GRADE 2 SCIENCE - Elkhart Community Schools
GRADE 2 SCIENCE
CURRICULUM GUIDE
TABLE OF CONTENTS
| | |
|Course Description |2 |
| | |
|Standards Reference` |3 |
| | |
|Unit Reference | |
| | |
|Balance and Weigh |13 |
| | |
|Butterflies |51 |
| | |
|Changes |56 |
| | |
|Soils |108 |
| | |
|Appendix 1 |133 |
COURSE DESCRIPTION
ELEMENTARY SCIENCE
(Grades 1-3)
0460-01, 0460-02, 0460-03
Elementary Science in the primary grades continues to make use of students’ immediate surroundings in order to provide learning experiences through which they develop science habits of mind and acquire an understanding of simple concepts and principles about the nature of science and technology, the physical setting, the living environment, the human organism, the designed world, and the common themes of science. These experiences are designed to allow students to:
• demonstrate a willingness to change original explanations when the evidence suggests different ones;
• use their natural curiosity to explore their surroundings;
• demonstrate confidence and excitement about science;
• develop an appreciation for the aesthetic nature of the world;
• use relevant information from a variety of sources;
• demonstrate an understanding of basic science concepts after participating in science investigations;
• use as many of the five senses as appropriate to collect data;
• select and use simple instruments to investigate their surroundings;
• classify objects into two groups based on similarities and differences;
• put objects in an order based on size, color, or other physical properties;
• offer possible explanations of observations;
• use data to predict future happenings;
• use metric and nonmetric units to measure;
• communicate scientific information verbally and nonverbally;
• work in small groups to discover science concepts;
• demonstrate an understanding of how science and technology affect their lives;
• describe actions that would help improve the environment;
• consider ethical values when caring for plants and animals;
• create a new product using a variety of materials; and
• list inferences from observations.
THE NATURE OF SCIENCE AND TECHNOLOGY
|Standard 1: Students are actively engaged in exploring how the world works. They explore, observe, count, collect, measure, compare, and ask questions. They discuss observations* and use tools to seek answers |
|and solve problems. They share their findings. |
|Indicator |Example |Instruction/Assessment Reference |Resource |
|Scientific Inquiry |
|2.1.1 Manipulate an object to gain additional |Balance and weighing – sort and weigh various materials |Cooperative group work |Balance and Weighing |
|information about it. |according to density. | | |
| | |Manipulatives |Soils |
| | | | |
| | | |Changes |
|2.1.2 Use tools, such as thermometers, magnifiers, |Magnifiers are used in all kits. |Cooperative group work |Balance and Weighing |
|rulers, or balances, to gain more information about | | | |
|objects. |Equal arm balance |Manipulatives |Soils |
| | | | |
| | | |Changes |
| | | | |
| | | |Life Cycles of the Butterfly |
|2.1.3 Describe, both in writing and verbally, |Student notebooks for each kit |Journaling |Balance and Weighing |
|objects as accurately as possible and compare | | | |
|observations with those of other people. | |Compare/contrast |Soils |
| | | | |
| | |Small group work |Changes |
| | | | |
| | |Pair share |Life Cycle of the Butterfly |
|2.1.4 Make new observations when there is |Observe garden soil with a hand lens. Compare what is |Problem Solving |Balancing and Weighing |
|disagreement among initial observations. |found with a partner. | | |
| | |Discussions |Soils |
| | | | |
| | |Examples |Changes |
| | | | |
| | |Compare/Contrast |Life Cycle of the Butterfly |
THE NATURE OF SCIENCE AND TECHNOLOGY
|Standard 1: Students are actively engaged in exploring how the world works. They explore, observe, count, collect, measure, compare, and ask questions. They discuss observations* and use tools to seek answers |
|and solve problems. They share their findings. (continued) |
|Indicator |Example |Instruction/Assessment Reference |Resource |
|The Scientific Enterprise |
|2.1.5 Demonstrate the ability to work with a team |Objects are weighed with the equal arm balance in pairs.|Cooperative group work |Balancing and Weighing |
|but still reach and communicate one’s own | | | |
|conclusions about findings. | |Manipulatives | |
|Technology and Science |
|2.1.6 Use tools to investigate, observe, measure, |Measure a caterpillar on one side of the cup. |Observation |Balancing and Weighing |
|design, and build things. | | | |
| | |Measuring |Soils |
| | | | |
| | | |Butterflies |
| | | | |
| | | |Changes |
|2.1.7 Recognize and describe ways that some |Soils – making a compost |Discovery learning |Soils |
|materials can be used over again such as recycled | | | |
|paper, cans, and plastic jugs. | | | |
*observations: gaining information through the use of one or more of the sense, such as sight, smell, etc.
