2nd+Grade

** Second Grade **
Core Content Committee (CCC) Representative: Stacy Schlagheck sschlagheck@pccsd.net Contributors:

ODE Revised Science Standards
= = =Inquiry Focus: (cut & pasted from the Ohio Revised Science Standards) = Science Inquiry and Application During the years of PreK-4, all students must become proficient in the use of the following scientific processes, with appropriate laboratory safety techniques, to construct their knowledge and understanding in all science content areas: • Observe and ask questions about the natural environment; • Plan and conduct simple investigations; • Employ simple equipment and tools to gather data and extend the senses; • Use appropriate mathematics with data to construct reasonable explanations; • Communicate about observations, investigations and explanations; and • Review and ask questions about the observations and explanations of others.

= Sample Student Inquiry Investigation: = 1. __Topic__: Life Science- Interactions within Habitats- "Fossils" 2. __Student Research Investigation Question:__ Which soil worked best to make the "fossil" and why? 3. __Variables (dependent/independent)__: Dependent (stays the same)- The mold used in the experiment will stay the same. Independent (change)- The material will change from one mold to the other. Students will use silt, sand, and clay as their types of soil. 4. __Hypothesis__: Clay will make the best fossil because it will harden and last overtime. 5. __Procedure__: <span style="font-family: Arial,Helvetica,sans-serif;">Students will work in pairs to create three molds using silt, sand, and clay. Students will use observations to see which soils works best to make a fossil. = =

**<span style="font-family: Arial,Helvetica,sans-serif;">Teaching Sequence: **
<span style="font-family: Arial,Helvetica,sans-serif;">Fall Kit: [|Air and Weather] <span style="font-family: Arial,Helvetica,sans-serif;">Winter Kit: [|Pebbles, Sand, and Silt] <span style="font-family: Arial,Helvetica,sans-serif;">Spring Kit: [|Insects]

__EARTH AND SPACE SCIENCE:__ //The Atmosphere//: This topic focuses on air and water as they relate to weather and weather changes that can be observed and measured. <span style="color: #ff0a00; font-family: Arial,Helvetica,sans-serif;">*FOSS Kit: #1 [|Air and Weather] *[|Energy Kids Activities- Solar Energy] <span style="font-family: arial,verdana,sans-serif; font-size: 13px;">Water Cycle Brainpopjr []

<span style="font-family: Arial,Helvetica,sans-serif;">**Content Statements and I Can Statements:**
 * The atmosphere is made up of air.
 * I can recognize that air takes up space and can be weighed.
 * I can measure wind speed and wind direction.
 * I can record and interpret wind patterns.
 * I can play and do an air experiment.
 * I can design and construct an instrument that can measure wind speed and wind direction and demonstrate the final product to the class
 * Water is present in the air.
 * I can list examples of water in the atmosphere.
 * I can compare the different appearances of clouds.
 * I can recall how water can change from liquid to vapor and vapor to liquid.
 * I can identify clouds as droplets of water.
 * I can explain how droplets of water can combine and rom into raindrops.
 * I can plan and do an experiment to find the factors for water evaporation.
 * I can help to design and construct a classroom aquarium
 * Long-and short-term weather changes occur due to changes in energy.
 * I can recall that weather changes occur due to energy changes.
 * I can recognize weather fronts when there are air masses that collide.
 * I can identify the relationship between wind and cloud changes versus changes in weather from one season to another season.
 * I can research the long-term or short-term changes in weather that occur at specific weather fronts.
 * I can represent research findings graphically or share my finding with the class.
 * I can plan and do an investigation to collect and measure wind-chill data, temperature, and humidity levels.
 * I can explain how wind and location can effect day to day weather.
 * I can design and construct an instrument that can measure wind speed and wind direction and discuss/share my findings with the class.

<span style="font-family: Arial,Helvetica,sans-serif;">__LIFE SCIENCE__: //Interactions within Habitats//: This topic focuses on how ecosystems work by observations of simple interactions between the biotic/living and abiotic/nonliving parts of an ecosystem. Just as living things impact the environment in which they live, the environment impacts living things. <span style="color: #ff0a00; font-family: Arial,Helvetica,sans-serif;">*FOSS Kit: <span style="color: #ff0a00; font-family: Arial,Helvetica,sans-serif;">[|#2 Pebbles, Sand, and Silt] <span style="color: #ff0a00; font-family: Arial,Helvetica,sans-serif;"> [|#3 Insects] <span style="font-family: arial,verdana,sans-serif; font-size: 13px;">Fossils Brainpopjr. [] <span style="font-family: arial,verdana,sans-serif; font-size: 13px;">Freshwater Habitats Brainpopjr. [] <span style="font-family: arial,verdana,sans-serif; font-size: 13px;">Arctic Habitats Brainpopjr. [] <span style="font-family: arial,verdana,sans-serif; font-size: 13px;">Desert Brainpopjr. [] <span style="font-family: arial,verdana,sans-serif; font-size: 13px;">Ocean Habitats Brainpopjr. [] Rainforests Brainpopjr**.** []


 * Content Statements and I Can Statements:**
 * Living things cause changes on Earth.
 * I can identify an environmental change caused by living things (e.g., beavers create a dam).
 * I can generate a chart, table, or pictograph using information about living things and their physical environments.
 * I can compare two habitats, one effected by living things, and one that has not been effected by living things.
 * I can analyze characteristics of different habitats.
 * I can observe an animal in its habitat
 * Some kinds of individuals that once lived on Earth have completely disappeared, although they were something like others that are alive today.
 * I can name an animal from Ohio that is now extinct.
 * I can compare the features of animals that are living today with those of animals that are extinct.
 * I can make a fossil using many different materials (e.g., clay, plaster, soil).
 * I can interpret the information on a chart, table, or pictograph comparing animals of today with those that are extinct.

