Science 2 08102009

OKALOOSA COUNTY SCHOOL DISTRICT
SCIENCE CURRICULUM GUIDE
GRADE 2
Okaloosa County School District
Curriculum Guide for Science Grade 2
Mission Statement......................................................................................................................................................................................................3 Suggestions for Implementing Curriculum Guides....................................................................................................................................................3 Florida Department of Education Office of Math and Science Essential Websites.............................................................................................4 OCSD Curriculum and Pacing Guide Overview..................................................................................................................................................4 Cognitive Complexity/Depth of Knowledge Rating for Science ....................................................................................................................................................................................................................................6 Quarterly Benchmarks...............................................................................................................................................................................................9 Grade-level Curriculum Guide.................................................................................................................................................................................12 Year-long Benchmarks.........................................................................................................................................................................................12 Quarter 1...............................................................................................................................................................................................................19 Quarter 2...............................................................................................................................................................................................................22 Quarter 3...............................................................................................................................................................................................................30 Quarter 4...............................................................................................................................................................................................................35 Science Standards Crosswalk...................................................................................................................................................................................40 Science Resources Guide.........................................................................................................................................................................................50 Science Literature by Grade Level with Benchmarks..............................................................................................................................................51 Science Literature by Grade Level...........................................................................................................................................................................54 Research...................................................................................................................................................................................................................66 5 Questions to Deeper Understanding......................................................................................................................................................................67 Standards-Based Instruction.....................................................................................................................................................................................68 Backward by Design................................................................................................................................................................................................68
2 Page
OCSD School Board approved 08102009
Mission Statement
Develop the highest quality science instruction and maximize student achievement by aligning grade-level benchmarks to appropriate instructional practices, materials, resources, and pacing.
Suggestions for Implementing Curriculum Guides The role of the teacher is to:
Teach students the Next Generation Standards as dictated by state law for their grade level. Provide learning-rich classroom activities that teach the benchmarks in depth. Enhance the curriculum by using resources and instructional technology. Differentiate instruction by varying methods of instruction and frequently offering relevant lab activities. Regularly administer assessment to include higher-level questions and performance task assessment.
In addition, teachers should:

Collaborate with other grade-level teachers to maximize school resources and teacher expertise. Consult with other grade levels to define absolute skill goals for each grade level. Document questions and suggestions for improvement of the Curriculum Guide. Integrate science into math and reading curriculum. Consider applying for a grant to support project-based learning for their school. Visit the Okaloosa Science Central Website at: http://www.okaloosa.k12.fl.us/science
3 Page
Florida Department of Education Office of Math and Science Essential Websites

Next Generation Sunshine State Standards: http://www.fldoestem.org/Uploads/1/docs/Science%20Standards%20Both-FINAL%203-20-08.pdf Science Crosswalk: http://www.fldoestem.org/page362.aspx
OCSD Curriculum and Pacing Guide Overview

This document provides a science curriculum and pacing guide. It is designed to help teachers to efficiently pace the delivery of quality instruction for each nine-week period. Purpose: This guide was created by a team of grade-level teachers to correlate to the Next Generation Standards with the goal of providing teachers ready access to resources for teaching those new standards and a pace for accomplishing benchmark mastery. Description: The OCSD Science Curriculum Guide specifies the science content to be covered within each nine-week instructional period. Their guide identifies Next Generation Standards (NGS) Benchmarks. Furthermore, it allows teachers to input information specific to their students or school needs. Top Block Big Idea and Essential Questions Identifies the Big Idea and the components of the Big Idea. Lists the Essential Questions addressed in the sections Benchmarks. Column One Benchmark/Text Alignment Lists the specific Benchmark by number and states the Benchmark. Cites the Scott Foresman Textbook, and/or Activity Book, pages that correlate to the Benchmark.
4 Page

Column Two FCAT Info Serves as a placeholder for future FCAT information; to include content limits, complexity, assessment status, and crosswalk correlation. Column Three Additional Resources/Activities Suggests instructional activities, including media (DVD/Video/CD), websites, and student involvement tasks. Column Four Literacy Connection/Vocabulary/Reading Lists vocabulary words, Scott Foresman Science Leveled-Readers, and other books or stories connected to the Benchmark goals. Column Five Open: Specific to Teacher/Grade/Subject/School Serves as a placeholder for teachers to add information that is specific to their schools or students needs. Of note: Benchmarks drive instructional decisions; the text is a resource Results of assessment are used to adjust and revise instruction Hands-on science labs are an essential component of the science curriculum The inquiry process must be embedded within every big/supporting idea
NOTE:
Addendums to this curriculum guide, as well as additional information/forms (i.e. elementary lab templates) will be posted at http://www.okaloosaschools.com/OkaloosaSchools/SchoolDistrict/CurriculumInstruction/CurriculumGuides/tabid/378/Default.aspx.
5 Page

Cognitive Complexity/Depth of Knowledge Rating for Science
Floridas revised science standards emphasize teaching and learning the most important K-12 science concepts in depth at each grade level. After adoption of the new science standards, the Florida Center for Research in Science, Technology, Engineering and Mathematics (FCRSTEM) at Florida State University convened a group of Florida science teachers, district math supervisors, and science education faculty, and scientists to rate the cognitive demand of each benchmark. Meeting in teams for each body of knowledge, they reviewed and discussed each benchmark, then reached consensus on level of cognitive complexity using a classification system adapted from the depth of knowledge system developed by Dr. Norman Webb at the University of Wisconsin. Cognitive complexity refers to the cognitive demand of tasks associated with the benchmark. The depth of knowledge levels (Webb, 1999) reflect the relative complexity of thinking that a given benchmark demands of students what it requires the student to recall, understand, analyze, and do. Floridas depth of knowledge rating system focuses on expectations of students at three levels: Low Complexity Science low complexity items rely heavily on the recall and recognition of previously learned concepts and principles. Items typically specify what the student is to do, which is often to carry out a procedure that can be preformed mechanically. It is not left to the student to come up with an original method or solution. Skills required to respond correctly to a low complexity item might include the following. Identify a common example or recognize a concept Retrieve information from a chart, table, diagram, or graph Recognize a standard scientific representation of a simple phenomenon Calculate or complete a familiar single-step procedure or equation using a reference sheet Moderate Complexity Items in the moderate complexity category involve more flexible thinking and choice among alternatives than low complexity items. They require a response that goes beyond the habitual, is not specified, and ordinarily has more than a single step or thought process. The student is expected to decide what to do using informal methods of reasoning and problem solving strategies and to bring together skill and knowledge from various domains. Skills required to respond correctly to moderate complexity items might include the following. Apply or infer relationships among facts, terms, properties, or variables Describe examples and non examples of scientific processes or concepts Predict or determine the logical next step or outcome
6 Page

Compare or contrast structures or functions of different organisms or systems Choose the appropriate formula or equation to solve a problem and then solve it Apply and use concepts from a standard scientific model or theory
High Complexity High complexity items make heavy demands on student thinking. Students must engage in more abstract reasoning, planning, analysis, judgment, and creative thought. The items require that the student think in an abstract and sophisticated way often involving multiple steps. Skills required to respond to high complexity items might include the following. Construct models for research Generalize or draw conclusions Design an experiment, given data and condition Explain or solve a problem in more than one way Provide a justification for steps in a solution or process Analyze an experiment to identify a flaw and propose a method for correcting it Interpret, explain, or solve a problem involving complex spatial relationships Predict a long term effect, outcome, or result of a change within a system Webb, N.L., 1999, Alignment Between Standards and Assessment, University of Wisconsin Center for Educational Research. Source: Cognitive Complexity Classification of FCAT SSS Test Items, July, 2006 and revised January, 2008; Florida Department of Education.
7 Page
2nd Grade Science Standards

Big Idea 1 The Practice of Science Big Idea 6 Earth Structures Big Idea 7 Earth Systems and Patterns Big Idea 8 Properties of Matter Big Idea 9 Changes in Matter Big Idea 10 Forms of Energy Big Idea 13 Forces and Changes in Motion Big Idea 14 Organization and Development of Living Organisms Big Idea 16 Heredity and Reproduction Big Idea 17 Interdependence.
The numbering for the big ideas is consistent throughout the document. Not all big ideas are addressed at each grade level, so the numbering scheme is not consecutive for each grade level.
Benchmark Coding Scheme

SC.
Subject
5.
Grade Level
N.
Body of Knowledge
1.
Big Idea
1
Benchmark
8 Page
Quarterly Benchmarks
Yearlong HE.2.P.1.1 HE.2.P.1.2 HE.2.P.2.1 HE.2.C.2.3 HE.2.B.3.1 HE.2.B.1.1 HE.2.B.2.2 HE.2.B.2.3 HE.2.B.3.2 HE.2.B.2.3 HE.2.B.3.3 HE.2.P.2.1 SC.2.N.1.1 Moderate SC.2.N.1.2 Moderate SC.2.N.1.3 High SC.2.N.1.4 High Demonstrate health behaviors to maintain or improve personal health Show behaviors that avoid or reduce health risks. Support peers when making positive health choices. Describe how the school and community influence health behaviors of children. Differentiate between situations when a health-related decision can be made individually or when assistance is needed. Select trusted adults and professionals who can help promote health. Demonstrate listening skills to enhance health. Demonstrate ways to tell a trusted adult if threatened or harmed. Name healthy options to health-related issues or problems. Demonstrate ways to tell a trusted adult if threatened or harmed. Compare the consequences of not following rules/practices when making safe decisions. Support peers when making positive health choices. Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. Compare the observations made by different groups using the same tools. Ask how do you know in appropriate situations and attempt reasonable answers when asked the same question by others. Explain how particular scientific investigations should yield similar conclusions when repeated.
9 Page