SCIENTIFIC THINKING
|Standard 2: Students begin to find answers to their questions about the world by using measurement, estimation, and observation as well as working with materials. They communicate with others through numbers, |
|words, and drawings. |
|Indicator |Example |Instruction/Assessment Reference |Resource |
|Computation and Estimation |
|2.2.1 Give estimates of numerical answers to |Give estimations for balancing objects. |Experimentation |Balancing and Weighing |
|problems before doing them formally. | | | |
|2.2.2 Make quantitative estimates of familiar |Watching the butterfly emerge from the crysalis and |Observation |Butterflies |
|lengths, weights, and time intervals and check them |observe the crysalis case. | | |
|by measurements. | | |Balancing and Weighing |
|2.2.3 Estimate and measure capacity using cups and | | | |
|pints. | | | |
|Manipulation and Observation |
|2.2.4 Assemble, describe, take apart, and/or |Equal arm balance is put together and taken apart by |Manipulatives |Balancing and Weighing |
|reassemble constructions using such things as |students. | | |
|interlocking blocks and erector sets. Sometimes | | | |
|pictures or words may be used as a reference. |Mobiles are made from straws/paperclips and shapes using| | |
| |balance. | | |
|Communication Skills |
|2.2.5 Draw pictures and write brief descriptions |Draw a picture of a caterpillar. |Make a diagram of caterpillar. |All kits |
|that correctly portray key features of an object. | | | |
THE PHYSICAL SETTING
|Standard 3: Students investigate, describe, and discuss their natural surroundings. They wonder why things move and change. |
|Indicator |Example |Instruction/Assessment Reference |Resource |
|The Earth and the Processes That Shape It |
|2.3.1 Investigate by observing and then describe | | | |
|that some events in nature have a repeating pattern | | | |
|such as seasons, day and night, and migrations. | | | |
|2.3.2 Investigate, compare, and describe weather | | | |
|changes from day to day but recognize, describe, and| | | |
|chart that the temperature and amounts of rain or | | | |
|snow tend to be high, medium, or low in the same | | | |
|months every year. | | | |
|2.3.3 Investigate by observing and then describing | | | |
|chunks of rocks and their many sizes and shapes, | | | |
|from boulders to grains of sand and even smaller. | | | |
|2.3.4 Investigate by observing and then describing | | | |
|how animals and plants sometimes cause changes in | | | |
|their surroundings. | | | |
THE PHYSICAL SETTING
|Standard 3: Students investigate, describe, and discuss their natural surroundings. They wonder why things move and change. (continued) |
|Indicator |Example |Instruction/Assessment Reference |Resource |
|Matter and Energy |
|2.3.5 Investigate that things can be done to | | | |
|materials, such as freezing, mixing, cutting, | | | |
|heating, wetting, etc., to change some of their | | | |
|properties and observe that not all materials | | | |
|respond in the same way. | | | |
|2.3.6 Discuss how people use electricity or burn | | | |
|fuels, such as wood, oil, coal, or natural gas, to | | | |
|cook their food and warm their houses. | | | |
|Forces of Nature |
|2.3.7 Investigate and observe that the way to change| | | |
|how something is moving is to give it a push or a | | | |
|pull. | | | |
|2.3.8 Demonstrate and observe that magnets can be | | | |
|used to make some things move without being touched.| | | |
| | | | |
THE LIVING ENVIRONMENT
|Standard 4: Students ask questions about a variety of living things and everyday events that can be answered through observations. They consider things and processes that plants and animals need to stay alive. |
|Students begin to understand plant and animal interaction. |
|Indicator |Example |Instruction/Assessment Reference |Resource |
|Diversity of Life |
|2.4.1 Observe and identify different external |Diagram of a caterpillar and butterfly body |Observation |Butterflies |
|features of plants and animals and describe how | | | |
|these features help them live in different | | | |
|environments. | | | |
|Interdependence of Life |
|2.4.2 Observe that and describe how animals may use| |Observation |Butterflies |
|plants, or even other animals, for shelter and | | | |
