DMPS Elementary Office of Academics



Grade 2: Unit 1Big Idea: Our CommunityWeek 1CommunityWeek 2Different Types of CommunitiesWeek 3Mapping CommunitiesWeek 4What do Communities Share?Week 5What do Communities Share?Social Studies StandardsBehavioral Sciences: The Individual and Socialization (c, d)Geography: Geographic Applications (a)Geography: Geographic Analysis (b)Economics: Economic Concepts (a, b, f)Click Here to view the Iowa Core Social Studies StandardsI CanStatementsIdentify important places in a community Describe what people do in a community Record observations about a local community (school, neighborhood, etc) Identify features of urban, rural and suburban communities Describe advantages and disadvantages of different types of communities Locate places on a map and use related vocabulary (map grid, map key, compass rose, direction) Trace a route on a map Create a map Distinguish between needs and wants Identify a community’s needs and wants Describe something special about your community Analyze community celebrations TCIResourcesMy Community: Lesson 1My Community: Lesson 2My Community: Lesson 3My Community: Lesson 14My Community: Lesson 14 AdditionalResourcesSharePoint Grade 2 Resource Folder: Click Here!WritingIntegrationOption(s)Writing 3: Narrative WritingWrite about someone you know in your community and how they help your community. This person could be a grocer, a teacher, a policeman, or anyone else that helps in your community. Grade 2: Unit 2Big Idea: Air and WeatherWeek 1Week 2Week 3Week 4Week 5Science StandardsUnderstand and apply knowledge of observable information about daily and seasonal weather conditions.I CanStatementsDescribe air as a material that takes up space and can be compressed into a smaller spaceName and describe various weather eventsDescribe changes that occur in weather over timeUse vocabulary associated with properties of air and weather conditions in the appropriate contextUse a graph to compare weather data over timeVocabularyair, pressure, wind, weather, temperature, cloud, precipitation, tornado, hurricane, blizzard, drought, flood, rain, snow, thermometer, wind vane, meteorologistFoss Kit ResourceFoss Kit Air and Weather, investigations 1-4AdditionalResourcesHeartland Books: Content resources:, , , , , Interactive Resources:, , project ideas:Record student generated weather vocabulary on an ABC framework and uses those words to create a matching game for students to learn weather vocabulary.Students compare and contrast their collected weather data with that found on official weather websites. Together they discuss possible reasons for any differences.Students explore correlations between dress and weather. They write weather dress codes to be adopted by the elementary grades.Invite a meteorologist from a local television station to speak to your students about weather.Cloud in a bottle (s)Writing 2: Informative WritingDescribe a weather event using your five senses. Give a definition of the weather event and any other words that you don’t think other 2nd graders will know. Make a class book of these weather events. Grade 2: Unit 3Big Idea: Community Needs and WantsWeek 1Our EnvironmentWeek 2Goods and ServicesWeek 3Working in Our CommunityWeek 4Working in Our CommunityWeek 5Personal FinanceSocial Studies StandardsGeography: Geographic Analysis (b, c, d)Economics: Economic Concepts (a, b, f)Click Here to view the Iowa Core Social Studies StandardsI CanStatementsDistinguish between things that are from nature and those made by people Analyze how people live in different environments Describe how the natural resources of different environments can be used for food, clothing and shelter Explain how goods are produced and distributed Describe the differences between goods and services Identify goods and services in your community Explore ways people provide services in a community Identify and describe one career or occupation available in your community Identify the habits of a good shopper Decide which product to buy based on comparison of features and prices Explore ways to saveAnalyze a budgetTCIResourcesMy Community: Lesson 5My Community: Lesson 6 My Community: Lesson 7My Community: Lesson 7My Community: Lesson 8AdditionalResourcesSharePoint Grade 2 Resource Folder: Click Here!WritingIntegrationOption(s)Writing 3: Narrative WritingThink of what you want to be when you grow up. Pretend you are thirty. Write a story about yourself taking the actions to achieve your dream. Include details to describe your actions, thoughts, and feelings. Include signal words. Junior AchievementJunior Achievement: Our CommunityThis program explores the interdependent roles of workers in a community, the work they perform, and how communities work. Five required, volunteer-led sessions. If you are interested in this opportunity, please email Brenda Dryer, VP of Education, for Junior Achievement at brenda@ Grade 2: Unit 4Big Idea: Participating in CommunityWeek 1Communities ChangeWeek 2Communities ChangeWeek 3Problems and SolutionsWeek 4Participating in the CommunityWeek 5Being a Good CitizenSocial Studies StandardsHistory: Historical Thinking (a, g)History: Historical Change (b, d)Political Science: Citizens and Democracy (a, b)*Political Science: Internationalism (c) *if a global problem is used during instructionClick Here to view the Iowa Core Social Studies StandardsI CanStatementsAnalyze change over time in one community (local, national or global) Sequence historical events on a timeline Explore problems and possible solutions in a community (local, national, or global) Describe the contributions of individuals to U.S. history and culture Identify one problem in the community (school, local, or global)Propose a solution to the identified problem List ways to be a good citizen Brainstorm good citizenship actions that students could perform in the community Explore good citizens in the community TCIResourcesMy Community: Lesson 10My Community: Lesson 11My Community: Lesson 11My Community: Lesson 12My Community: Lesson 13 AdditionalResourcesSharePoint Grade 2 Resource Folder: Click Here!WritingIntegrationOption(s)Writing 1: Opinion WritingIdentify a problem at school. Propose a solution. Tell the reasons why you think this solution is the best one. Be sure to have an introduction, linking words, and a conclusion. Grade 2: Unit 5Big Idea: Solids and LiquidsWeek 1Week 2Week 3Week 4Week 5Science StandardsPlan and conduct simple investigationsUnderstand and apply knowledge of characteristics of liquids and solidsI CanStatementsExplain that materials can exist in different states – solid, liquid, and gasRecognize differences between solids and liquidsDemonstrate that some common materials, such as water, can be changed from one state to another by heating or coolingDescribe what happens when solids are mixed with waterDescribe what happens when other liquids are mixed with waterUse information gathered to conduct an investigation on an unknown materialVocabularysolid, liquid, gas, matter, phase, heat, energy, change, state, melting, freezingFoss Kit ResourceFoss Kit Solids and Liquids: all investigationsAdditionalResourcesHeartland Books: Resources:, Resources:, , Interactive Resources:, Lesson Ideas:Read the Dr. Seuss book “Bartholomew and the Oobleck” and then make Oobleck. Discuss and have students brainstorm if it is a solid, liquid or both and why. , Oobleck Instructions: (s)Writing 2: Informative WritingWrite a cartoon about a drop of water who wants to know how to turn into ice or water vapor. Grade 2: Unit 6Big Idea: Insects Week 1Week 2Week 3Week 4Week 5Science StandardsUnderstand and apply knowledge of the characteristics of living things and how living things are both similar to and different from each other and from non-living thingsUnderstand and apply knowledge of life cycles of plants and animalsUnderstand and apply knowledge of the basic needs of plants and animals and how they interact with each other and their physical environmentAsk questions about objects, organisms and events in the environmentI CanStatementsObserve and describe the insects that go through complete metamorphosis (butterfly)Explain how complete metamorphosis and simple metamorphosis are differentRelate the needs of insects (air, water, food, and space) to their habitatObserve and record the behaviors of insects at different stages of their lifecyclesIdentify the 3 parts of an insect’s body (head, thorax and abdomen)Vocabularyinsect, simple metamorphosis, complete metamorphosis, egg, larva, pupa, adult, lifecycle, head, thorax, abdomenFoss Kit ResourceFoss Kit Insects: Investigations 1, 3 and 5, Order milkweed bugs, painted lady butterfly larva, and wax worms from Trans-Mississippi: Books: Web Resources: Interactive Activities: on next page.Other Project Ideas:Discuss and create a T-chart of the pros and cons of different kinds of insects in our environment.Invite an entomologist (bug expert) to come in and talk with students. (Polk County Conservation would be able to help you locate a person)Investigate the role of insects in food chains. What other species do they support? How do they assist in agriculture (bees)?WritingIntegrationOption(s)Writing 1: Opinion WritingCreate a “Wanted” poster on an insect considered a pest by humans.Writing 2: Informative/Explanatory WritingHave the students create a picture book about the lifecycle of an insect to share with the class or an adult. Some common insects they could choose include: grasshopper, butterfly, mosquito, dragonfly, house flyWriting 3: Narrative WritingThe students can create a “bug diary” to record/draw all of the insects they see on a nature walk around the school or their neighborhood. (Diary of a Worm could be used a mentor text.) ................
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