Quarter 1 Distinguish between empirical observation (what you see, hear, feel, smell, or taste) and ideas or inferences (what you think Explain how scientists alone or in groups are always investigating new ways to solve problems. Compare and describe changing patterns in nature that repeat themselves, such as weather conditions including temperature and precipitation, day to day and season to season. Investigate by observing and measuring that the Suns energy directly and indirectly warms the water, land, and air. Investigate, observe and describe how water left in an open container disappears (evaporates), but water in a closed container does not disappear (evaporate). Investigate that air is all around us and that moving air is wind. State the importance of preparing for severe weather, lightning, and other weather related events. Quarter 2 SC.2.P.8.2 Low SC.2.P.8.3 Low SC.2.P.8.4 Low 5 days SC.2.P.8.6 Moderate 5 days SC.2.P.9.1 High 10 days SC.2.P.10.1 Low 5 days SC.2.P.13.1 High SC.2.P.13.3 High SC.2.P.13.4 Moderate 10 days
(Cont into 3rd Quarter)
SC.2.N.1.5 Moderate 5 days SC.2.N.1.6 Moderate 5 days SC.2.E.7.1 Moderate 10 days SC.2.E.7.2 Moderate 5 days SC.2.E.7.3 High 5 days SC.2.E.7.4 High 5 days SC.2.E.7.5 Low 5 days
Identify objects and materials as solid, liquid, or gas. Recognize that solids have a definite shape and that liquids and gases take the shape of their container. Observe and describe water in its solid, liquid, and gaseous states. Measure and compare the volume of liquids using containers of various shapes and sizes. Investigate that materials can be altered to change some of their properties, but not all materials respond the same way to any one alteration. Discuss that people use electricity or other forms of energy to cook their food, cool or warm their homes, and power their cars. Investigate the effect of applying various pushes and pulls on different objects. Recognize that objects are pulled toward the ground unless something holds them up. Demonstrate that the greater force (push or pull) applied to an object, the greater the change in motion.
10 Page
Quarter 3
(Cont from 2nd Quarter)
Quarter 4 SC.2.L.14.1 Moderate 15 days SC.2.L.16.1 Moderate 10 days SC.2.L.17.1 Moderate 10 days SC.2.L.17.2 Moderate 10 days Distinguish human body parts (brain, heart, lungs, stomach, muscles, and skeleton) and their basic functions. Observe and describe major stages in the life cycles of plants and animals, including beans and butterflies. Compare and contrast the basic needs that all living things, including humans, have for survival Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs
Investigate the effect of applying various pushes and pulls on different objects. Demonstrate that magnets can be used to make some things move without touching them Recognize that objects are pulled toward the ground unless something holds them up. Demonstrate that the greater force (push or pull) applied to an object, the greater the change in motion. Recognize that Earth is made up of rocks. Rocks come in many sizes and shapes. Describe how small pieces of rock and dead plant and animal parts can be the basis of soil and explain the process by which soil is formed. Classify soil types based on color, texture, size of particles, the ability to retain water, and the ability to support the growth of plants.
SC.2.P.13.1 High SC.2.P.13.2 Low SC.2.P.13.3 Low SC.2.P.13.4 Moderate 15 days, SC.2.E.6.1 Moderate 5 days SC.2.E.6.2 High 5 days SC.2.E.6.3 High 10 days
11 Page

Grade-level Curriculum Guide Year-long Benchmarks
Health Education Standards Suggested Resources for all Health Topics: School District website at www.okaloosaschools.com Click on teachers and then instructional technology. Related websites under the instructional technology heading include unitedstreaming, brainpop Junior, and brainpop. Under instructional technology click on Instructional Technology Site. Scroll down and click on Free Science Online Resources for Elementary Teachers. Then click on view in frames. There are several resources there. Also, http://kidshealth.org/kid/
Benchmark Text Alignment FCAT info: Content limits, Item specs, other assessments Additional Resources/Activities Lit. Connection Vocabulary Reading Open: Specific to Teacher, grade, subject, school
HE.2.P.1.1 Demonstrate health behaviors to maintain or improve personal health.
Teacher or school nurse introduces and models proper hand washing technique, avoiding the spreading of germs (sneezing, coughing), etc. Students role-play and demonstrate comprehension of concepts related to health promotion and disease prevention to enhance health. Media Center: Books to introduce vocabulary and proper behaviors that affect personal health. Online resource: iptv.org/kidspbs.org/teachers/ health fitness Introduce vocabulary and topics: nutrition, exercise, prevention measures, healthy lifestyle.
Vocabulary: germs sneezing coughing sanitize Literature Connections: Germs Make Me Sick by Melvin Berger Magic School Bus: Inside Ralphie (A Book About Germs) by Joanna Cole Vocabulary: nutrition exercise prevent
12 Page

Explain and help students acquire the knowledge of proper nutrition, exercise, and disease prevention. Students demonstrate knowledge of multiple dimensions of health through writing and illustrations. Media Center: Books to introduce nutrition, exercise, prevention measures, and healthy lifestyles. HE.2.P.1.2 Show behaviors that avoid or reduce health risks. Review and continue to monitor students demonstration of proper hand washing technique, avoiding the spreading of germs (sneezing, coughing, blood, body fluids, sanitary procedures, etc.) Students brainstorm to identify a list of common childhood injuries that can be prevented by practicing safety precautions such as wearing a helmet, swimming with buddies, etc. Students participate in whole group or small group discussions. Make posters to demonstrate knowledge of prevention of childhood injuries. Media Center: Books to introduce use of helmets, swimming with a buddy, first aid, etc. Write a letter to a peer or to a family member to demonstrate the ability to explain how to make positive health choices. Group discussions about positive health choices demonstrating the ability to make a list of positive health choices. Suggestion: Share skills learned at Literature Connections: Good Enough to Eat: A Kid's Guide to Food and Nutrition by Lizzy Rockwell
Vocabulary: helmets Literature Connections: Watch Out Near Water by Claire Llewellyn I Can Be Safe: A First Look at Safety by Pat Thomas
HE.2.P.2.1 Support peers when making positive health choices.
Gregory the Terrible Eater by Mitchell Sharmat
13 Page

school with peers at school and with family members at home. Media Center: Books to introduce vocabulary and promote positive health choices. HE.2.C.2.3 Describe how the school and community influence health behaviors of children. HE.2.B.3.1 Differentiate between situations when a healthrelated decision can be made individually or when assistance is needed. HE.2.B.1.1 Select trusted adults and professionals who can help promote health. Students fill in a KWHL chart to access prior knowledge. Invite school support personnel to speak to students. Students analyze the need for school health support personnel and write about the need for such services. Invite school nurse or local emergency personnel to discuss making health related decisions. Use a graphic organizer such as a Venn diagram to demonstrate the ability to differentiate between health related decisions made individually or with assistance. Group discussions that demonstrate students knowledge of how to identify trusted adults at school and at home. Invite health care professionals to speak to students. (Nurse, physical education teacher, guidance counselor, doctors, dentists, health department representatives.) Media Center: Books to introduce health care professionals and community helpers. Students demonstrate the ability to repeat directions by mirroring teacher, Vocabulary: nurse counselor
Vocabulary: emergency
Vocabulary: hospital doctor dentist Officer Buckle and Gloria in Macmillan/ McGraw-Hill Reading series
HE.2.B.2.2 Demonstrate
Vocabulary: listen
14 Page

listening skills to enhance health. HE.2.B.2.3 Demonstrate ways to tell a trusted adult if threatened or harmed. using eye contact, demonstrating attentive body language, and creating questions about the topic. Role-play to demonstrate ways to tell a trusted adult if student is threatened or harmed. Students create charts to demonstrate ways to tell a trusted adult. Contact Sheriffs Department about Pancho and the Stranger Danger Program Use visuals to demonstrate the ability to identify threatening conditions such as weather, fire, physical harm, strangers, etc. Students create display boards to demonstrate decision making skills for threatening weather, fire, etc. Group discussions about identifying situations when a health-related decision is made. Media Center: Books to introduce threatening weather conditions, threatening health decisions, and threatening adults. Demonstrate the ability to compare healthy practices and behaviors using a graphic organizer. Write about and draw pictures depicting the cause and effect of healthy practices that improve personal health. Examples: exercise, nutrition, sanitary practices Use songs and games to promote personal health. comprehension
Vocabulary: threat trust
HE.2.B.3.2 Name healthy options to healthrelated issues or problems.
Vocabulary: weather harm fire rip tide
HE.2.B.3.3 Compare the consequences of not following rules/practices when making safe decisions.
Vocabulary: exercise nutrition drugs alcohol medicine
15 Page

Media Center: Books to introduce vocabulary and health practices that maintain or improve personal health. Write a letter to a peer or to a family member to demonstrate the ability to explain how to make positive health choices. Group discussions about positive health choices demonstrating the ability to make a list of positive health choices. Suggestion: Share skills learned at school with peers at school and with family members at home. Media Center: Books to introduce vocabulary and promote positive health choices. Magic School Bus: Inside the Human Body by Joanna Cole and Bruce Degen Gregory the Terrible Eater by Mitchell Sharmat
HE.2.P.2.1 Support peers when making positive health choices.
16 Page

Big Idea 1: The Practice of Science A. Scientific inquiry is a multifaceted activity. The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. B. The processes of science frequently do not correspond to the traditional portrayal of the scientific method. C. Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. D. Scientific knowledge is based on observation and inference. It is important to recognize that these are very different things. Not only does science require creativity in its methods and processes but also in its questions and explanations. Essential Questions: What is the process of exploring the natural world? (1.1) How can scientists use observations to investigate questions in teams to come to a conclusion? (1.1) How can observations be explained based on exploration? (1.1) How are the observations of different groups who use the same tools similar? (1.2) How do you know if you have attempted to provide reasonable answers when asked the same question by others? (1.3) Why should scientists repeat investigations? (1.4)
SC.2. N.1.1 Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those
Moderate Complexity Readiness for FCAT tested benchmarks are highlighted in Scott Foresman teachers edition. FCAT vocabulary in Scott Foresman
Conduct scientific inquiries in teams throughout year raising questions about the natural world. Collect and organize data, evaluate the meaning of data, and communicate evaluations in whole and small group discussions prior to and following experiments throughout year. Students write in science journals about all science topics and investigations throughout year. Scott Foresman Activity Book pages 1-26
Vocabulary: question hypothesis test data conclusion Literature: What is a Scientist by Barbara Lehn Rookie Read About Science Series:
17 Page

explorations. Textbook: Pages xxii xxxii (Explains steps of scientific method.) SC.2.N.1.2 Compare the observations made by different groups using the same tools. SC.2.N.1.3 Ask how do you know in appropriate situations and attempt reasonable answers when asked the same question by others. SC.2.N.1.4 Explain how particular scientific investigations should yield similar conclusions when repeated. FCAT Benchmark Mini-Lessons Teachers Guide Scientists Asks Questions by Ginger Garrett Henry Hikes to Fitchburg by D.B. Johnson
Moderate Complexity
Compare similarities and differences among groups using the same tools. Students write in science journals about group comparisons throughout year. Scott Foresman Activity Book pages 1-26
Amelia Bedelia, Rocket Scientist by Herman Parish
High Complexity
Formulate how to do you know questions throughout year. Record answers to how do you know questions in science journals throughout year. Scott Foresman Activity Book pages 1-26
High Complexity
Repeat scientific investigations and discuss similar conclusions. Analyze and record results of scientific inquiries in Science journals throughout year. Scott Foresman Activity Book pages 1-26
18 Page