|nesting. | | | |
|2.4.3 Observe and explain that plants and animals | |Observation |Butterflies |
|both need to take in water, animals need to take in | | | |
|food, and plants need light. | |Compare/contrast | |
|2.4.4 Recognize and explain that living things are | | | |
|found almost everywhere in the world and that there | | | |
|are somewhat different kinds in different places. | | | |
THE LIVING ENVIRONMENT
|Standard 4: Students ask questions about a variety of living things and everyday events that can be answered through observations. They consider things and processes that plants and animals need to stay alive. |
|Students begin to understand plant and animal interaction. (continued) |
|Indicator |Example |Instruction/Assessment Reference |Resource |
|Interdependence of Life |
|2.4.5 Recognize and explain that materials in nature, |Create compost bags |Observe decomposition |Soils |
|such as grass, twigs, sticks, and leaves, can be | | | |
|recycled and used again, sometimes in different forms,| | | |
|such as in birds’ nests. | | | |
|Human Identity |
|2.4.6 Observe and describe the different external | | | |
|features of people, such as their size, shape, and | | | |
|color of hair, skin, and eyes. | | | |
|2.4.7 Recognize and discuss that people are more like |Venn diagram |Observe |Butterflies |
|one another than they are like other animals. |Human vs. butterfly | | |
|2.4.8 Give examples of different roles people have in | | | |
|families and communities. | | | |
THE MATHEMATICAL WORLD
|Standard 5: Students apply mathematics in scientific contexts. They use numbers for computing, estimating, naming, measuring, and communicating specific information. They make picture and bar graphs. They |
|recognize and describe shapes and patterns. They use evidence to explain how or why something happens. |
|Indicator |Example |Instruction/Assessment Reference |Resource |
|Numbers |
|2.5.1 Recognize and explain that, in measuring, there | | | |
|is a need to use numbers between whole | | | |
| | | | |
|numbers*, such as 2 | | | |
|centimeters. | | | |
|2.5.2 Recognize and explain that it is often useful to|Compare quantity weight |Experimentation |Balancing & weighing |
|estimate quantities. | | | |
|Shapes and Symbolic Relationships |
|2.5.3 Observe that and describe how changing one thing| | | |
|can cause changes in something else such as exercise | | | |
|and its effect on heart rate. | | | |
|Reasoning and Uncertainty |
|2.5.4 Begin to recognize and explain that people are |Make predictions for balancing different items. |Experimentation |Balancing & weighing |
|more likely to believe ideas if good | | | |
|reasons are given for them. | |Reasoning | |
*whole numbers: 0, 1, 2, 3, etc.
THE MATHEMATICAL WORLD
|Standard 5: Students apply mathematics in scientific contexts. They use numbers for computing, estimating, naming, measuring, and communicating specific information. They make picture and bar graphs. They |
|recognize and describe shapes and patterns. They use evidence to explain how or why something happens. |
|Indicator |Example |Instruction/Assessment Reference |Resource |
|Reasoning and Uncertainty |
|2.5.5 Explain that some events can be predicted with |Making and checking predictions | |Soils |
|certainty, such as sunrise and sunset, and some | | |Balance & Weigh |
|cannot, such as storms. Understand that people aren’t | | |Butterflies |
|always sure what will happen since they do not know | | |Changes |
|everything that might have an effect. | | | |
|2.5.6 Explain that sometimes a person can find out a |Observation | |Soils |
|lot (but not everything) about a group of things, such| | |Butterflies |
|as insects, plants, or rocks, by studying just a few | | | |
|of them. | | | |
COMMON THEMES
|Standard 6: Students begin to observe how objects are similar and how they are different. They begin to identify parts of an object and recognize how these parts interact with the whole. They look for what changes|
|and what does not change and make comparisons. |
|Indicator |Example |Instruction/Assessment Reference |Resource |
|Systems |
|2.6.1 Investigate that most objects are made of parts.| | | |
|Models and Scale |
|2.6.2 Observe and explain that models may not be the | | | |
