Second Grade Science Pacing Guide



|Second Grade Science Pacing Guide |

|First 9 weeks |

|Red: change made during 2010 standards |

|Blue: Resource that you can use from VDOE |

|Green: where an I-STEM unit is in place to support that SOL strand |

|2.1 The student will demonstrate an understanding of | c) observations are repeated to ensure |f) time is measured using the proper tools; |i) data are analyzed, and |l) simple physical models are |

|scientific reasoning, logic and the nature of |accuracy; | |unexpected or unusual |designed and constructed to |

|science by planning and conducting investigations in | |g) conditions that influence a change are |quantitative data are |clarify explanations and |

|which |d) two or more characteristics or |identified and inferences are made; |recognized; |show relationships.; and |

| |properties are used to classify items; | | | |

|a) observations and predictions are made and questions | |h) data are collected and recorded, and bar |j) conclusions are drawn |m) current applications are used|

|are formed; |e) length, volume, mass, and temperature |graphs are constructed using | |to reinforce science concepts. |

| |are measured in |numbered axes; |k) observations and data are | |

|b) observation is differentiated from personal |metric units and standard English units | |communicated | |

|interpretation; |using the proper tools; | | | |

| | | | | |

|Unit |SOL by number and letter |Enhanced Scope and Sequence connection |Essential |

| | | |Skills Vocabulary |

|Observing and Classifying |2.1 |Observe & Classify |Observe, Compare, contrast, |Change, Classify, Life cycle, |

|Life Cycles of Animals |2.4 a |Looking at Life Cycles |describe, predict, classify, |egg, adult, tadpole, |

| |2.5 a |(painted lady caterpillars and ‘house’ | |caterpillar, larva, pupa, frog, |

|*Students were introduced to living and non-living in K.6|2.7 a- monarch butterfly migration, |supplied to 2nd grade teachers) | |butterfly, living, non-living, |

|*Students learned about the basic needs and life |significance of the seasons on animal life|*2nd Grade Integrated Animals Unit | |water, food, space, shelter, |

|processes of animals in K.7 |cycles |Suggested Topics: | |system, white-tailed deer, |

| | |*Unit Introduction | |mealworm, metamorphosis, mature,|

| | |*Topic 1- "What Makes Something Alive?" | |mantis, yearlings, fawn, buck, |

| | |*Topic 4- "What is a Life Cycle?" | |doe, lifespan, organisms, |

| | | | |dependent |

|Weather (ongoing) |2.1 |Backyard Weather | Observe, record, compare, |Temperature, wind, |

|-Discuss transition from summer to fall and changes that |2.6 |Collecting Weather Data |describe, construct chart, |precipitation, rain, sunny, |

|occur | |Making Weather Instruments | |cloudy, thermometer, hurricanes,|

|- See specific vocabulary for this 9 weeks regarding | | | |thunderstorms, frost, fog, flood|

|weather | | | | |

|Unit |SOL by number and letter |Enhanced Scope and Sequence connection |Essential |

| | | |Skills Vocabulary |

|Habitats |2.5 |There’s No Place Like Home |Observe, compare and contrast |Oxygen, food, water, home, |

| |2.8 c | |different ways animals use |shelter (cover), habitat, |

| | |*2nd Grade Integrated Animals Unit |plants as homes/shelters, |forest, stream, system, |

|I STEM unit: Wiggling Worms | |Suggested Topics: |describe, construct and |dependent, living, non-living, |

| | |*Topic 3 "What is a Habitat?" |interpret models of different |fossils |

| | |*Topic 5- "What is a Food Chain?" |habitats, | |

| | | |construct and interpret a chart| |

| | | |illustrating plant foods | |

| | | |consumed by different animals | |

| | | |(food web) | |

|Second Grade Science Pacing Guide |

|Second 9 weeks |

|2.1 The student will demonstrate an understanding of | c) observations are repeated to ensure |f) time is measured using the proper tools; |i) data are analyzed, and |l) simple physical models are |

|scientific reasoning, logic and the nature of |accuracy; | |unexpected or unusual |designed and constructed to |

|science by planning and conducting investigations in | |g) conditions that influence a change are |quantitative data are |clarify explanations and |

|which |d) two or more characteristics or |identified and inferences are made; |recognized; |show relationships.; and |

| |properties are used to classify items; | | | |

|a) observations and predictions are made and questions | |h) data are collected and recorded, and bar |j) conclusions are drawn |m) current applications are used|

|are formed; |e) length, volume, mass, and temperature |graphs are constructed using | |to reinforce science concepts. |

| |are measured in |numbered axes; |k) observations and data are | |

|b) observation is differentiated from personal |metric units and standard English units | |communicated | |

|interpretation; |using the proper tools; | | | |

| | | | | |

|Unit |SOL by number and letter |Enhanced Scope and Sequence connection |Essential |

| | | |Skills Vocabulary |

|Animal & Plants adaptations |2.7 a |What Changes When the Seasons Change? |Observe, compare, |Migration, hibernation, |

| | | |construct model, |camouflage, dormancy, behavior |

| | |*2nd Grade Integrated Animals Unit |identify, evaluate | |

| | |Suggested Topics: | | |

| | |*Topic 6- "How Do Animals Adapt to Survive?" | | |

|Matter – measuring mass & volume |2.1 |Let’s Find the Mass |Observe, record, measure |Matter, volume, mass, weight, |

| |2.3 b |Are all Containers Created Equal? |volume, measure mass, |kilogram, gram, pound, liter, |

| | |(suggest water play with cups/containers of | |milliliter, ounce, cup, gallon, |