Quarter 1
Big Idea 1: The Practice of Science A. Scientific inquiry is a multifaceted activity. The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. B. The processes of science frequently do not correspond to the traditional portrayal of the scientific method. C. Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. D. Scientific knowledge is based on observation and inference. It is important to recognize that these are very different things. Not only does science require creativity in its methods and processes but also in its questions and explanations. Essential Questions: What is the difference between empirical observations (evidence or consequences that are observable by the senses) and inferential observations? (1.5) How do scientists solve problems in groups or when they are working alone? (1.6)
SC.2.N.1.5 Distinguish between empirical observation (what you see, hear, feel, smell, or taste) and ideas or inferences (what you think). SC.2.N.1.6 Explain how scientists alone or in groups are always
Moderate Complexity
Students write about investigations in science journals distinguishing between empirical and inferential investigations throughout year. Scott Foresman Activity Book pages 1-26
Moderate Complexity
Compare results from scientific investigations involving problem solving. Students write in science journals about group and independent scientific inquiries throughout year.
19 Page

investigating new ways to solve problems. Scott Foresman Activity Book pages 1-26 On-line resource: http://www.easy-kids-scienceexperiments.com/science-experimentselementary.html Professional Development: Mixing It Up: Integrated, Interdisciplinary, Intriguing Science in the Elementary Classroom Edited by: Susan Koba
20 Page
Big Idea 7: Earth Systems and Patterns Humans continue to explore the interactions among water, air, and land. Air and water are in constant motion that results in changing conditions that Okaloosa County School District can be observed over time. Essential Questions: How does the sun impact planet Earth? How do you investigate, observe and describe the evaporation of water?
Benchmark Text Alignment FCAT info: Content limits, Item specs, other assessments Additional Resources/Activities
Lit. Connection Vocabulary Reading
Open: Specific to Teacher, grade, subject, school
SC.2.E.7.1 Compare and describe changing patterns in nature that repeat themselves, such as weather conditions including temperature and precipitation, day to day and season to season.
Moderate Complexity Scott Foresman FCAT Science Test Prep Booklet pages 37-42 and pages 61-66 Scott Foresman Benchmark MiniLessons Book pages 32-38 and pages 47-51 High Complexity
SC.2.E.7.2 Investigate by observing and measuring that the Suns energy directly and indirectly warms the water, land, and air. Textbook: Chapters 6, 9
Introduce vocabulary using graphic organizers and text visuals. Access and build topic background knowledge providing hands-on experiences. Demonstrate knowledge of impact of Suns energy on Earth through group discussions and observations. Conduct experiments to investigate the suns energy. Directed Inquiry on page 268 in Scott Foresman science textbook. Record observations and measurements in science journals. Scott Foresman Activity Book Chapter 6 pages 69-76; Chapter 9 pages 95-102 Scott Foresman Quick Study Guide Chapter 6 pages 64-77;Chapter 9 pages 94-103 Scott Foresman Every Student Learns Chapter 6 pages 38-44; Chapter 9 pages 56-60 AIMS activity: Primarily Earth book: Air Temperature page 142 Other Suggested Resources: Picture Perfect Book: Sunshine on my Shoulders p. 169 Scott Foresman Every Student Learns page 54; Chapter 8 Lesson 4; How can cooling and heating change matter?
Vocabulary: water cycle evaporate condense migrate hibernate lightning tornado hurricane Literature Connections: Cloudy with a Chance of Meatballs by Judi Barrett Thunder Cake by Patricia Polacco Magic School Bus at the Water Works by Joanna Cole Magic School Bus Kicks Up a Storm by Joanna Cole Where Do Puddles Go? by Fay Robinson Bringing the Rain to Kapiti Plain by Verna Aardema
21 Page
Chapter 6 Leveled Readers: Earths Weather and Seasons (Below Level) Earths Weather (On Level) OCSD School Board approved 08102009 How Clouds are Made (Advanced) Chapter 9 Leveled
Quarter 2
Big Idea 8: Properties of Matter A. All objects and substances in the world are made of matter. Matter has two fundamental properties: matter takes up space and matter has mass. B. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or "stuff") in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. C. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of "weight" is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Essential Questions: What are the states of matter? (8.2)
22 Page

How can you recognize a liquid or gas and conclude that it will take the shape of its container? (8.3) How can you recognize a solid? (8.3) How can you describe water in its various states? (8.4) How can you measure the volume of liquids? (8.6)
FCAT info: Content limits, Item specs, other assessments Additional Resources/Activities Lit. Connection Vocabulary Reading Open: Specific to Teacher, grade, subject, school
Benchmark Text Alignment
SC.2.P.8.2 Identify objects and materials as solid, liquid, or gas. Textbook: Chapter 8
Low Complexity Scott Foresman FCAT Science Test Prep Booklet pages 55-60 Scott Foresman Benchmark MiniLessons Book pages 43-46
Introduce vocabulary using graphic organizers and text visuals. Access and build topic background knowledge providing hands-on experiences. Group classroom items according to physical characteristics. Classify and identify objects as solid, liquid or gas in science journals. Scott Foresman song page 238; Theyre All Matter! Scott Foresman Activity Book pages 87-94 Scott Foresman Quick Study Guide pages 8693 Scott Foresman Every Student Learns pages 51-54
Vocabulary: matter mass property states of matter solid liquid gas mixture Literature Connections: What Happened? By Rozanne Lanczak Williams Chapter 8 Leveled Readers: Properties of Matter (Below Level) Matter (On Level) Air Is Everywhere (Advanced)
SC.2.P.8.3 Recognize that solids have a definite shape and that liquids and
Low Complexity
Investigate liquids: Guided Inquiry pages 256257; How can water change? Science Activity Flip Chart: page 15; How are solids different from liquids? Scott Foresman Teachers edition pages 244-
Literature Connections: Solids, Liquids, Gases by Charnan Simon What is Mass by Don L. Curry
23 Page

gases take the shape of their container. Textbook: Chapter 8 245; Chapter 8; Scaffolded questions page 245 (science journal); Diagnostic check page 245; Scott Foresman Activity Book pages 87-94 Scott Foresman Quick Study Guide pages 8693 Scott Foresman Every Student Learns pages 51-54 Low Complexity Science Activity Flip Chart page 16, How can you make an ice cube melt faster? Write about observations and descriptions of water in science journals. Scott Foresman Teachers Edition pages 254-255; Heating Matter; Scaffolded questions; Lesson Checkpoint in science journal Scott Foresman Teachers Edition page 253 Scaffolded Questions (science journal) Scott Foresman Activity Book pages 87-94 Scott Foresman Quick Study Guide pages 8693 Scott Foresman Every Student Learns pages 51-54 Scott Foresman textbook guided inquiry: How Can Water Change?; Pages 256-257; Activity book page 89 recording sheet for guided inquiry. This is found on the website. Write about measurements and comparisons of water in science journals. Scott Foresman teachers edition page 257; Explain Your Results in science journal Scott Foresman Activity Book pages 87-94 Scott Foresman Quick Study Guide pages 8693 Chapter 8 Leveled Readers: Properties of Matter (Below Level) Matter (On Level) Air Is Everywhere (Advanced) Solid, Liquid or Gas by Fay Robinson What is the World Made of: All About Solids, Liquids and Gases by Kathleen Weidner Zoehfeld Chapter 8 Leveled Readers: Properties of Matter (Below Level) Matter (On Level) Air Is Everywhere (Advanced) A Drop of Water: A Book of Science and Wonder by Walter Wick Magic School Bus Wet All Over by Joanna Cole Chapter 8 Leveled Readers: Properties of Matter (Below Level) Matter (On Level)
SC.2.P.8.4 Observe and describe water in its solid, liquid, and gaseous states. Textbook: Chapter 8
SC.2.P.8.6 Measure and compare the volume of liquids using containers of various shapes and sizes. Textbook: Chapter 8
Moderate Complexity
24 Page

Scott Foresman Every Student Learns pages 51-54 i Openers leveled readers with teaching plan by Pearson Education, Inc., Celebration Press; Tools for Measuring; DRA level 10 (F); Title: Encyclopedia of solid shapes DRA Level 16 (I) Professional Development: http://www.canteach.ca/elementary/physical.html Air Is Everywhere (Advanced Level)
Big Idea 9: Changes in Matter A. Matter can undergo a variety of changes. B. Matter can be changed physically or chemically. Essential Question: How are different materials affected by various alterations? (9.1) Benchmark Text Alignment SC.2.P.9.1 Investigate that materials can be altered to change FCAT info: Content limits, Item specs, other assessments High Complexity Scott Foresman FCAT Science Test Additional Resources/Activities Lit. Connection Vocabulary Reading Vocabulary: matter mass property Open: Specific to Teacher, grade, subject, school
Introduce vocabulary using graphic organizers and text visuals. Access and build topic background knowledge providing hands-on experiences. Scott Foresman teachers edition
25 Page

some of their properties, but not all materials respond the same way to any one alteration. Textbook: Chapter 8 Prep Booklet pages 55-60 Scott Foresman Benchmark MiniLessons Book pages 43-46 pages 248-251; How can matter be changed? Checkpoint page 249; Scaffolded Questions page 249; Art Link page 249 Conduct investigation to demonstrate how materials can be altered to change some of their properties and how the materials respond to the alterations. Write about investigations in science journals. Scott Foresman Activity Book pages 87-94 Scott Foresman Quick Study Guide pages 8693 Scott Foresman Every Student Learns pages 51-54 AIMS activity: #21 and #24 Primarily Physics; Water Precious Water i Openers leveled readers with teaching plan by Pearson Education, Inc. states of matter solid liquid gas mixture Literature Connections: Nitrogen by Salvatore Tocci Chapter 8 Leveled Readers: Properties of Matter (Below Level) Matter (On Level) Air Is Everywhere (Advanced)
Big Idea 10: Forms of Energy A. Energy is involved in all physical processes and is a unifying concept in many areas of science. B. Energy exists in many forms and has the ability to do work or cause a change. Essential Question: How do people use electricity? Benchmark Text Alignment FCAT info: Content limits, Item specs, other assessments Low Complexity Scott Foresman FCAT Science Test Additional Resources/Activities Lit. Connection Vocabulary Reading Vocabulary: energy solar energy light Open: Specific to Teacher, grade, subject, school
SC.2.P.10.1 Discuss that people use electricity or other forms of
Introduce vocabulary using graphic organizers and text visuals. Access and build topic background knowledge providing hands-on experiences. Group discussions and
26 Page

energy to cook their food, cool or warm their homes, and power their cars. Textbook: Chapter 9 Prep Booklet pages 61-66 Scott Foresman Benchmark MiniLessons Book pages 47-51 investigations about how people use electricity and other forms of energy. Write about investigations in science journals. Scott Foresman Activity Flip Charts (teachers edition page 265E); How does electricity make a light bulb light up? And What gives off heat? Scott Foresman science song in teachers edition page 270; Where do we get energy? Scott Foresman Activity Book pages 95-102 Scott Foresman Quick Study pages 94-103 Scott Foresman Every Student Learn Teachers Guide pages 56-60 i Openers leveled readers with teaching plan by Pearson Education, Inc., Celebration Press; Website: 1-800-321-3106 Professional Development: Energy: Stop Faking It! Finally Understanding Science So You Can Teach It by William C. Robertson, Ph.D. Electricity and Magnetism: Stop Faking It! Finally Understanding Science So You Can Teach It heat source fuel conductor reflect shadow Literature Connections: What Happened? by Rozanne Lanczak Williams Energy from the Sun by Allan Fowler Electricity and Magnets by Sarah Angliss Magic School Bus and the Electric Field Trip by Joanna Cole Chapter 9 Leveled Readers: Energy (Below Level) What is Energy? (On Level) Ships and Boats (Advanced)
27 Page
Big Idea 13: Forces and Changes in Motion A. It takes energy to change the motion of objects. B. Energy change is understood in terms of forcespushes and pulls. C. Some forces act through physical contact, while others act at a distance. Essential Questions: How do different amounts of force impact different objects? (13.1) How does gravity effect objects? (13.3) How does force impact the motion of an object? (13.4) Benchmark Text Alignment SC.2.P.13.1 Investigate the effect FCAT info: Content limits, Item specs, other assessments High Complexity Additional Resources/Activities Lit. Connection Vocabulary Reading Vocabulary: motion Open: Specific to Teacher, grade, subject, school
Introduce vocabulary using graphic organizers and text visuals. Access and build topic
28 Page

