Grade
2
/Science Indicator
/Strategies and Resources
Earth and Space Sciences
/ **See literature connection in unit Night Sky1. Recognize that there are more stars in the sky than anyone can easily count. / · Observe the night sky with parent. Go away from street lights Why? (best in fall). Use a paper towel tube to look through for stars. Do more appear? 2PS3
2. Observe and describe how the sun, moon and stars all appear to move slowly across the sky. / · Observe/record in day and night how sun, moon and stars are not in the same part of the sky after a few hours (ex: 9AM: Sun over parking lot; 1PM: Sun over playground)
· Using models of the solar system move the planets through the air as if they were revolving through a year’s time. The models may also be substituted with students.
3. Observe and describe how the moon appears a little different every day but looks nearly the same again about every four weeks. / · Visit www.nasa.gov (tonight’s moon) to find the phases of the moon, put in the date and see which phase the moon is in
· Using a “Moon Log,” or Moon Journals : Writing, Art, and Inquiry Through Focused Nature Study by Gina Rester-Zodrow, Joni Chancer draw the moon each night for a month.
4. Observe and describe that some weather changes occur throughout the day and some changes occur in a repeating seasonal pattern. / · Charting the weather of the day, temperature and comparing one month to the next.
· Take a photo or draw or use descriptive adjectives of the same tree 1 time a month for the school year. Compare each month throughout the year.
5. Describe weather by measurable quantities such as temperature and precipitation. / · Make weather instruments (rain gauge, thermometer, wind vane) and use these tools to monitor daily weather conditions (outside and inside)
Life Sciences
/ Investigating Ohio’s Environment (Scroll down to Grade 2 Unit)1. Explain that animals, including people, need air, water, food, living space and shelter; plants need air, water, nutrients (e.g., minerals), living space and light to survive. / · Create a list of NEEDS the kids need to survive. Using life cycles, compare and contrast all needs for living things. Use a Venn diagram to illustrate (either paper or hula hoops on the floor)
· Create a diorama of needs
2. Identify that there are many distinct environments that support different kinds of organisms. / · Types of environments: forest, pond, ocean, field, etc.
· Build a mini habitat for the different environments using a terrarium, shoebox, fish bowl
· Have students choose an animal or plant from a habitat they have just studied and write a short story about them . Answering the questions: What does it need to live in its habitat? How does it get what it needs? What would happen to it if its environment were to change?
· http://mbgnet.mobot.org
3. Explain why organisms can survive only in environments that meet their needs (e.g., organisms that once lived on Earth have disappeared for different reasons such as natural forces or human-caused effects). / · Use examples of dinosaurs, wholly mammoths and dodo birds. Why no more bison, or elk in Ohio? Why no palm trees in Ohio?
· Put a live plant into a closet or cover with a plastic bag. What happens to the plant? Why do the results turn out the way they do?
4. Compare similarities and differences among individuals of the same kind of plants and animals, including people. / · Use a Venn diagram to compare plants, animals, people and each of their needs
· Provide photos, magazines, books to use as a reference
5. Explain that food is a basic need of plants and animals (e.g., plants need sunlight to make food and to grow, animals eat plants and/or other animals for food, food chain) and is important because it is a source of energy (e.g., energy used to play, ride bicycles, read, etc.). / · Journal daily activities, including sleep and eating. Create a timeline and remove one important activity at a time (ex/ eating). How can you function if you haven’t eaten?
· Web the things energy helps me do
· Create a class book: Energy helps us…
6. Investigate the different structures of plants and animals that help them live in different environments (e.g., lungs, gills, leaves and roots). / · Use Venn diagrams to illustrate different structures and how their different parts help them survive.
· One Fine Day by Nonny Hogroian – a fox that has to adapt to finding food when out of his own environment
· Caldecott Connections to Science by Shan Glandon
7. Compare the habitats of many different kinds of Ohio plants and animals and some of the ways animals depend on plants and each other. / · http://www.ohiodnr.com/education/
· Mike Moutoux, Ohio Dept. of Natural Resources, traveling trunk
· Mosquito Lake Land Lab (field trip)
· Animal Architecture by Jennifer Ownings Dewey
· Create a food chain – take out one link – what happens?
· Go outside observe: insects eating plants, robins eating worms and insects, squirrel nests in trees, etc.
8. Compare the activities of Ohio's common animals (e.g., squirrels, chipmunks, deer, butterflies, bees, ants, bats and frogs) during the different seasons by describing changes in their behaviors and body covering. / · Observe at school and home the patterns an animal moves through
· Journal an animal(s) and how it changes through the seasons.
· Draw the change of seasons on a folded piece of paper. Each square represents a different season.
· Pick an animal and show it in each box
9. Compare Ohio plants during the different seasons by describing changes in their appearance. / · A Tree is Nice by Janice May Ulry – change of trees through seasons
· Observe a tree: draw it, measure the circumference, estimate the height, what plants and flowers live under the tree, what insects and animals live around the tree
Physical Sciences
1. Explore how things make sound (e.g., rubber bands, tuning fork and strings). / · Using a coffee can, wrap 3 – 5 rubber bands around the can. (Try to use varying sizes of bands.) Strum the bands like a guitar to hear the different sounds.· Create an instrument from provided materials – have kids bring in empty can, jar plastic container. Provide beans, string, rice, etc.
2. Explore and describe sounds (e.g., high, low, soft and loud) produced by vibrating objects. / · Using a toilet paper tube, put a piece of wax paper on the end and strap it on with a rubber band. Blow into the tube like a kazoo to see and hear the vibrating wax paper.