__PHYSICAL SCIENCE__: //Changes in Motion//: This topic focuses on observing the relationship between forces and motion. <span style="color: #ff0a00; font-family: Arial,Helvetica,sans-serif;">*FOSS Kit: Not covered in a second grade FOSS kit. This content statement is covered in both first and third grade FOSS kits. <span style="font-family: arial,verdana,sans-serif; font-size: 13px;">Pushes and Pulls Brainpopjr. [] <span style="font-family: arial,verdana,sans-serif; font-size: 13px;">Simple Machines Brainpopjr. []

== = = **Additional INQUIRY Instructional Resources by Units (Kits, Teaching Materials, Lessons, Assessments, Video, Content Information, etc.):**
 * <span style="font-family: Arial,Helvetica,sans-serif;">Content Statements and I Can Statements: **
 * Forces change the motion of an object.
 * I can identify how to move an object without touching it.
 * I can draw a picture of a device that will move an object without touching it and compare my design with those of classmates.
 * I can plan and do an experiment to move objects without touching them.
 * I can build a device to move an object from one place to another without touching it.
 * I can test and evaluate my device for moving an object without touching it and share/discuss my results with the class.
 * I can explain two ways to change the motion of an object.
 * I can explain how forces relate to motion.
 * I can plan and do a scientific experiment to change how an object moves.
 * I can list contact/noncontact forces that can move an object.
 * I can recognize that great changes in motion require larger forces.
 * I can compare moving and stopping objects.
 * I can predict how a force will effect an object.

<span style="font-family: Arial,Helvetica,sans-serif;">[|Foss Kit Correlations to Standards] Click here for a detailed list of which investigations to use to meet the content statements. <span style="font-family: Arial,Helvetica,sans-serif;">[|Foss Interactive Online] This website provides interactive activities for your smart board. <span style="font-family: Arial,Helvetica,sans-serif;">[|ODE Lesson Plans]

= =

= **Keeley Formative Assessment Probes by Unit** =

**Earth:**
Vol. 4, Pg. 61 ||<  ||   || Vol. 3, Pg. 155 ||<  ||   || Vol. 3, Pg. 171 ||<  ||   ||
 * **Topic** ................. || **Assessment Probe** .....................
 * (Title,Volume,Page)** ||< **Assessment Strategy** .......
 * (Name, #, Page)** || **Teaching Ideas** ................................................ ||
 * The Atmosphere || Uncovering Student Ideas"Standing on One Foot"
 * The Atmosphere || Uncovering Student Ideas"What Are Clouds Made Of?"
 * The Atmosphere || Uncovering Student Ideas"Rainfall"

Life:
Vol. 1, Pg. 9 ||  ||   || Vol. 1, Pg. 21 ||  ||   || "Does It Have a Life Cycle" Vol. 3, Pg. 111 ||  ||   || "Rotting Apple" Vol. 3, Pg. 139 ||  ||   ||
 * **Topic** ................. || **Assessment Probe** .....................
 * (Title/Volume/Page)** || **Assessment Strategy** .......
 * (Name, #, Page)** || **Teaching Ideas** ................................................ ||
 * Interactions within Habitats || Uncovering Student Ideas"Cucumber Seeds"
 * Interactions within Habitats || Uncovering Student Ideas"No Animals Allowed"
 * Interactions within Habitats || Uncovering Student Ideas
 * Interactions within Habitats || Uncovering Student Ideas

‍Physical:
"Standing on One Foot" Vol. 4, Pg. 61 ||  ||   || "How Far Did It Go?" PS Vol. 1, Page 15 ||  ||   || "Does It Have to Touch?" PS Vol. 1, Page 75 ||  ||   || "Talking about Forces" PS Vol. 1, Page 71 ||  ||   || **The science connections are located in our First Stop book on page 270. Below is a link to the book online. After clicking on the link, click on the "Teacher Resource" folder in the Table of Contents. Then, scroll down to "Science Connections."** Reading Street Connections
 * **Topic** ................. || **Assessment Probe** .....................
 * (Title/Volume/Page)** || **Assessment Strategy** .......
 * (Name, #, Page)** || **Teaching Ideas** ................................................ ||
 * Changes in Motion || Uncovering Student Ideas
 * Changes in Motion || Uncovering Student Ideas
 * Changes in Motion || Uncovering Student Ideas
 * Changes in Motion || Uncovering Student Ideas
 * Literature Integration (Reading Streets, etc.):**