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2nd Grade Annual Scope and Sequence – Science 2017-2018Essential Elements – TEKS Knowledge & Skills Embedded throughout each quarterDCSTEKSNGSSKnowledge & Skills - DescriptionSRA.1a-c,2,32.1Scientific investigation and reasoning. The student conducts classroom and outdoor investigations following school and home safety procedures and environmentally appropriate practices. The studentIdentifies and demonstrates safe practices as described in the Texas Safety Standards during classroom and outdoor investigations, including wearing safety goggles, washing hands, and using materials appropriately.Recognizes the importance of safe practices to keep self and others safe and healthyIdentifies and learns how to use natural resources and materials, including conservation and reuse or recycling of paper, plastic, and metals.SRB.1-3a-c,4-62.2Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and outdoor investigations, Scientific Method. The studentAsks questions about organisms, objects, and events observed in the natural world.Plans and conducts simple descriptive investigations such as ways objects move.Collects data and makes observations using simple equipment such as hand lenses, primary balances, and on-standard measurement tools.Records and organizes data using pictures, numbers, and municates observations and provides reasons for explanations using student-generated data from simple descriptive investigations. Compares results of investigations with what students and scientists know about the world. SRC.1-32.3The student knows that information, critical thinking, scientific problem solving, and the contributions of scientists are used in making decisions. The studentIdentifies and explains a problem in his/her own words proposes a task and solution for the problem such as lack of water in a habitat.Makes predictions based on observable patterns.Identifies what a scientist is and explores what different scientists do..SRD.1a-k,22.4Scientific investigation and reasoning. The student knows how to use a variety of tools and methods to conduct science inquiry. The studentCollects, records, and compares information using tools, including computers, hand lenses, primary balances, cups, bowls, magnets, collecting nets, notebooks, and safety goggles; timing devices, including clocks and timers; non-standard measuring items such as paper clips and clothespins; weather instruments such as classroom demonstration thermometers, wind vanes and rain gauges; and materials to support observations of habitats of organisms such as aquariums and terrariums.Measures and compares organisms and objects using non-standard units that approximate metric units. 2.ME.12.5APS1-1PS1-AMatter and energy. The student classifies matter by physical properties, including shape, relative mass, relative temperature, texture, flexibility, and whether materials is a solid or liquid; observes (firsthand or from media) different states of matter and how many of them can be either solid or liquid, depending on temperature.2.ME.22.5BPS1-BMatter and energy. The student compares changes in materials caused by heating and cooling; plans and conducts investigations to determine the effect of heating or cooling of a substance.2.ME.2aMatter and energy. The student constructs an argument (explanation) with evidence that some changes caused by heating or cooling can be reversed and some cannot (i.e. ice to water, corn to popcorn)2.ME.2bMatter and energy. The student identifies and discusses how heating and cooling are important to everyday life. 2.ME.32.5CPS1-A,PS1-3Matter and energy. The student demonstrates that tings can be done to materials to change their physical properties such as cutting, folding, sanding, and melting; uses tools and materials to design and build a variety of objects from a small set of pieces and can be disassembled and made into a new object or shape.2.ME.42.5DPS1-2Matter and energy. The student combines materials that when put together can do things that they cannot do by themselves such as building a tower or bridge and justify the selection of those materials bas on their physical properties.2.ME.5PS1-2Matter and energy. The student analyzes data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose. 2.FME.12.6AForce, motion and energy. The student investigates the effects on an object by increasing or decreasing amounts of light, heat, and sound energy such as how the color of an object appears different in dimmer light, how heat melts butter, etc.2.FME.22.6BForce, motion and energy. The student observes and identifies how magnets are used in everyday life.2.FME.32.6CForce, motion and energy. The student traces the changes in the position of an object over time, such as a cup rolling on the floor and a care rolling down a ramp.2.FME.42.6DForce, motion and energy. The student compares patterns of movement of objects such as sliding, rolling, and spinning.2.ES.12.7AEarth and space. The student observes and describes rocks by size, texture, and color.2.ES.22.7BEarth and space. The student identifies and compares the properties of natural sources of freshwater and saltwater.2.ES.32.7CEarth and space. The student distinguishes between natural and manmade resources. 