|same size, may be missing some details, or may not be | | | |
|able to do all of the same things as the real things. | | | |
|Constancy and Change |
|2.6.3 Describe that things can change in different |Noticing changes during life cycle |Observation |Butterflies |
|ways, such as in size, weight, color, age, and | | | |
|movement. Investigate that some small changes can be | | | |
|detected by taking measurements. | | | |
|Unit: Balance and Weigh |
|Lesson 1: Balancing the Alligator |
|Objective |Indicator |Instruction/Assessment Reference |Resources |
|TLW describe their observations of the relationship |2.1.1 Manipulate an object to gain additional |Cooperative groups/Pair share |Activities: |
|between balance and weight. |information about it. | |Manual pp. 11-14 |
| |2.1.2 Use tools, such as thermometers, magnifiers, |Journaling |Balancing Crayfish, Part 1 |
|TLW record their ideas about balancing and weighing |rulers, or balances, to gain more information about | |Read: Weighing and Balancing by Jane |
|on the individual record sheets, which serve as |objects. |Observation |Jonas Srivastav |
|pre-assessment records. |2.1.3 Describe, both in writing and verbally, objects as| | |
| |accurately as possible and compare observations with |Class discussion |Resources: |
| |those of other people. | |Balancing and Weighing Teacher’s Manual |
| |2.1.4 Make new observations when there is disagreement | |FOSS Balance and Motion Module Regents, |
| |among initial observations. | |University of California Literature, Thomas Y. |
| |2.1.5 Demonstrate the ability to work with a team but | |Crowell Co., New York, Goshen College Library |
| |still reach and communicate one’s own conclusions about | |See Appendix 1 |
| |findings. | | |
| |2.1.6 Use tools to investigate, observe, measure, | | |
| |design, and build things. | | |
| |2.6.2 Observe and explain that models may not be the | | |
| |same size, may be missing some details, or may not be | | |
| |able to do all of the same things as the real things. | | |
|Unit: Balance and Weigh |
|Lesson 2: Balancing the Beam |
|Objective |Indicator |Instruction/Assessment Reference |Resources |
|TLW discover more about the connection between |2.1.1 Manipulate an object to gain additional |Journaling |Activities: |
|balance and weigh by using a beam balance and Unifix|information about it. | |pp. 23-27 |
|cubes. |2.1.2 Use tools, such as thermometers, magnifiers, |Cooperative groups/pair share |p. 69, Silver Burdett, |
| |rulers, or balances, to gain more information about | |Chap. 4 |
|TLW observe an illustration of a circus scene and |objects. |Observation | |
|describe how animals and people are demonstrating |2.1.3 Describe, both in writing and verbally, objects as| |Resources: |
|balance. |accurately as possible and compare observations with |Class discussion |Silver Burdett Text |
| |those of other people. | |See Appendix 1 |
| |2.1.4 Make new observations when there is disagreement | | |
| |among initial observations. | | |
| |2.1.5 Demonstrate the ability to work with a team but | | |
| |still reach and communicate one’s own conclusions about | | |
| |findings. | | |
| |2.1.6 Use tools to investigate, observe, measure, | | |
| |design, and build things. | | |
| |2.2.1 Give estimates of numerical answers to problems | | |
| |before doing them formally. | | |
| |2.2.2 Make quantitative estimates of familiar lengths, | | |
| |weights, and time intervals and check them by | | |
| |measurements. | | |
|Unit: Balance and Weigh |
|Lesson 2: Balancing the Beam (continued) |
|Objective |Indicator |Instruction/Assessment Reference |Resources |
| |2.2.4 Assemble, describe, take apart, and/or reassemble | | |
| |constructions using such things as interlocking blocks | | |
| |and erector sets. Sometimes pictures or words may be | | |
| |used as a reference. | | |
| |2.5.2 Recognize and explain that it is often useful to | | |
| |estimate quantities. | | |
| |2.5.3 Observe that and describe how changing one thing | | |
| |can cause changes in something else such as exercise and| | |
| |its effect on heart rate. | | |
| |2.6.1 Investigate that most objects are made of parts. | | |
| |2.6.2 Observe and explain that models may not be the | | |
| |same size, may be missing some details, or may not be | | |