· Using a meter stick, place it on a table/desk with part of the stick hanging off the side of the desk. Push on the stick to show vibration. Change the length of the stick for faster/slower vibrations.
3. Explore with flashlights and shadows that light travels in a straight line until it strikes an object. / · Windowsill Science Centers by Lynne Kepler: Place a tub of water on the windowsill. Place a mirror in the water facing the sunlight. Have students adjust the mirror to create rainbows. Use science journals to draw and describe rainbows, draw colors in the correct order. (ROY G. BIV)
· Use the overhead to make hand shadows/puppets
· Bear Shadow by Frank Asch
Science and Technology
1. Explain that developing and using technology involves benefits and risks. / · Computers – work and give knowledge, tend to break down.· Eye lasik surgery – no more glasses, could go blind
· Cars – go far fast, dangerous and roads destroy habitats
2. Investigate why people make new products or invent new ways to meet their individual wants and needs. / · Eye Glasses, microwaves, televisions, X-Box, copy machines
· Have kids invent a new machine to make a task easier
· ExploraVision and Young Inventor Awards.
3. Predict how building or trying something new might affect other people and the environment. / · See above invention creation
4. Communicate orally, pictorially, or in written form the design process used to make something. / · Use journals, webs, and diagrams to illustrate processes
· Present ideas
Scientific Inquiry
1. Ask "how can I/we" questions. / · Use journals to list questions· Use investigative stations
· How to Ask Questions
2. Ask "how do you know" questions (not "why" questions) in appropriate situations and attempt to give reasonable answers when others ask questions. / · During scientific investigations have students respond with group discussion to the question, “How do you know ?” Students lead discussion and teacher observes and interjects comments when appropriate. Note: Teacher first demonstrates process and gradually releases responsibility to the students.
· How to ask questions
· Model questioning to students
3. Explore and pursue student-generated "how" questions. / · Start the beginning of the year with a question board or box. Have students include questions with How at the beginning of each question and place their questions on the board/box. By including questions for all day events, science HOW questions will become easier.
· Model questioning to students
4. Use appropriate safety procedures when completing scientific investigations. / · Review rules prior to experiments
· Hang signs with safety instructions and safety equipment
· Ask to students to identify possible safety concerns and good practice before starting an experiment or demonstration
5. Use evidence to develop explanations of scientific investigations. (What do you think? How do you know?) / · Use these types of questions to begin or end any scientific investigation. How do you think animals adapt to different environments? What do you think will hatch from these eggs? How do you know that light can produce shadows?
· Have students ask each other these questions as they work in teams.
6. Recognize that explanations are generated in response to observations, events and phenomena. / · Use journals and response logs when answering experiments
· Lightning, storms, tidal waves (moon)
· Have a local meteorologist come in to the class: Rich Morgan, Stan Boney, Frank Marzeullo
7. Use appropriate tools and simple equipment/instruments to safely gather scientific data (e.g., magnifiers, non-breakable thermometers, timers, rulers, balances and calculators and other appropriate tools). / · Use thermometers when doing daily weather reports, magnifying glasses to observe stages of insects (egg, pupa, larva and adult). Use balances to compare objects in relation to other objects.
8. Measure properties of objects using tools such as rulers, balances and thermometers. / · Provide opportunities and materials for children to utilize
· Is the temperature the same throughout the day? Does the length of the rubber band make a difference in its sound, pitch? Is our class animal (tadpole, caterpillar ) growing in weight, length.
· Measure lengths, weights, temperatures as an ice cube, small ice block.
9. Use whole numbers to order, count, identify, measure and describe things and experiences. / · Model how to count and measure
· Cut colored strips of paper and other objects and put into envelopes or bags. Let students measure the objects and compare results.
· Measure: desks, feet, shoes, paper clips (large and small), etc.
· Place an item in a closed box. Ask children to identify the objects in the box without looking. Does it roll? Is it round or square? Is it loud or soft?
· Use a graduated cylinder to visualize liquids. Pour in milk from lunches (half pint) to see the differences.
10. Share explanations with others to provide opportunities to ask questions, examine evidence and suggest alternative explanations. / · Work in groups
· Turn and talk to partner and share findings and thoughts
· Share science buddies with another grade level. Complete an experiment and report findings to another grade/class.
Scientific Ways of Knowing
1. Describe that scientific investigations generally work the same way under the same conditions. / · Complete an experiment and record the findings. Complete the experiment again the following day and compare the results of both.· Graph and chart others’ findings to an investigation
2. Explain why scientists review and ask questions about the results of other scientists' work. / · Bill Nye the Science Guy television programs
· Complete same lab in separate groups, report results (Should be the same, learn why difference occured)
· Groups use separate procedures, but come out with the same results.
3. Describe ways in which using the solution to a problem might affect other people and the environment. / · Building a house, freeways, electric cars, Asian beetles
· Invention of transportation
· National Parks that set aside land
· 4. Demonstrate that in science it is helpful to work with a team and share findings with others. / · Some investigations on own and some with groups. Compare what each group is doing.
· Separate into teams. Give each team a few pieces of a puzzle. Students need to work together to complete the whole puzzle, needing to work together.
· Build a pizza. One student responsible for each part of the pizza (dough, sauce, cheese, etc.)
· When in groups, assign each group member a different job (scribe, speaker, reader, etc.)
Grade 2 Curriculum Guide Trumbull County Educational Service Center 2