Grade 2 DIST. SCIENCE - EAST POINSETT CO. SCHOOL Module 1 Teaching Days: 0 Test: 8/1/2015 (No TLI Test) Remediation Days: 0 Standard Nature of Science NS.1.2.1 NS.1.2.2 NS.1.2.3 NS.1.2.4 NS.1.2.5 NS.1.2.6 NS.1.2.7 NS.1.2.8 Soil PS.5.2.1 ESS.8.2.1 ESS.8.2.2 ESS.8.2.3 ESS.8.2.4 ESS.NS.1.2.1 ESS.NS.1.2.3 ESS.NS.1.2.7 Communicate observations orally, in writing, and in graphic organizers: T-charts, pictographs, Venn diagrams, and bar graphs Develop questions that guide scientific inquiry Conduct scientific investigations individually and in teams: lab activities and field studies Estimate and measure length and temperature using International System of Units (SI) Collect measurable empirical evidence in teams and as individuals Make predictions in teams and as individuals based upon empirical evidence Use age appropriate equipment and tools in scientific investigations (e.g., balances, hand lenses, rulers, and thermometers) Apply lab safety rules as they relate to specific science lab activities (see Arkansas Lab Safety Guide) Classify objects based on two or more properties Conduct investigations to distinguish among the following components of soil: clay, sand, silt, humus Recognize and discuss the different properties of soil: color, texture, ability to retain water, ability to support plant growth Conduct investigations to determine which soil best supports bean plant growth Identify products derived from natural resources Communicate observations orally, in writing, and in graphic organizers: T-charts, pictographs, Venn diagrams, and bar graphs Conduct scientific investigations individually and in teams: lab activities and field studies Use age appropriate equipment and tools in scientific investigations (e.g., balances, hand lenses, rulers, and thermometers) 2015-2016 References 16 SLEs End of Module 1 Page 1 of 15
ALIGNMENT NOTES Literacy 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.2.5 - 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: NS.1.2.5 - Collect measurable empirical evidence in teams and as individuals: 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. 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: 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. Page 2 of 15
Math Connections ESS.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, takeapart, and compare problems using information presented in a bar graph 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. 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. Page 3 of 15
Introducing the Scientifc & Engineering Practices and Crosscutting Concepts Nature 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) Connections The 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.) Page 4 of 15
Grade 2 DIST. SCIENCE - EAST POINSETT CO. SCHOOL Module 2 Teaching Days: 0 Test: 8/1/2015 (No TLI Test) Remediation Days: 0 Standard Motion PS.6.2.1 PS.NS.1.2.4 PS.NS.1.2.5 PS.NS.1.2.6 Electricity PS.5.2.1 PS.5.2.2 PS.7.2.1 PS.7.2.3 PS.NS.1.2.1 PS.NS.1.2.3 Investigate the relationship between force and motion Estimate and measure length and temperature using International System of Units (SI) Collect measurable empirical evidence in teams and as individuals Make predictions in teams and as individuals based upon empirical evidence Classify objects based on two or more properties Investigate the effect of physical phenomena on various materials (e.g., heat absorption by different colored materials) Classify materials as transparent, translucent, or opaque (e.g., plastic wrap, wax paper, and aluminum foil) Demonstrate methods of using electricity to produce light, heat, and sound Communicate observations orally, in writing, and in graphic organizers: T-charts, pictographs, Venn diagrams, and bar graphs Conduct scientific investigations individually and in teams: lab activities and field studies 2015-2016 References 10 SLEs End of Module 2 Page 5 of 15
ALIGNMENT NOTES Literacy Connections PS.6.2.1 - Investigate the relationship between force and motion: 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: 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): 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.2.5 - 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: Math Connections PS.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, takeapart, and compare problems using information presented in a bar graph PS.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. Page 6 of 15