of applying various pushes and pulls on different objects. SC.2.P.13.2 Demonstrate that magnets can be used to make some things move without touching them. Textbook: Chapter 10 Scott Foresman FCAT Science Test Prep pages 67-72 Low Complexity Scott Foresman FCAT Benchmark Mini-Lessons pages 52-56 background knowledge providing hands-on experiences. Conduct experiment to investigate effect of pushes and pulls on different objects. Write about investigations in science journals. Scott Foresman Activity Book pages 103-104 Scott Foresman Quick Study pages 104-113 Scott Foresman Every Student Learns pages 62-66 i Openers leveled readers with teaching plan by Pearson Education, Inc. Publishing Company: Celebration Press; Title: Push and Pull DRA Level 8 (E); Playground Science DRA Level 34 (O) Professional Development: Electricity and Magnetism: Stop Faking It! Finally Understanding Science So You Can Teach It force gravity work friction simple machine attract repel Literature Connections: Experiment with Movement by Bryan Murphy Chapter 10 Leveled Readers: Forces and Motion (Below Level) Motion and Force (On Level) Magnet Fun (Advanced) Forces by Graham Peacock Forces and Motion by John Graham and David Le Jars Alexander and the WindUp Mouse by Leo Lionni Magic School Bus Gains Weight by Joanna Cole Chapter 10 Leveled Readers: Forces and Motion (Below Level)
SC.2.P.13.3 Recognize that objects are pulled toward the ground unless something holds them up. Textbook: Chapter 10
Low Complexity
Sequence the steps needed to throw a basketball into a hoop and write the steps in science journals. Write an explanation of how objects are pulled toward the ground unless something holds them up. Student demonstrations such as what happens when someone jumps into the air. Scott Foresman Activity Book pages 103-104 Scott Foresman Quick Study pages 104-113 Scott Foresman Every Student Learns pages 62-66
29 Page

Motion and Force (On Level) Magnet Fun (Advanced Level) SC.2.P.13.4 Demonstrate that the greater force (push or pull) applied to an object, the greater the change in motion. Textbook: Chapter 10 Moderate Complexity Demonstrate pushes and pulls applied to classroom objects. Scott Foresman science textbook directed inquiry on page 300. How can you measure force? Students write about and demonstrate knowledge about forces in science journals. Scott Foresman Activity Book pages 103-104 Scott Foresman Quick Study pages 104-113 Scott Foresman Every Student Learns pages 62-66 Professional Development: Force & Motion: Stop Faking It! Finally Understanding Science So You Can Teach It by William C. Robertson, Ph.D. Magic School Bus Plays Ball by Joanna Cole Forces Around Us by Sally Hewitt Chapter 10 Leveled Readers: Forces and Motion ( Below Level) Motion and Force (On Level) Magnet Fun (Advanced)
Quarter 3
Big Idea 13: Forces and Changes in Motion D. It takes energy to change the motion of objects. E. Energy change is understood in terms of forcespushes and pulls. F. Some forces act through physical contact, while others act at a distance. Essential Questions: How do different amounts of force impact different objects? (13.1) How does gravity effect objects? (13.3) How does force impact the motion of an object? (13.4) Benchmark Text Alignment FCAT info: Content limits, Item specs, other assessments Additional Resources/Activities Lit. Connection Vocabulary Reading Open: Specific to Teacher, grade, subject, school
30 Page

SC.2.P.13.1 Investigate the effect of applying various pushes and pulls on different objects. SC.2.P.13.2 Demonstrate that magnets can be used to make some things move without touching them. Textbook: Chapter 10 High Complexity Scott Foresman FCAT Science Test Prep pages 67-72 Low Complexity Scott Foresman FCAT Benchmark Mini-Lessons pages 52-56 Introduce vocabulary using graphic organizers and text visuals. Access and build topic background knowledge providing hands-on experiences. Conduct experiment to investigate effect of pushes and pulls on different objects. Write about investigations in science journals. Scott Foresman Activity Book pages 103-104 Scott Foresman Quick Study pages 104-113 Scott Foresman Every Student Learns pages 62-66 i Openers leveled readers with teaching plan by Pearson Education, Inc. Publishing Company: Celebration Press; Title: Push and Pull DRA Level 8 (E); Playground Science DRA Level 34 (O) Vocabulary: motion force gravity work friction simple machine attract repel Literature Connections: Experiment with Movement by Bryan Murphy Chapter 10 Leveled Readers: Forces and Motion (Below Level) Motion and Force (On Level) Magnet Fun (Advanced) Forces by Graham Peacock Forces and Motion by John Graham and David Le Jars Alexander and the WindUp Mouse by Leo Lionni Magic School Bus Gains Weight by Joanna Cole Chapter 10 Leveled Readers: Forces and Motion
SC.2.P.13.3 Recognize that objects are pulled toward the ground unless something holds them up. Textbook: Chapter 10
Low Complexity
Sequence the steps needed to throw a basketball into a hoop and write the steps in science journals. Write an explanation of how objects are pulled toward the ground unless something holds them up. Student demonstrations such as what happens when someone jumps into the air. Scott Foresman Activity Book pages 103-104 Scott Foresman Quick Study pages 104-113 Scott Foresman Every Student Learns pages 62-66
31 Page

( Below Level) Motion and Force (On Level) Magnet Fun (Advanced Level) Magic School Bus Plays Ball by Joanna Cole Forces Around Us by Sally Hewitt Chapter 10 Leveled Readers: Forces and Motion (Below Level) Motion and Force (On Level) Magnet Fun (Advanced)
SC.2.P.13.4 Demonstrate that the greater force (push or pull) applied to an object, the greater the change in motion. Textbook: Chapter 10
Moderate Complexity
Demonstrate pushes and pulls applied to classroom objects. Scott Foresman science textbook directed inquiry on page 300. How can you measure force? Students write about and demonstrate knowledge about forces in science journals. Scott Foresman Activity Book pages 103-104 Scott Foresman Quick Study pages 104-113 Scott Foresman Every Student Learns pages 62-66
Big Idea 6: Earth Structures Humans continue to explore the composition and structure of the surface of Earth. External sources of energy have continuously altered the features of Earth by means of both constructive and destructive forces. All life, including human civilization, is dependent on Earths water and natural resources. Essential Questions: What materials make up the Earth and how do they vary? (6.1) What is the basis of soil? (6.2) How is soil formed? (6.2) How can soil be classified? (6.3) Benchmark Text Alignment FCAT info: Content limits, Item specs, other assessments Additional Resources/Activities Lit. Connection Vocabulary Reading Open: Specific to Teacher, grade, subject, school
32 Page

SC.2.E.6.1 Recognize that Earth is made up of rocks. Rocks come in many sizes and shapes. Textbook: Chapter 5 Moderate Complexity Scott Foresman FCAT Science Test Prep Booklet pages 31-36 Scott Foresman Benchmark MiniLessons Book pages 27-31 Introduce vocabulary using graphic organizers and text visuals. Access and build background knowledge providing hands-on experiences. Demonstrate knowledge of Earths composition through group discussions. Record acquired knowledge in science journals. Scott Foresman Activity Book pages 61-68 Scott Foresman Quick Study Guide pages 5463 Scott Foresman Every Student Learns pages 32-36 National Science Teachers Association More Perfect Science Lessons K-4: If You Find a Rock p. 157 Vocabulary: natural resource boulder sand minerals erosion weathering earthquake volcano pollution recycle conservation renewable resource nonrenewable resource Chapter 5 Leveled Readers: Earths Land, Air, and Water (Below level) The Earth (On level) Crystals and Gems (Advanced)
33 Page

SC.2.E.6.2 Describe how small pieces of rock and dead plant and animal parts can be the basis of soil and explain the process by which soil is formed. Textbook: Chapter 5 High Complexity Observations of soil and rocks during whole and small group investigations. Write descriptions about soil and explain process by which soil is formed in science journals. Scott Foresman Activity Book pages 61-68 Scott Foresman Quick Study Guide pages 5463 Scott Foresman Every Student Learns pages 32-36 AIMS activity: Primarily Earth; Soil and its Contents AIMS activity: Primarily Earth; How we can sort and group rocks? Conduct experiments to classify soil types. Example: Directed Inquiry page 140 in Science textbook. Write observations about experiment in science journals. Literature Connections: If You Find a Rock by Peggy Christian Rocks: Hard, Soft, Smooth and Rough by Natalie M. Rosinky Lets Go Rock Collecting Lets Read and Find Out Science Life in a Bucket of Soil by Alvin Silverstein Sylvester and the Magic Pebble by William Stieg Magic School Bus Inside the Earth by Joanna Cole Chapter 5 Leveled Readers: Earths Land, Air, and Water (Below level) The Earth (On level) Crystals and Gems (Advanced) Magic School Bus Meets the Rot Squad by Joanna Cole Everybody Needs a Rock by Byrd Baylor A Logs Life by Wendy Pfeffer How to Dig a Hole to the Other Side of the Earth by
SC.2.E.6.3 Classify soil types based on color, texture, size of particles, the ability to retain water, and the ability to support the growth of plants. Textbook: Chapter 5
High Complexity
Group discussions of similarities and differences classifying soil types using color, texture, size of particles, the ability to retain water, and the ability to support the growth of plants. Write about soil classifications in science journals. Extension activity: Examine soil samples from schoolyard, home yards or gardens. Scott Foresman Activity Book pages 61-68 Scott Foresman Quick Study Guide pages 5463
34 Page

Scott Foresman Every Student Learns pages 32-36 i Openers leveled readers with teaching plan by Pearson Education, Inc.; www.pearsonlearning.com 1-800-321-3106Titles: Soil DRA Level 8; The Changing Earth DRA Level N(30); At the Root DRA Level P (38); Its all in the soil DRA Level P (38); Dig In DRA Level 12 Reading Power Works by Sundance TR 4350 Earths Changing Surface Professional Development: http://kids.nationalgeographic.com/ (search earth structures and rocks) http://www.bbc.co.uk/schools/ks2bitesize/scien ce/ Faith McNulty Chapter 5 Leveled Readers: Earths Land, Air, and Water (Below level) The Earth (On level) Crystals and Gems (Advanced)
Quarter 4
35 Page

Big Idea 14: Organization and Development of Living Organisms A. All plants and animals, including humans, are alike in some ways and different in others. B. All plants and animals, including humans, have internal parts and external structures that function to keep them alive and help them grow and reproduce. C. Humans can better understand the natural world through careful observation. Essential Question: How do the brain, heart, lungs, stomach, muscles and skeleton function? Benchmark Text Alignment SC.2.L.14.1 Distinguish human body parts (brain, heart, lungs, stomach, muscles, and skeleton) and their basic functions. Textbook: Chapter 4 Lesson 7: Page 118; How do people grow and change? FCAT info: Content limits, Item specs, other assessments Moderate Complexity Additional Resources/Activities Lit. Connection Vocabulary Reading Vocabulary: brain heart lungs stomach muscles skeleton Literature Connections: Magic School Bus Inside the Human Body by Joanna Cole Magic School Bus for Lunch by Joanna Cole Magic School Bus Flexes Its Muscles by Joanna Cole Magic School Bus Works Out by Joanna Cole Open: Specific to Teacher, grade, subject, school
Introduce vocabulary using graphic organizers and text visuals. Access and build topic background knowledge providing hands-on experiences. Students write about and demonstrate knowledge of the human body in science journals. Scott Foresman Activity Book pages 55-57 Scott Foresman Quick Study pages 52-53 Scott Foresman Every Student Learns pages 30 Other suggested resources: Picture Perfect Book: Page 55 Hear Your Heart Books in school library. i Openers leveled readers with teaching plan by Pearson Education, Inc., Publishing Company: Celebration Press Website: www.pearsonlearning.com 1-800-3213106
Big Idea 16: Heredity and Reproduction A. Offspring of plants and animals are similar to, but not exactly like, their parents or each other.
36 Page