2.8AEarth and space. The student measures, records, and graphs weather information, including temperature, wind conditions, precipitation, and cloud coverage, in order to identify patterns in the data.2.ES.42.8BEarth and space. The student identifies the importance of weather and season information to make choices in clothing, activities, and transportation.2.ES.52.8CEarth and space. The student explores the processes in the water cycle, including evaporation, condensation, and precipitation as connected to weather conditions.2.ES.6Earth and space. The student observes and describes, and records patterns of objects in the sky, including the appearance of the moon.2.ES.7ESS2-AEarth and space. The student makes observations to construct an evidence-based account that wind and water can change the shape of the land (i.e. canyons, sea caves, Great Arches National Park)2.ES.8ESS2-CEarth and space. The student compares multiple solutions designed to slow or prevent wind or water from changing the shape of the land.2.ES.9ESS2-2Earth and space. The student develops a model to represent the shapes and kinds of land and bodies of water in an area (i.e. play dough models of landforms, construction of a paper treasure map showing landforms.2.ES.10Earth and space. The student explores the processes in the water cycle including evaporation, condensation, and precipitation as connected to weather conditions.2.ES.10aEarth and space. The student observes and describes physical properties of natural sources of water including color and clarity.2.ES.10bEarth and space. The student identifies and describes a variety of natural sources of water including streams, lakes, rivers, and oceans.2.ES.10cEarth and space. The student identifies and compares the properties of natural sources of freshwater and saltwater.2.ES.10dESS2-CEarth and space. The student obtains information to identify where water is found on Earth and that it can be solid or liquid.2.ES.11ESS1-CEarth and space. The student makes observations from media to construct an evidence-based account that Earth events can occur quickly or slowly some are too slow to observe in a lifetime (i.e. formation of the Grand Canyon, erosion of mountains).2.OE.12.9ALS2-1Organisms and environments. The student identifies the basic needs of plants and animals; plans and conducts investigations to determine if plants need sunlight and water to grow.2.OE.22.9BOrganisms and environments. The student identifies factors in the environment, including temperature and precipitation that affect growth and behavior such as migration, hibernation, and dormancy of living things. 2.OE.32.9COrganisms and environments. The student compares and gives examples of the was living organisms depend on each other and on their environments such as food chains within a garden park, beach, lake and wooded area. 2.OE.42.10AOrganisms and environments. The student observes, records, and compares how the physical characteristics of plants help them meet their basic needs such as stems carry water throughout the plant.2.OE.4aLS2-AOrganisms and environments. The student makes observations to construct an evidence-based account of how plants depend on animals for pollination or to move their seeds.2.OE.4bLS2-2Organisms and environments. The student develops a simple model (sketch, drawing or physical model) that mimicks the function of an animal in dispersing seeds or pollinating plants.2.OE.4cCC-6Organisms and environments. The student makes observations to construct an evidence-based account of how the shape and structure of seeds are related to their dispersal method.2.OE.4dOrganisms and environments. The student observes changes that are part of a simple life cycle of a plant: seed, seedling, plan, flower, and fruit.2.OE.52.10BOrganisms and environments. The student observes, records, and compares how the physical characteristics and behaviors of animals help them meet their basic needs, such as fins help fish move and balance in the water.2.OE.62.10CLS4-1Organisms and environments. The student investigates and records some of the unique stages that insects undergo during their life cycle; makes observations of plants and animals to compare the diversity of life in different habitats.Quarter DescriptionAcademic VocabularyQuarter 1Integrate the Knowledge and Skills TEKS 2.1-4 throughout each quarter.2.ME.1-5 Matter and energy. The student knows that matter has physical properties and those properties determine how it is described, classified, changed, and used. (1) classify matter by physical properties, including shape, relative mass, relative temperature, texture, flexibility, and whether material is a solid or liquid; (2) compare changes in materials caused by heating and cooling; (2a) construct an argument (explanation) with evidence that some changes caused by heating or cooling can be reversed and some cannot (i.e. ice to water, corn to popcorn).