| | |different volume) | |metric, standard English units |

|Matter - Solid, Liquid, and Gas |2.1 |The Water Cycle |Classify, describe, compare, |Solid, liquid, gas, ice, steam, |

| |2.3 a, c |Disappearing Water |contrast, examine, identify, |water, matter, |

| | | |design |Evaporation, condensation, |

| | | | |precipitation, melting, |

| | | | |freezing, physical change, phase|

|I-STEM unit: Keep it cool | | | | |

| | | | | |

| |2.1 |Backyard Weather | Observe, record, compare, |Temperature, wind, |

|Weather (ongoing) |2.6 |Collecting Weather Data |describe, construct chart, |precipitation, ice (sleet & |

|Discuss transition from fall to winter and the changes | |Making Weather Instruments |evaluate |hail), snow, sunny, cloudy, |

|that occur | | | |thermometer, blizzards |

|Second Grade Science Pacing Guide |

|Third 9 weeks |

|2.1 The student will demonstrate an understanding of | c) observations are repeated to ensure |f) time is measured using the proper tools; |i) data are analyzed, and |l) simple physical models are |

|scientific reasoning, logic and the nature of |accuracy; | |unexpected or unusual |designed and constructed to |

|science by planning and conducting investigations in | |g) conditions that influence a change are |quantitative data are |clarify explanations and |

|which |d) two or more characteristics or |identified and inferences are made; |recognized; |show relationships.; and |

| |properties are used to classify items; | | | |

|a) observations and predictions are made and questions | |h) data are collected and recorded, and bar |j) conclusions are drawn |m) current applications are used|

|are formed; |e) length, volume, mass, and temperature |graphs are constructed using | |to reinforce science concepts. |

| |are measured in |numbered axes; |k) observations and data are | |

|b) observation is differentiated from personal |metric units and standard English units | |communicated | |

|interpretation; |using the proper tools; | | | |

| | | | | |

|Unit |SOL by number and letter |Enhanced Scope and Sequence connection |Essential |

| | | |Skills Vocabulary |

| | | | |

| | | | |

| | | | |

|Magnets **moved from end of year** |2.1 |Magnetic Fishing |Observe, record, |Compass, direction North, South,|

| |2.2 |North and South Poles |compare, describe, |attract, repel, poles, magnetic,|

|Students are introduced to attract and repel in K. 3 | |Which Way is North? |construct chart, Use a |non-magnetic, iron, nickel, |

| | |Magnetic Barbershop |magnetic compass, predict, |metal, natural magnet (lodestone|

|I-STEM Unit: Magnificent Magnetic Race Cars | | |conduct, identify, classify |or magnetite), artificial |

| | | | |magnets, magnetism |

| | | | | |

|Weather |2.1 |Backyard Weather | Observe, record, compare, |Temperature, wind, |

| |2.6 |Collecting Weather Data |contrast, describe, construct |precipitation, rain, ice (sleet |

|Transition from winter to spring and changes that occur | |Making Weather Instruments |chart |& hail), snow, sunny, cloudy, |

| | | | |thermometer, rain gauge, weather|

| | | | |vane, tornadoes, thunderstorms, |

| | | | |drought, flood |

|Second Grade Science Pacing Guide |

|Fourth 9 weeks |

|2.1 The student will demonstrate an understanding of | c) observations are repeated to ensure |f) time is measured using the proper tools; |i) data are analyzed, and |l) simple physical models are |

|scientific reasoning, logic and the nature of |accuracy; | |unexpected or unusual |designed and constructed to |

|science by planning and conducting investigations in | |g) conditions that influence a change are |quantitative data are |clarify explanations and |

|which |d) two or more characteristics or |identified and inferences are made; |recognized; |show relationships.; and |

| |properties are used to classify items; | | | |

|a) observations and predictions are made and questions | |h) data are collected and recorded, and bar |j) conclusions are drawn |m) current applications are used|

|are formed; |e) length, volume, mass, and temperature |graphs are constructed using | |to reinforce science concepts. |

| |are measured in |numbered axes; |k) observations and data are | |

|b) observation is differentiated from personal |metric units and standard English units | |communicated | |

|interpretation; |using the proper tools; | | | |

| | | | | |

|Unit |SOL by number and letter |Enhanced Scope and Sequence connection |Essential |

| | | |Skills Vocabulary |

|Weathering, Plants & Erosion |2.1 |none |Model, compare, contrast, |Weathering, rocks, soil, |

| |2.7 a,b | |construct, interpret |erosion, roots, surface |

| |2.8 d | | | |

|Plants |2.1 |We Need Plants! |Observe, Compare, contrast, |Flower, fruit, seed, stem, |

| |2.4 b |2.4 b – none – suggest fast grow plants. |describe, predict, classify, |pollen, roots, leaves, blossom, |

| |2.5 a |Examine seeds, flowers & fruits |list, construct models, |soil |

| |2.7a | |construct charts, identify, |Dependent, growth, change, |

| |2.8 a,b | |interpret |seasons, product, fiber, cotton,|

| | | | |oil, spices, lumber, rubber, |

|I-STEM unit: Plant Cycle Project | | | |medicines, and paper, oxygen, |

| | | | |food, peanuts, soybeans, apples,|

| | | | |evergreens |

|Weather |2.1 |Backyard Weather | Observe, record, compare, |Temperature, wind, |

| |2.6 |Collecting Weather Data |describe, construct chart, |precipitation, rain, sunny, |

|Transition from spring to summer and the changes that | |Making Weather Instruments | |cloudy, thermometer, rain gauge,|

|occur | | | |weather vane, tornadoes, |

| | | | |thunderstorms, drought, flood |

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