B. Life cycles vary among organisms, but reproduction is a major stage in the life cycle of all organisms. Essential Question: What are the major stages of the life cycles of plants and animals? Benchmark Text Alignment SC.2.L.16.1. Observe and describe major stages in the life cycles of plants and animals, including beans and butterflies. Textbook: Chapter 4 FCAT info: Content limits, Item specs, other assessments Moderate Complexity Scott Foresman student textbook FCAT Science Test Prep, at the end of Unit A. Scott Foresman FCAT Science Test Prep pages 19-24 Scott Foresman FCAT Benchmark Mini-Lessons pages 20-26 Additional Resources/Activities Lit. Connection Vocabulary Reading Vocabulary: life cycle nymph seed coat germinate seedling Literature Connections: Chickens Arent the Only Ones by Ruth Heller The Tiny Seed by Eric Carle From Caterpillar to Butterfly by Deborah Heiligman An Extraordinary Egg by Leo Lionni Chapter 4 Leveled Readers: 1. How Living Things Grow and Change (Below Level) 2. Growing and Changing (On Level) 3. Animal Eggs (Advanced) Open: Specific to Teacher, grade, subject, school
Introduce vocabulary using graphic organizers and text visuals. Access and build topic background knowledge providing hands-on experiences. Scott Foresman science textbook: Guided Inquiry p. 122; How does a caterpillar grow and change? *(Must send off coupon 2 weeks before inquiry to receive caterpillars.) Write about observations and draw illustrations about life cycles in science journals. Scott Foresman textbook song page 102; Hi Little Turtle! Scott Foresman teachers edition pages 106-117; Scaffolded Questions and Lesson Checkpoints Scott Foresman Activity Book pages 53-54 Scott Foresman Quick Study pages 40-51 Scott Foresman Every Student Learns Teachers Guide page 24-30 i Openers leveled readers with teaching plan by Pearson Education, Inc. Publishing Company: Celebration Press; Guide to Growing; DRA Level 10 (F) Website: www.pearsonlearning.com 1-800-321-
37 Page

3106 On-line Resources: http://www.canteach.ca/elementary/life.html
Big Idea 17: Interdependence
38 Page

A. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. B. Both human activities and natural events can have major impacts on the environment. C. Energy flows from the sun through producers to consumers. Essential Questions: What similar things do all living things, including humans, need to survive? (17.1) What do some living things need that others do not need in order to survive? (17.1) Where can living things be found? (17.2) How do different habitats meet the basic needs of all living things? (17.2) Benchmark Text Alignment SC.2.L.17.1 Compare and contrast the basic needs that all living things, including humans, have for survival. FCAT info: Content limits, Item specs, other assessments Moderate Complexity Scott Foresman FCAT Science Test Prep book pages 13-18 Additional Resources/Activities Lit. Connection Vocabulary Reading Vocabulary: producer consumer food chain predator prey food web Literature Connections: Open: Specific to Teacher, grade, subject, school
Introduce vocabulary using graphic organizers and text visuals. Access and build topic background knowledge providing hands-on experiences. Compare and contrast basic needs of all living things by writing in science journals. Include illustrations of basic needs for living things. Scott Foresman science textbook Directed inquiry on page 68: What does yeast need to grow?
SC.2.L.17.2 Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs.
Moderate Complexity Scott Foresman FCAT Benchmark Mini-Lessons book pages 15-19
Scott Foresman Activity Book pages 43-49 Scott Foresman Quick Study pages 30-35 Scott Foresman Every Student Learns pages 18-20 i Openers leveled readers with teaching plan by Pearson Education, Inc. Publishing Company; Title: Animal Champions DRA Level 38 (P); Its a Mammal DRA Level 38 (P)
The Great Kapok Tree: A Tale of the Amazon Rain Forest by Lynne Cherry
Dairy of a Worm by Doreen Cronin Stellaluna by Jannell Cannon Magic School Bus Gets Eaten by Joanna Cole Magic School Bus Dries Up
39 Page

Textbook: Chapter 3 On-line resources: http://www.bbc.co.uk/schools/scienceclips/ages/1 0_11/interdependence.shtml Professional Development: Exploring Ecology: 49 Ready-to-Use Activities for Grades 4-8 by Patricia A. Warren and Janet R. Galle Magic School Bus Desert Animal Adaptation A Harbor Seal Pup Grows Up Chapter 3 Leveled Readers: How Plants and Animals Live Together (Below Level) Plants and Animals (On Level) Life in a Rain Forest (Advanced)
Science Standards Crosswalk
40 Page

Crosswalk between FCAT assessed benchmarks from the 1996 Sunshine State Science Standards and the new Science Standards Grade 2
Strength of correlation SC.A.1.2.1: AA The student determines that the properties of materials (e.g., density and volume) can be compared and measured (e.g., using rulers, balances, and thermometers). MC SC.2.P.8.1 Observe and measure objects in terms of their properties, including size, shape, color, M temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets. SC.2.P.8.5 Measure and compare temperatures taken every day at the same time. M BM CODE Current SSS Benchmark SC.2.P.8.6 Measure and compare the volume of liquids using containers of various shapes and sizes. M
SC.B.2.2.1: CS The student knows that some source of energy is needed for organisms to stay alive and grow. MC SC.2.L.17.1 Compare and contrast the basic needs that all living things, including humans, have for M survival. SC.C.2.2.2: AA (Assessed as C.2.2.4) The student knows that an object may move in a straight line at a constant speed, speed up, slow down, or change direction dependent on net force acting on the object. MC,SR,ER SC.2.P.13.1 Investigate the effect of applying various pushes and pulls on different objects. M SC.2.P.13.3 SC.2.P.13.4 Recognize that objects are pulled toward the ground unless something holds them up. Demonstrate that the greater the force (push or pull) applied to an object, the greater the change in motion of the object. M S
SC.D.1.2.1: AA (Assessed as D.1.2.4) The student knows that larger rocks can be broken down into smaller rocks, which in turn can be broken down to combine with organic material to form soil. MC,SR,ER SC.2.E.6.2 Describe how small pieces of rock and dead plant and animal parts can be the basis of S soil and explain the process by which soil is formed. SC.D.1.2.3: CS The student knows that the water cycle is influenced by temperature, pressure, and the topography of the land. MC SC.2.E.7.1 SC.2.E.7.3 Compare and describe changing patterns in nature that repeat themselves, such as weather conditions including temperature and precipitation, day to day and season to season. Investigate, observe and describe how water left in an open container disappears W M
41 Page

(evaporates), but water in a closed container does not disappear (evaporate). SC.E.1.2.1: AA The student knows that the tilt of the Earth on its own axis as it rotates and revolves around the sun causes changes in season, length of day, and energy available. MC,SR SC.2.E.7.1 Compare and describe changing patterns in nature that repeat themselves, such as M weather conditions including temperature and precipitation, day to day and season to season. SC.2.E.7.2 Investigate by observing and measuring, that the Sun's energy directly and indirectly M warms the water, land, and air. SC.E.1.2.3: CS The student knows that the sun is a star and that its energy can be captured or concentrated to generate heat and light for work on Earth. MC SC.2.E.7.2 Investigate by observing and measuring, that the Sun's energy directly and indirectly S warms the water, land, and air. SC.F.1.2.1: CS The student knows that the human body is made of systems with structures and functions that are related. MC SC.2.L.14.1 Distinguish human body parts (brain, heart, lungs, stomach, muscles, and skeleton) and their basic functions. SC.G.1.2.1: CS The student knows ways that plants, animals, and protists interact. MC SC.2.L.17.1 SC.2.L.17.2 Compare and contrast the basic needs that all living things, including humans, have for survival. Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs. M M
SC.G.1.2.2: AA The student knows that living things compete in a climatic region with other living things and that structural adaptations make them fit for an environment. MC,SR SC.2.L.17.1 Compare and contrast the basic needs that all living things, including humans, have for M survival. SC.2.L.17.2 Recognize and explain that living things are found all over Earth, but each is only able to S live in habitats that meet its basic needs. SC.G.1.2.4: CS (Assessed as G.1.2.6) The student knows that some organisms decompose dead plants and animals into simple minerals and nutrients for use by living things and thereby recycle matter. MC SC.2.E.6.2 Describe how small pieces of rock and dead plant and animal parts can be the basis of M soil and explain the process by which soil is formed. SC.2.E.6.3 Classify soil types based on color, texture (size of particles), the ability to retain water, and the ability to support the growth of plants. W
42 Page

SC.G.1.2.6: CS (Also assesses G.1.2.4) The student knows that organisms are growing, dying, and decaying and that new organisms are being produced from the materials of dead organisms. MC SC.2.E.6.2 Describe how small pieces of rock and dead plant and animal parts can be the basis of W soil and explain the process by which soil is formed. SC.G.1.2.7: CS The student knows that variations in light, water, temperature, and soil content are largely responsible for the existence of different kinds of organisms and population densities in an ecosystem. MC SC.2.L.17.1 SC.2.L.17.2 Compare and contrast the basic needs that all living things, including humans, have for survival. Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs. M S
SC.G.2.2.1: AA The student knows that all living things must compete for Earths limited resources; organisms best adapted to compete for the available resources will be successful and pass their adaptations (traits) to their offspring. MC,SR SC.2.L.17.1 Compare and contrast the basic needs that all living things, including humans, have for S survival. SC.2.L.17.2 Recognize and explain that living things are found all over Earth, but each is only able to M live in habitats that meet its basic needs. SC.G.2.2.2: CS The student knows that the size of a population is dependent upon the available resources within its community. MC SC.2.L.17.1 Compare and contrast the basic needs that all living things, including humans, have for survival. M
SC.H.1.2.2: AA (Also assesses H.1.2.4 & H.3.2.2) The student knows that a successful method to explore the natural world is to observe and record, and then analyze and communicate the results. MC,SR,ER SC.2.N.1.1 Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. S
SC.H.1.2.4: AA (Assessed as H.1.2.2) The student knows that to compare and contrast observations and results is an essential skill in science. MC,SR,ER SC.2.N.1.2 Compare the observations made by different groups using the same tools. S SC.H.3.2.1: AA (Also assesses H.3.2.3) The student understands that people, alone or in groups, invent new tools to solve problems and do work that affects aspects of life outside of science. MC,SR SC.2.N.1.6 Explain how scientists alone or in groups are always investigating new ways to solve S problems. SC.H.3.2.4: AA The student knows that through the use of science processes and knowledge, people can solve problems, make decisions, and form new ideas. MC,SR
43 Page

SC.2.N.1.6 Explain how scientists alone or in groups are always investigating new ways to solve problems. S
MC = Multiple choice testing SR = Short Response ER = Extended Response M = Moderate S = Strong W = Weak
A Correlation of
44 Page OCSD School Board approved 08102009
to the
Florida Science Standards