(2b) compare changes in materials caused by heating and cooling; plans and conducts investigations to determine the effect of heating or cooling of a substance.(3) demonstrate that things can be done to materials to change their physical properties such as cutting, folding, sanding, and melting; and(4) combine materials that when put together can do things that they cannot do by themselves such as building a tower or a bridge and justify the selection of those materials based on their physical properties.(5) analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.MatterEnergyPhysical propertiesDemonstrateCombineBuildingShapeMassTemperatureFlexibilityrelativeheatingcoolingcuttingfoldingsandingmeltingCross-CurricularConnectionsLanguage ArtsSocial StudiesMathReligionArt/Drama/MusicReal World/TechnologyDiscuss what happens to water when it is exposed to heat energy and what causes the changes.Research types of bridges. Design and build a certain type of bridge with found items. Make it strong to hold a certain amount of weight.Use measuring cups and spoons to make a powdered drink or instant tea. Measure the right amount of condensed flavor, sugar, and water.Discuss transubstantiation and how the bread and wine is changed into the body and blood of Jesus Christ during the mass.Use PBS Cyber Chase Patter Player to make music. Discuss how repeated sounds make pare and contrast salad and salad dressing. Which one can be separated after mixing and which can not?Quarter 2Integrate the Knowledge and Skills TEKS 2.1-4 throughout each quarter.2.FME.1-4 Force, motion, and energy. The student knows that forces cause change and energy exists in many forms. (1) investigate the effects on an object by increasing or decreasing amounts of light, heat, and sound energy such as how the color of an object appears different in dimmer light or how heat melts butter; (2) observe and identify how magnets are used in everyday life; (3) trace the changes in the position of an object over time such as a cup rolling on the floor and a car rolling down a ramp; and (4) compare patterns of movement of objects such as sliding, rolling, and spinning.ForceMotionEnergyLightHeatSoundObserveIdentifyCompare patternsCross-CurricularConnectionsLanguage ArtsSocial StudiesMathReligionArt/Drama/MusicReal World/TechnologyWrite a story that tells what you think happened between a set of before and after pictures based on evidence you observe in each picture.Create a cause and effect statement to describe your results.Research and report about a famous scientist.Discuss and describe design solutions and vote as a class on the best idea.Describe how graphs illustrate various patterns (e.g. one sloping up indicates an increase).Work together to use and share materials.Listen respectfully to others when they present their findings and ask appropriate questions.Do a senses walk during which you use all senses except sight; describe what you feel, smell, hear, and taste.Create simple sketches of possible solutions.Construct a tool to help solve a problem with simple materials (paper, clips, paper cups, etc.)Identify a physical task that is difficult to do and think of a tool that might help you.Discuss how people in business provide services and materials to help solve problems. Describe businesses that could help you solve a design problem.Quarter 3Integrate the Knowledge and Skills TEKS 2.1-4 throughout each quarter.2.ES.1-3 Earth and space. The student knows that the natural world includes earth materials.(1) observe and describe rocks by size, texture, and color; (2) identify and compare the properties of natural sources of freshwater and saltwater; and (3) distinguish between natural and manmade resources.TEKS 2.8A; 2.ES.4-11 Earth and space. The student knows that there are recognizable patterns in the natural world and among objects in the sky. (A) measure, record, and graph weather information, including temperature, wind conditions, precipitation, and cloud coverage, in order to identify patterns in the data; (4) identify the importance of weather and seasonal information to make choices in clothing, activities, and transportation; (5) explore the processes in the water cycle, including evaporation, condensation, and precipitation, as connected to weather conditions; and(6) observe, describe, and record patterns of objects in the sky, including the appearance of the Moon.(7) observation to construct an evidence-based account that wind and water can change the shape of the land (i.e. canyons, sea caves, Great Arches National Park)(8) compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.(9) develop a model to represent the shapes and kinds of land and bodies of water in an area (i.e. play dough models of landforms, construction of a paper treasure map showing landforms.(10) explore the processes in the water cycle including evaporation, condensation, and precipitation as connected to weather conditions.(10a) observe and describe physical properties of natural sources of water including color and clarity.