GRADES KINDERGARTEN,
FIRST, & SECOND
COURSE DESCRIPTION
In the grades K, 1, and 2, the curriculum science units of life, earth, and physical sciences are taught. All concepts taught are applied to daily life through a variety of activities and will sequentially build for future learning in the area of science.
Science curriculum in grades K, 1, and 2 covers the life, earth, and physical sciences. This curriculum will provide the fundamental skills needed for future academic and life experiences.
Grade and/or Class: Second Grade
Last Revision: 2001-2002
Writer: Carol Hedgpeth
By the end of grade 2, all students should be able to
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District Skill Competency |
Frameworks Alignment |
Activities |
Assessment |
Content Standards |
Performance Standards |
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1. Identify ways heat and light affect common objects and observe the changes that result. |
I, A, 2a I, B, 1b III, A, 2a |
In large group discussion, students will discuss ways to identify how objects such as paper, ice cubes, blocks, etc. are affected by heat and light. They will leave objects in heat/light and observe the changes. |
Individually, students will verbally identify how heat and light affect a teacher-chosen object. Example – heat changes ice cubes to water; light fades construction paper. See Resource Guide –“Heat Energy and Light” units. |
SC 1 SC 7 |
1.6 2.4 |
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2. Compare and contrast physical properties of a solid and liquid of same material. |
III, A, 2b |
In small group discussion, students will compare and contrast the physical properties of water and ice. |
Individually, students will orally give one comparison and one contrast of water and ice. Example – Comparison: both are wet. Contrast: Ice has shape and water takes shape of the container. See Resource Guide – “Matter” unit. |
SC 1 |
1.6 2.4 |
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3. Identify and describe the transformation of energy from one form to another. |
III, B, 2a |
In large or small groups, student will use a light bulb to identify and describe how electrical energy can be transformed into light as well as heat. (Discuss the term filament.) |
Individually, students will orally describe how the light bulb gave both light and heat due to the electricity running through the filament producing both. See Resource Guide – “Electricity” unit. |
SC 1 |
1.2 |
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4. Explore sound and then explain changes in sound quality. |
I, A, 4a III, B, 3a |
In large or small groups, students will create a phone from string and Styrofoam cups and experiment with listening/talking when the string is tight and then loose. |
Based on experiments in activities, students will individually explain why the sound quality changed when the string was tight or loose. See Resource Guide – “Sound Energy” |
SC 1 SC 7 |
1.3 3.3 |
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5. Investigate and explain the change in the pitch of a stringed instrument by changing the length of the strings and the loudness by the energy of the vibration. |
I, B, 2a II, C, 1a III, B, 3b |
In small groups, students will investigate the sounds produced from different lengths and widths of rubber bands, different amounts of water or different types of bells. Students will predict what sound will be produced with additional variations. |
Individually, students will verbally explain that the change in pitch of a stringed instrument occurs because a shorter string will have a higher pitch; whereas longer strings will have a lower pitch. Answer will also include the amount of energy put into the vibration process is in direct relation to the loudness. See Resource Guide – “Sound Energy” unit. |
SC 1 SC 7 SC 8 |
1.2 1.6 4.6 |
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6. Explore the forces on a moving object and predict the direction it will go and explain how its speed and distance are determined. |
I, A, 3a I, A, 5a I, A, 6a IV, B, 2a |
In large or small groups, students will explore the forces acting on a toy car when pushed, predicting the direction it will go. They will make measurements and record them. |
Individually, students will observe a toy car as it is pushed and predict where it will go. They will explain that how much force is used will determine how far and how fast the car will move. See Resource Guide – “Force” unit. |
SC 2 SC 7 |
1.8 2.4 |
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7. Observe and record in a journal in order to report information about how water in various forms reaches the Earth. |
I, A, 2a I, A, 4a I, A, 8a VI, A, 1a |
Individually, students will observe weather conditions for two weeks and keep a weather journal, recording information about water forms that reach the earth. |
Using weather journal, students will individually report orally on results of observations made about various forms of water that reach the Earth. See Resource Guide – “Weather and Seasons” unit. |
SC 5 SC 7 |
1.2 1.3 |
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8. Collect a variety of rocks and classify them. |
I, A, 1a I, A, 7a VI, A, 3a |
Individually, students will collect a variety of rocks from home, playground, etc. In small group sessions, they will classify the rocks using magnifiers. They will use the classifications of igneous, sedimentary, and metamorphic. |
Teacher will assess through observation as students will individually classify teacher-chosen rock samples into groups of igneous, sedimentary, or metamorphic. See Resource Guide – “The Earth” unit. |
SC 5 SC 7 |
1.3 1.6 |
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9. Collect and classify rocks, minerals and soils according to their physical characteristics. |
I, A, 3a VI, A, 7a |
Individually, students will collect rock, mineral, and soil samples. In large group discussion students will group or classify the samples by physical characteristics (i.e. texture, color, hardness). |
Teacher will assess through observation as students individually classify teacher-chosen samples of rocks, minerals, and soil according to color, texture, and/or hardness. See Resource Guide – “The Earth” unit. |
SC 5 SC 7 |
1.6 |
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10. Explain the relationship between an animal’s physical structure and its survival. |
I, B, 1a VII, A, 2a |
In large group discussion, students will examine pictures of crickets, mice, birds, etc. and explain how the different physical structures help the animals survive. |
Individually, students will orally explain how a physical structure helps an animal (of teacher’s choice) survive. Example – Owl’s talons catch prey for food. See Resource Guide – “Animals” unit. |
SC 3 SC 7 |
1.3 |
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11. Observe and record the phases in the life cycle of various organisms and identify the correct order of the phases. |
I, A, 2a I, A, 8a I, B, 1b VII, B, 1a |
Students will individually keep a life cycle journal while observing the changes from egg to butterfly, as well as from frog egg to frog. In large group, students will discuss additional animals. |
Students will individually identify the correct order of life cycle phases of a teacher-chosen animal using pictures of each life phase. See Resource Guide – “Animals” unit. |
SC 3 SC 7 |
1.2 1.3 |
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12. Discover and evaluate the parts of organisms that work together and the behaviors that ensure the survival of the whole organism. |
I, B, 1a VII, B, 3a |
In large or small groups students will discover and evaluate the parts of a plant and will discuss and evaluate the importance of each part to the survival of the whole plant. |
Individually, students will orally evaluate the functions of two plant parts and how they work together for the survival of the whole plant. Example – Roots and stem bring water to leaves. See Resource Guide – “Plants” unit. |
SC 3 SC 7 |
1.6 |
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13. Conduct field investigation to observe and record and compare the life cycles of organisms. |
VII, D, 4a |
In large or small groups, students will observe the life cycles of an insect and a dandelion. They will record their findings and discuss the difference in the two organisms. |
Individually, students will verbally report on observations, recorded findings and comparisons, and identify one compared difference between the life cycle of an insect and that of a dandelion. See Resource Guide “Plants” unit. |
SC 3 |
1.3 1.6 |
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14. Identify data, information, and ideas about how human body parts enable the body to live and survive. |
II, A, 4a VII, E, 1a |
In large or small group discussion, students will identify the functions of arms, legs, mouth, eyes, etc., including the importance of each to the whole body’s survival. |
Individually, students will orally identify the function of one body part and tell how that part enables the body to live and survive. See Resource Guide – “How the Human Body Works” unit. |
SC 3 SC 8 |
1.2 1.4 |