define flowering plants*define conifers*describe the characteristics of flowering plants and conifers*compare the characteristics of flowering plants and conifers

flowering plantsconifers

LS.2.2.5 Identify the major parts and functions of the skeletal system

*define the skeletal system*locate the major parts of the skeletal system

skeletal systemfunction




Habitats

LS.2.2.6a Describe the function of the following plant part: leaves

*list the parts of a plant*identify and label the parts of a plant*describe the function of plant parts

leaves

LS.2.2.6b Describe the function of the following plant part: stems


stems

LS.2.2.6c Describe the function of the following plant part: flowers


flowers

LS.2.2.6d Describe the function of the following plant part: roots


roots

LS.3.2.1 Illustrate embryonic development (e.g., chicken) *define embryonic development*identify the stages of embryonic development*illustrate embryonic development

embryonic developmentegg

LS.3.2.2 Compare and contrast embryonic development and incomplete metamorphosis.

*describe embryonic development*describe incomplete metamorphosis*compare and contrast between embryonic development and incomplete metamorphosis

incomplete metamorphosisembryonic development




Habitats

LS.4.2.1 Compare and contrast living and extinct species *define living and extinct species*list characteristics of living and extinct species*compare and contrast between living and extinct species

livingextinct

LS.4.2.2 Describe characteristics of various habitats *define habitat*identify characteristics of various habitats*describe characteristics of various habitats

habitats

LS.NS.1.2.5 Collect measurable empirical evidence in teams and as individuals

LS.NS.1.2.6 Make predictions in teams and as individuals based upon empirical evidence






LS.2.2.3 - Identify basic needs of most plants: nutrients, water, light, air, temperature, space:• RI.2.4 - Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.• L.2.4 - Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.LS.2.2.6 - Describe the function of the following plant part: leaves, stems, flowers, roots:• SL.2.4 - Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.• SL.2.5 - Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.LS.3.2.1 - Illustrate embryonic development (e.g., chicken):• SL.2.5 - Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.LS.4.2.2 Describe characteristics of various habitats:• SL.2.4 - Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.LS.NS.1.2.5 - Collect measurable empirical evidence in teams and as individuals:• W.2.7 - Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).LS.NS.1.2.6 - Make predictions in teams and as individuals based upon empirical evidence:• SL.2.1 - Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

Math ConnectionsLS.2.2.3 - Identify basic needs of most plants: nutrients, water, light, air, temperature, space:• 2.MD.1 - Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.• 2.MD.4 - Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.• 2.MD.9 - Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units.

Introducing the Scientifc & Engineering Practices and Crosscutting ConceptsHabitats unit - Scientific and Engineering Practices:2. Developing and Using Models, e.g., use drawings or models to show embryonic development.3. Planning and Carrying Out Investigations, e.g., make first hand observations to collect data that can be used to show which conditions a plant needs to grow best.7. Engaging in Argument from Evidence, e.g., construct an argument with evidence to support a claim that a particular animal (such as a bat or dinosaur) is a mammal or extinct.8. Obtaining, Evaluating, and Communicating Information, e.g., obtain information using various texts (such as, information texts), and other media (such as interactive webpages or videos) that show different kinds of plants or describe various habitats.Crosscutting Concepts: 4. Systems and System Models, e.g., describe living things in terms of their parts; describe how the shape of a plant part helps the plant do its job.


Next Generation Science Standards (NGSS) ConnectionsThe purpose of the NGSS is for assessment. It does not limit what students may learn.LS.2.2.1, LS.2.2.2, LS.2.2.4, and LS.4.2.2 might be assessed against 2-LS4-1 (Make observations of plants and animals to compare the diversity of life in different habitats.)LS.2.2.3 might be assessed against 2-LS2-1(Plan and conduct an investigation to determine if plants need sunlight and water to grow.)LS.2.2.5 and LS.2.2.6 more closely links with NGSS performance standards in grade 1.LS.4.2.1 more closely links with NGSS performance standards in grade 3.LS.3.2.1 and LS.3.2.2 more closely links with NGSS performance standards in middle school.


Grade 2 Standards Not Yet Aligned TLI MODEL All available standards have been aligned.


grade 2 science - tli model 2014 - 2015...draft grade 2 science - tli model 2014 - 2015 standard...

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