(10b) identify and describe a variety of natural sources of water including streams, lakes, rivers, and oceans.(10c) identify and compare the properties of natural sources of freshwater and saltwater.(10d) obtain information to identify where water is found on Earth and that it can be solid or liquid.(11) observation from media to construct an evidence-based account that Earth events can occur quickly or slowly some are too slow to observe in a lifetime (i.e. formation of the Grand Canyon, erosion of mountains).EarthSpaceNatural worldMeasureRecordGraphWeatherTemperatureConditionsPrecipitationseasonswater cyclewindevaporationcondensationobserverecorddescribemoon phasesCross-CurricularConnectionsLanguage ArtsSocial StudiesMathReligionArt/Drama/MusicReal World/TechnologyCreate a weather journal. Use a thermometer to measure the temperature every day and write in your journal about the activities that you do each day. Keep the journal for 2 to 3 weeks. Review and reflect on how the weather affected your activities.Collect rocks and make a list of adjectives to describe the rocks that you collected.On a large world map, indicate where we find natural resources, fresh water, and salt water.Graph the change in temperature during the time you kept the weather journal.Use 3 paper plates and label them small, smaller, and smallest. Group the rocks that were collected from small to smallest. Put the rocks on the appropriate plate. After all of the rocks have been sorted, estimate how many rocks are on each plate.Make a list of mineral (metal) and stone buildings materials in your church that are from the Earth.Use a calendar to identify the months and days when the seasons change. Draw pictures of things that you would do and wear for each season.Design a new line of seasonal clothing and make a mock-up using newspaper and duct tape. Have a fashion show to show your designs.Quarter 4Integrate the Knowledge and Skills TEKS 2.1-4 throughout each quarter.2.OE. 1-3 Organisms and environments. The student knows that living organisms have basic needs that must be met for them to survive within their environment. (1) identify the basic needs of plants and animals;(2) identify factors in the environment, including temperature and precipitation, that affect growth and behavior such as migration, hibernation, and dormancy of living things; and(3) compare and give examples of the ways living organisms depend on each other and on their environments such as food chains within a garden, park, beach, lake, and wooded area. 2.OE.4-6 Organisms and environments. The student knows that organisms resemble their parents and have structures and processes that help them survive within their environments. (4) observe, record, and compare how the physical characteristics of plants help them meet their basic needs such as stems carry water throughout the plant.(4a) make observations to construct an evidence-based account of how plants depend on animals for pollination or to move their seeds.(4b) develop a simple model (sketch, drawing or physical model) that mimicks the function of an animal in dispersing seeds or pollinating plants.(4c) make observations to construct an evidence-based account of how the shape and structure of seeds are related to their dispersal method.(4d) observe changes that are part of a simple life cycle of a plant: seed, seedling, plan, flower, and fruit.(5) observe, records, and compares how the physical characteristics and behaviors of animals help them meet their basic needs, such as fins help fish move and balance in the water.(6) investigate and record some of the unique stages that insects undergo during their life cycle; make observations of plants and animals to compare the diversity of life in different anismsEnvironmentBasic needsPlantsAnimalsTemperaturePrecipitationMigrationHibernationDormancyFood chainPhysical characteristicsLife cycleCross-CurricularConnectionsLanguage ArtsSocial StudiesMathReligionArt/Drama/MusicReal World/TechnologyWrite a story that describe why animals run.Read the story Chicken Little and discuss the survival behavior of Chicken Little.Make graphic organizers to show key characteristics of different habitats.Read Diary of a Worm. Discuss how worms are important to Earth.Write diamante poems for your favorite animal.Think of food and describe how it travels to arrive at your neighborhood grocery store.Make 3 different sized fish. Sequence the fish from smallest to largest. Compare your fish with fish made by other students. Work in small groups to determine which of all your fish would be at the top and bottom of the food chain.Make bar graphs to show how fast some animals can run.Discuss examples of changes in the environment in the Bible that affects plants and animals.Make a collage of living things and nonliving things out of pictures from old magazines.Use encyclopedia software or the Internet to research information about animals and their habitats. ................
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