Introducing the Scientifc & Engineering Practices and Crosscutting Concepts Motion 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) Connections The 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. Page 7 of 15
Grade 2 DIST. SCIENCE - EAST POINSETT CO. SCHOOL Module 3 Teaching Days: 0 Test: 8/1/2015 (No TLI Test) Remediation Days: 0 Standard Weather PS.7.2.2 ESS.8.2.5 ESS.8.2.6 ESS.8.2.7a ESS.8.2.7b ESS.8.2.7c ESS.8.2.8 ESS.8.2.9 ESS.NS.1.2.3 ESS.NS.1.2.4 ESS.NS.1.2.5 ESS.NS.1.2.6 ESS.NS.1.2.7 Moon ESS.10.2.1 ESS.10.2.2 ESS.10.2.3 ESS.NS.1.2.5 ESS.NS.1.2.6 Compare temperatures using the Celsius scale Chart weather conditions every day Demonstrate safety procedures related to severe weather Describe characteristics of cumulus clouds Describe characteristics of stratus clouds Describe characteristics of cirrus clouds Predict weather based on cloud type Read a Celsius thermometer Conduct scientific investigations individually and in teams: lab activities and field studies Estimate and measure length and temperature using International System of Units (SI) Collect measurable empirical evidence in teams and as individuals Make predictions in teams and as individuals based upon empirical evidence Use age appropriate equipment and tools in scientific investigations (e.g., balances, hand lenses, rulers, and thermometers) Illustrate four moon phases: full, half, crescent, new Model the movement of Earth and its moon Contrast the visibility of the sun and moon Collect measurable empirical evidence in teams and as individuals Make predictions in teams and as individuals based upon empirical evidence 2015-2016 References 16 SLEs End of Module 3 Page 8 of 15
ALIGNMENT NOTES Literacy Connections ESS.8.2.6 - Demonstrate safety procedures related to severe weather: ESS.8.2.7 - Describe characteristics of cumulus/stratus/cirrus clouds: ESS.NS.1.2.3 - Conduct scientific investigations individually and in teams: lab activities and field studies: 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: 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 Connections ESS.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, takeapart, 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. Page 9 of 15
Introducing the Scientifc & Engineering Practices and Crosscutting Concepts Weather 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) Connections The 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. Page 10 of 15
Grade 2 DIST. SCIENCE - EAST POINSETT CO. SCHOOL Module 4 Teaching Days: 0 Test: 8/1/2015 (No TLI Test) Remediation Days: 0 Standard Habitats LS.2.2.1 LS.2.2.2 LS.2.2.3 LS.2.2.4 LS.2.2.5 LS.2.2.6a LS.2.2.6b LS.2.2.6c LS.2.2.6d LS.3.2.1 LS.3.2.2 LS.4.2.1 LS.4.2.2 LS.NS.1.2.5 LS.NS.1.2.6 PS.5.2.1 Classify animals into major groups according to their structure: mammals, birds, fish Differentiate among herbivores, carnivores, and omnivores Identify basic needs of most plants: nutrients, water, light, air, temperature, space Compare different types of flowering plants and conifers Identify the major parts and functions of the skeletal system Describe the function of the following plant part: leaves Describe the function of the following plant part: stems Describe the function of the following plant part: flowers Describe the function of the following plant part: roots Illustrate embryonic development (e.g., chicken) Compare and contrast embryonic development and incomplete metamorphosis. Compare and contrast living and extinct species Describe characteristics of various habitats Collect measurable empirical evidence in teams and as individuals Make predictions in teams and as individuals based upon empirical evidence Classify objects based on two or more properties 2015-2016 References 16 SLEs End of Module 4 Page 11 of 15
ALIGNMENT NOTES Literacy Connections 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.2.5 - 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: 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: 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 Connections LS.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 Concepts Habitats 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. Page 12 of 15
Next Generation Science Standards (NGSS) Connections The 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. Page 13 of 15
Page 14 of 15
Grade 2 Standards Not Yet Aligned All available standards have been aligned. EAST POINSETT CO. SCHOOL DIST. Page 15 of 15