Introduction This document demonstrates how Scott Foresman Science meets the Florida Science Standards. Correlation page references are to the Teachers Edition with additional references to the FCAT Test Prep Booklet.
45 Page

Pearson is proud to introduce our Scott Foresman Science, Kindergarten through Grade Five. Extensive research and analysis is the foundation for Scott Foresman Science and guides the instructional design. Scaffolded Inquiry Scott Foresman Science is built on three levels of inquiry: Directed Inquiry, Guided Inquiry, and Full Inquiry. All three levels engage students in activities that build a strong science foundation and help them develop a full understanding of the inquiry process. How to Read Science Powerful connections between reading skills and science process skills in every chapter advance science literacy for all students. Differentiated Instruction Leveled Readers for every Student Edition chapter teach the same science concepts, vocabulary, and reading skills at each students reading level. Time-Saving Strategies Time-saving strategies are built right into the Teachers Edition that will save the teacher hours of time in lesson preparation. Quick Teaching Plans cover the standards even when class time is short. Everything needed for each activity comes in its own chapter bag. With the Activity Placemat and Tray , activity setup takes only 30 seconds. Premade Bilingual Bulletin Board Kits save time by creating attractive bulletin boards quickly and easily. Technology Scott Foresman Science brings teaching and learning together in one convenient spotthe computer. From sfsuccessnet.com to educational CDs and DVDs, this program provides a variety of interactive tools to help support, extend, and enrich classroom instruction. The Online Teachers Edition provides access to the same printed content, so the teacher can plan lessons with the customizable Lesson Planner from home or school computers. The Online Student Edition allows students, teachers, and parents to access the content of the textbook from computers at school or at home. Benchmark Code SC.2.E.6.1 Florida Sunshine State Standards Scott Foresman Science SE/TE: 146147 FCAT Test Prep: 33
Recognize that Earth is made up of rocks. Rocks come in many sizes and shapes.
46 Page

Benchmark Code SC.2.E.6.2 Florida Sunshine State Standards Scott Foresman Science SE/TE: 146149, 160161 FCAT Test Prep: 34, 35, 49, 50, 107 SE/TE: 140, 148149, 160161, 228 229 FCAT Test Prep: 34 SE/TE: 176177, 180181, 182183, 184185, 186187, 194195 FCAT Test Prep: 37, 39, 40, 41, 51, 85, 90, 97, 108, 113 SE/TE: 194195, 268, 272273, 278 279 FCAT Test Prep: 61, 62, 64, 80, 111 SE/TE: Grade 1: 228229 SE/TE: 144145, 174175, 190193, 230231 FCAT Test Prep: 66 SC.2.E.7.5 SC.2.L.14.1 SC.2.L.16.1 State the importance of preparing for severe weather, lightning, and other weather related events. Distinguish human body parts (brain, heart, lungs, stomach, muscles, and skeleton) and their basic functions. Observe and describe major stages in the life cycles of plants and animals, including beans and butterflies. SE/TE: 188193 SE/TE: Grade 4: 140, 142147, 148 151, 152155 SE/TE: 104107, 108109, 110111, 114115, 118121, 122123, 124125
Describe how small pieces of rock and dead plant and animal parts can be the basis of soil and explain the process by which soil is formed. Classify soil types based on color, texture (size of particles), the ability to retain water, and the ability to support the growth of plants.
SC.2.E.6.3
SC.2.E.7.1
Compare and describe changing patterns in nature that repeat themselves, such as weather conditions including temperature and precipitation, day to day and season to season.
SC.2.E.7.2
Investigate by observing and measuring, that the Sun's energy directly and indirectly warms the water, land, and air. Investigate, observe and describe how water left in an open container disappears (evaporates), but water in a closed container does not disappear (evaporate). Investigate that air is all around us and that moving air is wind.
SC.2.E.7.3
SC.2.E.7.4
47 Page

Benchmark Code Florida Sunshine State Standards Scott Foresman Science FCAT Test Prep: 19, 20, 21, 22, 23, 24, 29, 30, 104, 106 SE/TE: 4, 69, 1619, 2021, 2223, 2425, 2627, 4243, 4445, 4647, 4849, 5051, 6263, 68, 7273, 9495 FCAT Test Prep: 1, 2, 13, 15, 28, 103 SE/TE: 1415, 1619, 2021, 2223, 2425, 4243, 4445, 4647, 4849, 5051, 6263 FCAT Test Prep: 5, 6, 8, 9, 10, 11, 12, 14, 17, 25, 26, 27, 103, 104 These are some of the many examples. SC.2.N.1.1 Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. SE/TE: 2627, 5657, 68, 122123, 132133, 194195, 204, 228229, 236, 256257, 290291, 300, 332, 346347, 420421 SE/TE: 2627, 9091, 140, 160161, 218219, 256257, 268, 290291, 322 323, 332, 346347, 356357, 420421 SE/TE: 2627, 5657, 9091, 132133, 140, 160161, 228229, 268, 290291, 300, 346347, 364, 420421 SE/TE: 4, 132133, 194195, 228229, 346347, 356357, 420421
SC.2.L.17.1
Compare and contrast the basic needs that all living things, including humans, have for survival.
SC.2.L.17.2
Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs.
SC.2.N.1.2
Compare the observations made by different groups using the same tools.
SC.2.N.1.3 SC.2.N.1.4
Ask "how do you know?" in appropriate situations and attempt reasonable answers when asked the same question by others. Explain how particular scientific investigations should yield similar conclusions when repeated.
48 Page

Benchmark Code Florida Sunshine State Standards Scott Foresman Science FCAT Test Prep: 69 SC.2.N.1.5 Distinguish between empirical observation (what you see, hear, feel, smell, or taste) and ideas or inferences (what you think). Explain how scientists alone or in groups are always investigating new ways to solve problems. Observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets. Identify objects and materials as solid, liquid, or gas. Recognize that solids have a definite shape and that liquids and gases take the shape of their container. SE/TE: 2627, 5657, 100, 122123, 140, 194195, 204, 228229, 290291, 300, 396, 410411 SE/TE: 32, 6263, 64, 128, 166167, 168, 200, 224, 262263, 264, 296, 328, 352, 390391, 392, 416 SE/TE: 240241, 258259 FCAT Test Prep: 56, 57, 58, 79 SE/TE: 242247 FCAT Test Prep: 57, 59, 79, 110 SE/TE: 242247 FCAT Test Prep: 57 SE/TE: 242247, 252255, 256257, 260261 FCAT Test Prep: 60, 82, 112, 118 SC.2.P.8.5 SC.2.P.8.6 SC.2.P.9.1 Measure and compare temperatures taken every day at the same time. Measure and compare the volume of liquids using containers of various shapes and sizes. Investigate that materials can be altered to change some of their properties, but not all materials respond the same way to any one alteration. SE/TE: 194195 SE/TE: Grade 3: 284285, 292293; Grade 4: 324325 SE/TE: 248251, 252255, 264
SC.2.N.1.6
SC.2.P.8.1
SC.2.P.8.2
SC.2.P.8.3
SC.2.P.8.4
Observe and describe water in its solid, liquid, and gaseous states.
49 Page

Benchmark Code Florida Sunshine State Standards Scott Foresman Science FCAT Test Prep: 58, 60, 82, 83, 112, 118 SC.2.P.10.1 Discuss that people use electricity or other forms of energy to cook their food, cool or warm their homes, and power their cars. Investigate the effect of applying various pushes and pulls on different objects. SE/TE: 272273, 278281, 286289 SE/TE: 300, 304307, 308309, 310 311 FCAT Test Prep: 67, 70, 83, 112 SC.2.P.13.2 Demonstrate that magnets can be used to make some things move without touching them. Recognize that objects are pulled toward the ground unless something holds them up. Demonstrate that the greater the force (push or pull) applied to an object, the greater the change in motion of the object. SE/TE: 318321, 322323 FCAT Test Prep: 70, 84 SE/TE: 306307 FCAT Test Prep: 69, 112 SE/TE: 300, 304307, 308309, 310 313 FCAT Test Prep: 68
SC.2.P.13.1
SC.2.P.13.3
SC.2.P.13.4
Science Resources Guide

Read and Understand Science Series Grades 1-2, Grades 2-3, Grades 3-4, Grades 4-6; Evan-Moor Publishers http://www.evan-moor.com/Series.aspx?CurriculumID=6&ClassID=175&SeriesID=104 Project Wild Activity Guide Project Wild, PO Box 18060, Boulder, CO 80308, (303)444-2390 50 Page OCSD School Board approved 08102009

http://www.projectwild.org/educators.htm Digging Into FCAT Science Inquiry Based Activities Florida Educational Tools, (904) 998-1918 or (800) 586-9940 www.fledtools.com Integrating Science with Reading Instruction Grades 5&6 By Trisha Callella and Marilyn Marks, Creative Teaching Press http://www.creativeteaching.com/p-800-integrating-science-with-reading-instruction-gr-5-6.aspx AIMS Education Foundation On-line Store Books, Free Resources and $1-2 E-Activities http://wwws.aimsedu.org/aims_store/home.php Picture-Perfect Science Lessons: Using Children's Books to Guide Inquiry By: Emily Morgan and Karen Ansberry, ISBN: 978-0-87355-243-1 http://www.nsta.org/store/product_detail.aspx?id=10.2505/9780873552431 More Picture-Perfect Science Lessons: Using Children's Books to Guide Inquiry, K-4 By: Emily Morgan and Karen Ansberry, ISBN: 978-1-93353-112-0 http://learningcenter.nsta.org/product_detail.aspx?id=10.2505/9781933531120 More Than Magnets: Exploring the Wonders of Science in Preschool and Kindergarten By Sally Moomaw, MEd, Brenda Hieronymus, MEd, ISBN: 978-188483433-2, Redleaf Press http://www.redleafpress.org/productdetails.cfm?PC=183
Science Literature by Grade Level with Benchmarks

Title Author Science Concept or Skill Grade Level Benchmark
On the Way to the Beach A Closer Look The Snowy Day Vibrations Sound: Loud, Soft, High, & Low Forest Bright, Forest Night
Henry Cole Mary McCarthy Ezra Jack Keats Lola M. Schaefer Natalie M. Rosinsky Jennifer Ward
Observation of nature Observation of nature Matter can change Sound vibrations Sound Animals during the day/night
K K K K K K
SC.K.N.1.1 SC.K.N.1.1 SC.K.P.9.1 SC.K.P.10.1 SC.K.P.10.1 SC.K.E.5.2
51 Page

A Seed is Sleepy Were Going on a Bear Hunt Make Way For Ducklings Seven Blind Mice Lets Experiment Real Stuck, Way Up All About Magnifying Glasses Stone Soup The Real Story of Stone Soup Cactus Soup Force Makes Things Move Trout Are Made of Trees The Story of Jumping Mouse Whats Alive? Is it Alive? Does a Kangaroo Have a Mother Too? Youre All My Favorites The Magic School Bus Hops Home: A Book About Animal Habitats Red Leaf, Yellow Leaf Letting Swift River Go Who Made These Holes? Soil Rocks Rocks and Soil Soil The Pebble in My Pocket Sun Matter: See It, Touch It, Taste It, Smell It From Bean to Bean Plant Pumpkin Circle: The Story of a Garden From Tadpole to Frog From Seed to Plant A Logs Life Little Lost Bat Dianna Aston Michael Rosen Robert McCloskey Ed Young Thinking Like a Scientist Series by Newbridge Benette W. Tiffault Melvin Berger Jon J. Muth Ying Chang Compestine Eric A. Kimmel Kimberly Brubaker Bradley April Pulley Sayre John Steptoe Kathleen Weidner Kimberlee Graves Eric Carle Sam McBratney Joanna Cole Lois Ehlert Jane Yolen Published by Newbridge Robin Nelson Robin Nelson Maria Gordon Rebecca Faulkner M. Hooper S. Tomecek Darlene R. Stille Anita Ganen George Levenson Wendy Pfeffer Allan Fowler Wendy Pfeffer Sandra Markle Seeds Nature walk/Observing nature Nature walk/Observing nature Observation/Inference Experiments/Investigations Gravity Magnifying glasses Sink or float Sink or float Sink or float Force and motion Ecosystems/Interdependence of nature Using five senses for observation Living vs. nonliving Living vs. nonliving Animal babies and parents Shows offspring of same parent can have differences Animal habitats Leaves/parts of a plant Change in nature over time Inference and observation Soil Rocks Rocks and soil Soil Rocks Sun/sunshine Matter and changing properties Life cycle of a bean plant Life cycle of a pumpkin Life cycle of a frog Life cycle of a plant Life cycle of a tree Life of bats K 1st 1st 1st 1st 1 1st 1st 1st 1st 1st 1st 1st 1st 1st 1st 1st 1st 1 2nd 2nd 2nd 2nd 2nd 2nd 2nd 2nd 2nd 2nd 2nd 2nd 2nd 2nd 2nd
st st
SC.K.L.14.3 SC.1.N.1.1 SC.1.N.1.1 SC.1.N.1.2 SC.1.N.1.3 SC.1.E.5.2 SC.1.E.5.3 SC.1.P.8.1 SC.1.P.8.1 SC.1.P.8.1 SC.1.P.13.1 SC.1.L.14.1 SC.1.L.14.1 SC.1.L.14.3 SC.1.L.14.3 SC.1.L.16.1 SC.1.L.16.1 SC.1.L.17.1 SC.1.L.14.2 SC.2.N.1.1 SC.2.N.1.3 SC.2.E.6.2 SC.2.E.6.1 SC.2.E.6.1 SC.2.E.6.2 SC.2.E.6.2 SC.2.E.6.1 SC.2.E.7.2 SC.2.P.9.1 SC.2.L.16.1 SC.2.L.16.1 SC.2.L.16.1 SC.2.L.16.1 SC.2.L.16.1 SC.2.L.16.1
52 Page

I Wonder If Ill See a Whale Owl Moon Big Tracks, Little Tracks: Following Animal Prints The New Way Things Work Telescopes The Sun Temperature Measuring Penny Sun Up, Sun Down Rise the Moon The Moon Book The Moon What the Moon is Like Prince William Pancakes, Pancakes! One Tiny Turtle Interrupted Journey: Saving Endangered Sea Turtles Almost Gone: The Worlds Rarest Animals Weather Forecasting Imaginative Inventions Girls Think of Everything: Stories of Ingenious Inventions by Women Mistakes That Worked In the Blink of an Eye John Muir: Americas First Environmentalist Rachel Carson: Preserving a Sense of Wonder Science Verse Earthlets, as Explained by Professor Xargle A Look at Pluto and Other Dwarf Planets Learning About the Water Cycle With Graphic Organizers Frances Ward Weller Jane Yolen M.E. Selsam David Macaulay Adele Richardson Seymour Simon Chris Woodford Loreen Leedy Gail Gibbons Eileen Spinelli Gail Gibbons Seymour Simon F.M. Branley Gloria Rand Eric Carle N. Davies K. Lasky Steve Jenkins Gail Gibbons Charise Mericle Harper Catherine Thimmesh C. Foltz Jones Dieter Wiesmuller Kathryn Lasky Thomas Locker Jon Scieszka Jeanne Willis Anna Kaspar Isaac Nadeau Observing the natural world/questioning Observing the natural world/questioning Observation/inference Models Telescopes Sun Measuring temperature Measurement Sun Moon Moon Moon Moon Oil spills/human effects on nature Chemical changes Humans and the environment Humans and the environment Extinction Weather Inventions/Scientific method Inventions/Scientific method Inventions/scientific investigation Inference/animals Scientists/Biography of an environmentalist Scientists/Biography of a biologist Variety of topics in poem form Observation and Inference Pluto/planets Water cycle/using graphic organizers 3rd 3rd 3rd 3rd 3rd 3rd 3rd 3rd 3rd 4th 4th 4th 4th 4th 4th 4th 4th 4th 5th 5th 5th 5th 5th 5th 5th 5th 5th 5th 5th SC.3.N.1.1 SC.3.N.1.1 SC.3.N.1.1 SC.3.N.3.2 SC.3.N.3.3 SC.3.E.5.5 SC.3.E.6.1 SC.3.P.8.1 SC.3.P.8.2 SC.3.E.6.1 SC.4.E.5.2 SC.4.E.5.2 SC.4.E.5.2 SC.4.E.5.2 SC.4.E.6.3 SC.4.P.9.1 SC.4.L.17.4 SC.4.L.17.4 SC.4.L.17.4 SC.5.E.7.3 SC.5.N.1.1 SC.5.N.1.1 SC.5.N.1.5 SC.5.N.1.6 SC.5.N.1.5 SC.5.N.1.5 SC.5.N.1.1 SC.5.N.1.6 SC.5.E.5.2 SC.5.E.7.1
53 Page

The Big Storm Aliens from Earth: When Animals and Plants Invade Other Ecosystems And Then There Was One: The Mysteries of Extinction Bruce Hiscock Mary Batten Margery Facklam Storms/effects of weather Ecosystems/change/survival Extinction 5th 5th 5th SC.5.E.7.7 SC.5.P.15.1 SC.5.P.15.1
Science Literature by Grade Level

**NOTE: Duplicate titles listed in red, and are appropriate for each grade level.
Title Author Grade Level
5 Sense A Closer Look Amy Loves the Sun Amy Loves the Wind Be A Friend to Trees Bear Shadow Bubble, Bubble
Ruis McCarthy, M. Hoban Hoban Lauber Asch Mayer, M.
K K K K K K K
54 Page

Cactus Hotel Day Light, Night Light Energy Makes Things Happen First Flight Forest Bright, Forest Night Freight Train From Seed to Pumpkin Goodnight Moon Gravity Gravity is A Mystery Groundhog Day (multiple) Happy Birthday Moon Hearing How Many Teeth? I Have A Cold In the Small, Small Pond Inch by Inch It Looked Like Spilt Milk Jack's Garden Light: What is A Shadow? Little Blue, Little Yellow Little Cloud Little Engine That Could Magnification: A Closer Look Mike Mulligan & His Steam Shovel Moon Mouse Paint My Five Senses Napping House On the Way to the Beach Guiberson Branley Bradley Ward, J. Crew, D. Pfeffer Brown (song) Wright Group Songbook Branley Asch Ruis, Parramon, Puig Showers Maccarone Fleming Lionni Shaw Cole Holderness Lionni Carle Piper Bender, L. Burton Jump Into Science Series Walsh Aliki Wood Cole, H. K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K
55 Page

On the Way to the Beach Pop! A Book About Bubbles Science Safety: Being Careful Scruffy the Tugboat Shadow Play Sight Skeletons Sky Fire Smell Sound: Loud, Soft, High, & Low Sounds All Around Switch On, Switch Off Taste The Bubble Factory The Moon The Skeleton Inside You The Snowy Day The Sun Our Nearest Star The Very Busy Spider The Very Grouchy Ladybug The Very Hungry Caterpillar The Very Lonely Firefly The Very Quiet Cricket Touch Trucks Vibrations What Is a Scientist? What is My Shadow Made Of? What is Science? What Makes a Magnet? Keats, E. Bradley Bender, L. Fleischman Ruis, Parramon, Puig Wood Asch Ruis, Parramon, Puig Rosinsky, N. Pfeffer Berger Ruis, Parramon, Puig dePaola, T. Yusof Valestrino Keats, E. Branlin Carle, E. Carle, E. Carle, E. Carle, E. Carle, E. Ruis, Parramon, Puig Schaefer, L. Lehn Morris Dotlch, R. K. Branlyn K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K
56 Page

What Makes A Shadow? When You Look Up At the Moon Who Eats What? You Can't See Your Bones With Binoculars Zoom A Parade of Plants A Second is a Hiccup A Seed Is A Promise Alexander and the Wind-Up Mouse All About Magnifying Glasses And Everyone Shouted "Pull!" Animal Patterns Astronaut Living in Space Bartholomew and the Oobleck Butterflies Cactus Soup Caps For Sale Cracking Up: A Story About Erosion DK Series: Eye Wonder Does a Kangaroo Have a Mother Too? Edward in Deep Water Everybody Needs a Rock Force Makes Things Forces and Movement From Seed to Plant From Seed to Sunflower From Seeds to Flower Help I Can't Swim Hill of Fire How Heavy? How Long? How Hot? Bulla & Otani Rookie Reader Lauber Ziefert Banyai Stewart Hutchins Merrill Lionni Berger Llewellyn, C. Olson Hayden Seuss Howard Kimmel, E. Stobodkina Bailey, Lilly Holland, Stott Carle Wells Baylor Kimberly Llevellyn Gibbons Legg Legg Leaney Lewis Eboch, C. K K K K K 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
57 Page

How Mountains Are Formed I Am Water I Fall Down I Wonder Why Stars Twinkle If You Find a Rock If You Hopped Like a Frog Is it Alive? Is It Rough? It All Makes Sense: A First Look at the Senses John Denver's Sunshine On My Shoulders Let's Experiment Let's Go Rock Collecting Living In a Biome Series: Life In a Desert Looking Through a Telescope Magic School Bus Hops Home Magic School Bus Plays Ball Magic School Bus Ups and Downs Magnets: Pulling Together, Pushing Apart Make Way for Ducklings Man on the Moon Math Series: Sorting Moths Motion: Push and Pull, Fast and Slow My Eyes Can See (poem, song) Near Water Oh Say Can You Seed? Planets Around the Sun Plant Cycle Plants and Flowers Push and Pull (big book) Zoehfeld Marzollo Cobb, V. Stott Christian Schwartz Graves Hoban Godwin Canyon Thinking like a scientist series Gans Lindeen Bullock, Vargus, Larwa Cole Cole Cole Rosinsky McCloskey Suen Pluckrose Rustad Stille, D. Gazlay Llewellyn, C. Worth Simon James Cooper Freeman, M. 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
58 Page

Real Stuck, Way Up Red Leaf, Yellow Leaf Rocks In His Head Rocks: Hard, Soft, Smooth, and Rough Roller Coaster Rolling Science Tools: Using Machines and Instruments Senses Seven Blind Mice Shape of Me and Other Stuff Sheep In a Jeep Short, Tall, Big or Small? Sink and Floating Sink or Float Sort It Out Sorting Plants: What is a Flower? Spots of Light Stone Soup Sunshine On My Shoulders Sunshine: A Book About Sunlight Tadpole Diary The Bears' Vacation The Gift of the Sea The Grand Canyon The Magnetic Dog The Real Story of Stone Soup The Reason For a Flower The Rocky Mountain The Story of Jumping Mouse The Tiny Seed Tiffault Ehlert Hurst Rosinsky, John Frazee, M. Whitehouse Eboch, C. Glover Young, E. Seuss Shaw Gold Rosinsky Khisty Mariconda, Rogers Hewitt Rau and Shea Muth Ansberry, Morgan Sherman Literacy Tree Series Berenstein Tresselt Bauer Whatley Compestine Heller Bauer Steptoe Carle 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
59 Page

The Very Hungry Caterpillar There's No Place Like Space Tops and Bottoms Treasure at Sea for Dragon and Me Trout Are Made of Trees Waiting for Wings Water's Journey We Need Water We're Going On a Bear Hunt What Is the World Made Of? What Makes Day and Night? What's Alive? When I Heard the Learn'd Astronomer You Can Use a Magnifying Glass You're All My Favorites A Drop of Water: A Book of Science Wonder A Log's Life Alexander and the Wind-Up Mouse Amelia Bedelia, Rocket Scientist An Extraordinary Egg Bringing the Rain to Kapiti Plain Chickens Aren't the Only Ones* Cloudy With a Chance of Meatballs Diary of a Worm Electricity and Magnets Energy From the Sun Everybody Needs a Rock Forces and Motion Forces Around Us From Bean to Bean Plant Carle Rabe Stevens Pendziwol Sayre Ehlert Robinson Frost Rosen, M. Zoehfeld Branley Weidner Whitman Blevins, Vargus, Larwa McBratney Wick Pfeffer Lionni Parish Lionni Aardema Heller Barrett Cronin Angliss Fowler Baylor Graham Hewitt Ganen 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
60 Page

From Caterpillar to Butterfly From Seed to Plant From Tadpole to Frog Henry Hikes to Fitchburg How to Dig a Hole to the Other Side of the Earth If You Find a Rock Let's Go Rock Collecting Letting Swift River Go Life In a Bucket of Soil Little Lost Bat Magic School Bus and the Electric Field Trip Magic School Bus at the Water Works Magic School Bus Desert Animal Adaptation Magic School Bus Dries Up Magic School Bus Flexes Its Muscles Magic School Bus For Lunch Magic School Bus Gains Weight Magic School Bus Gets Eaten Magic School Bus Inside the Earth Magic School Bus Inside the Human Body Magic School Bus Kicks Up a Storm Magic School Bus Meets the Rot Squad Magic School Bus Plays Ball Magic School Bus Wet All Over Magic School Bus Works Out Matter: See It, Touch It, Taste It, Smell It Nitrogen Pumpkin Circle: The Story of a Garden Rocks: Hard, Soft, Smooth, and Rough Scientists Ask Questions Heiligman Fowler Pfeffer Johnson McNulty Christian Gans Yolen Silverstein Markle Cole Cole Cole Cole Cole Cole Cole Cole Cole Cole Cole Cole Cole Cole Cole Stille, D. Tocci Levenson Rosinsky Garrett, Rookie Reader 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
61 Page

Snowflake Bentley Soil Solid, Liquid, or Gas Solids, Liquids, Gases Sun Sunshine On My Shoulders Sylvester and Magic Pebble The Great Kapok Tree The Pebble in My Pocket The Tiny Seed Thunder Cake What Happened? What Is a Scientist? What is Mass? What is the World Made Of? When Winter Comes Where Do Puddles Go? Who Made These Holes? A Drop Around the World Big Tracks, Little Tracks: Following Animal Prints Day Light, Night Light Energy Makes Things Happen* Gravity Is A Mystery How a Plant Grows I Fall Down I See Myself I Wonder If I'll See a Whale Magic School Bus and the Electric Field Trip Magic School Bus Gets a Bright Idea Magic School Bus Gets Cold Feet Martin Faulkner Robinson Simon Tomecek Ansberry, Morgan Stieg Cherry Hooper Carle Polacco Williams Lehn Curry Zoehfeld Neuman Robinson Published by Newbridge McKinney Selsam Branley Bradley Branley Kalman Cobb, V. Cobb, V. Weller Cole Cole Cole 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 3 3 3 3 3 3 3 3 3 3 3 3
62 Page

Magic School Bus Gets Planted Magic School bus in the Arctic Magic School Bus in the Haunted Museum Magic School Bus Makes a Rainbow Magic School Bus Plants a Seed* Magic School Bus Plays Ball Magic School Bus Sees Stars Magic School Bus Wet All Over Measuring Penny Owl Moon Sheep In a Jeep Spots of Light Sun Up, Sun Down Sunshine: A Book About Sunlight Telescopes Temperature The New Way Things Work The Sky is Full of Stars The Snowflake: A Water Cycle Story The Sun Water Dance What is a Bird? What is a Fish? What is a Mammal? What is a Plant? What is a Reptile? What is an Amphibian? What is the Animal Kingdom? Where are the Stars During the Day? Almost Gone: The World's Rarest Animals Cole Cole Cole Cole Cole Cole Cole Cole Leedy Yolen Shaw Rau and Shea Gibbons Sherman Richardson Woodford Macaulay Branley Waldman Simon Locker Kalman Kalman Snedden Kalman Kalman Kalman Kalman Berger Jenkins 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 4
63 Page

Bartholomew and the Oobleck* Caves Eye Wonder Science Series: Magnets Forces and Movement Galaxies, Galaxies Galileo Girls Think of Everything: Women Inventors Glaciers Grand Canyon: A Trail Through Time Imaginative Inventions Interrupted Journey: Saving Endangered Sea Turtles Magic School Bus Animal Habitats Magic School Bus Plants a Seed Oil Spill One Tiny Turtle Pancakes, Pancakes! Prince William Rise the Moon River Ran Wild Seasons of Arnold's Apple Tree Sheep In a Jeep Sound Star Tales: North American Indian Stories About the Stars The Big Wave The Great Kapok Tree The Moon The Moon Book The Night Sky The Remarkable Farkle McBride Turtle Bay Seuss Morris Riley Gibbons Fisher Thimmesh Gallant Vieira Harper Lasky Cole Cole Berger Davies Carle Rand Spinelli Cherry Gibbons Shaw Karpelenia Mayo Buck Cherry Simon Gibbons Stott Lithgow Pirotta 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4
64 Page

Turtle, Turtle, Watch Out! What the Moon is Like Who Eats What? Wild Babies 1000 Facts About Space A Drop of Water: A Book of Science Wonder A Look at Pluto and Other Dwarf Planets Aliens from Earth: When Animals and Plants Invade Other Ecosystems And Then There Was One: The Mysteries of Extinction Do Tornadoes Really Twist? Earthlets, as Explained by Professor Xargle Girls Think of Everything: Women Inventors* Hurricanes Imaginative Inventions* In the Blink of an Eye John Muir: America's First Environmentalist Learning About the Water Cycle With Graphic Organizers Magic School Bus Lost In the Solar System Mistakes That Worked Rachel Carson: Preserving a Sense of Wonder Science Verse Sound, Heat, and Light Energy at Work Storms The Big Storm Weather Forecasting Weather Words and What They Mean What Do You Do With a Tale Like This? Sayre Branley Lauber Simon Beasant Wick Kaspar Batten Facklam Berger Willis Thimmesh Roydhouse Harper Wiesmuller Lasky Nadeau Cole Jones Locker Scieszka Berger Wood Hiscock Gibbons Gibbons Jenkins, Page 4 4 4 4 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5
65 Page
Research
As students progress through the three stages of inquiry, support from the teacher diminishes and student ownership increases. This developmental process is crucial for students to reach the ultimate goal of conducting science investigations independently-engaging in Full Inquiry. 66 Page prepares students to answer visualOCSD School Board approved 08102009 Inquiry analysis and critical interpretation questions.
5 Questions to Deeper Understanding Direct Data -a question that requires the student to look at his/her data/measurements Mathematical Interpretation -requires the student to compare, contrast or make a calculate using two or more of his/her measurements Hypothesis Revisit student is asked to infer from observations, measurements, and results Application to Other Context-question that requires the students to apply knowledge to a different context/setting 67 Page OCSD School Board approved 08102009 World Connection-requires the students to consider the impact of human/social system
Standards-Based Instruction Standards-Based Instruction means designing instruction to help students understand the science outlined in the standards It is NOT linking a standard to what you already do or to a favorite lesson. Backward by Design A way to design lessons/units of instruction consistent with standards-based instruction Consists of three main steps
68 Page OCSD School Board approved 08102009

1. 2. 3.
Identify what students need to know or what they need to be able to do (What is worthy of understanding?) Identify assessment (What is evidence of this understanding?) Design instruction (What learning experiences and teaching will promote this type of understanding?)
69 Page

Science 2 08102009

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Science 2 08102009

Uploaded by

Copyright:

Available Formats

OKALOOSA COUNTY SCHOOL DISTRICT

SCIENCE CURRICULUM GUIDE

Okaloosa County School District

Curriculum Guide for Science Grade 2

OCSD School Board approved 08102009

Okaloosa County School District

Curriculum Guide for Science Grade 2

In addition, teachers should:

OCSD School Board approved 08102009

Okaloosa County School District

Curriculum Guide for Science Grade 2

Florida Department of Education Office of Math and Science Essential Websites

OCSD Curriculum and Pacing Guide Overview

OCSD School Board approved 08102009

Okaloosa County School District

Curriculum Guide for Science Grade 2

OCSD School Board approved 08102009

Okaloosa County School District

Curriculum Guide for Science Grade 2

OCSD School Board approved 08102009

Okaloosa County School District

Curriculum Guide for Science Grade 2

OCSD School Board approved 08102009

Okaloosa County School District

Curriculum Guide for Science Grade 2

2nd Grade Science Standards

Benchmark Coding Scheme

OCSD School Board approved 08102009

Okaloosa County School District

Curriculum Guide for Science Grade 2

OCSD School Board approved 08102009

Okaloosa County School District

Curriculum Guide for Science Grade 2

OCSD School Board approved 08102009

Okaloosa County School District

Curriculum Guide for Science Grade 2

OCSD School Board approved 08102009

Okaloosa County School District

Curriculum Guide for Science Grade 2

HE.2.P.1.1 Demonstrate health behaviors to maintain or improve personal health.

OCSD School Board approved 08102009

Okaloosa County School District

Curriculum Guide for Science Grade 2

HE.2.P.2.1 Support peers when making positive health choices.

Gregory the Terrible Eater by Mitchell Sharmat

OCSD School Board approved 08102009

Okaloosa County School District

Curriculum Guide for Science Grade 2

OCSD School Board approved 08102009

Okaloosa County School District

Curriculum Guide for Science Grade 2

Vocabulary: threat trust

HE.2.B.3.2 Name healthy options to healthrelated issues or problems.

Vocabulary: weather harm fire rip tide

Vocabulary: exercise nutrition drugs alcohol medicine

OCSD School Board approved 08102009

Okaloosa County School District

Curriculum Guide for Science Grade 2

HE.2.P.2.1 Support peers when making positive health choices.

OCSD School Board approved 08102009

Okaloosa County School District

Curriculum Guide for Science Grade 2

OCSD School Board approved 08102009