| |able to do all of the same things as the real things. | | |
| |2.6.3 Describe that things can change in different ways,| | |
| |such as in size, weight, color, age, and movement. | | |
| |Investigate that some small changes can be detected by | | |
| |taking measurements. | | |
|Unit: Balance and Weigh |
|Lesson 3: Making the Fulcrum |
|Objective |Indicator |Instruction/Assessment Reference |Resources |
|TLW, given an illustration of beam balances with |2.1.1 Manipulate an object to gain additional |Record Sheet 3-A |Activities: |
|various arrangements of Unifix cubes, predict where |information about it. | |pp. 33-35 |
|to place the fulcrum to balance the beam. |2.1.2 Use tools, such as thermometers, magnifiers, |Journaling – sentence starters, | |
| |rulers, or balances, to gain more information about |p. 35 |Resources: |
|TLW test their predictions by |objects. | |See Appendix 1 |
|making the beam balance arrangements illustrated on |2.1.3 Describe, both in writing and verbally, objects as| | |
|Record Sheet 3-A in Balancing and Weighing notebook,|accurately as possible and compare observations with | | |
|moving the fulcrum and recording their findings. |those of other people. | | |
| |2.1.4 Make new observations when there is disagreement | | |
|TLW describe the strategies they used to place the |among initial observations. | | |
|fulcrum to balance the beam. |2.1.5 Demonstrate the ability to work with a team but | | |
| |still reach and communicate one’s own conclusions about | | |
| |findings. | | |
| |2.1.6 Use tools to investigate, observe, measure, | | |
| |design, and build things. | | |
| |2.2.1 Give estimates of numerical answers to problems | | |
| |before doing them formally. | | |
| |2.2.2 Make quantitative estimates of familiar lengths, | | |
| |weights, and time intervals and check them by | | |
| |measurements. | | |
|Unit: Balance and Weigh |
|Lesson 3: Making the Fulcrum (continued) |
|Objective |Indicator |Instruction/Assessment Reference |Resources |
| |2.2.4 Assemble, describe, take apart, and/or reassemble | | |
| |constructions using such things as interlocking blocks | | |
| |and erector sets. Sometimes pictures or words may be | | |
| |used as a reference. | | |
| |2.2.5 Draw pictures and write brief descriptions that | | |
| |correctly portray key features of an object. | | |
| |2.5.2 Recognize and explain that it is often useful to | | |
| |estimate quantities. | | |
| |2.5.3 Observe that and describe how changing one thing | | |
| |can cause changes in something else such as exercise and| | |
| |its effect on heart rate. | | |
| |2.5.4 Begin to recognize and explain that people are | | |
| |more likely to believe ideas if good reasons are given | | |
| |for them. | | |
| |2.5.5 Explain that some events can be predicted with | | |
| |certainty, such as sunrise and sunset, and some cannot, | | |
| |such as storms. Understand that people aren’t always | | |
| |sure what will happen since they do not know everything | | |
| |that might have an effect. | | |
|Unit: Balance and Weigh |
|Lesson 3: Making the Fulcrum (continued) |
|Objective |Indicator |Instruction/Assessment Reference |Resources |
| |2.6.1 Investigate that most objects are made of parts. | | |
| |2.6.2 Observe and explain that models may not be the | | |
| |same size, may be missing some details, or may not be | | |
| |able to do all of the same things as the real things. | | |
| |2.6.3 Describe that things can change in different ways,| | |
| |such as in size, weight, color, age, and movement. | | |
| |Investigate that some small changes can be detected by | | |
| |taking measurements. | | |
|Unit: Balance and Weigh |
|Lesson 4: Building Mobiles |
|Objective |Indicator |Instruction/Assessment Reference |Resources |
|TLW build a simple mobile that balances. |2.1.1 Manipulate an object to gain additional |Discuss mobiles/model a mobile. |Activities: |
| |information about it. | |pp. 40-44 |
|TLW describe how and why their mobiles balance. |2.1.2 Use tools, such as thermometers, magnifiers, |Build mobiles that will balance (pairs or small | |
| |rulers, or balances, to gain more information about |groups). |Resources: |
|TLW construct a more complex mobile. |objects. | |See Appendix 1 |
| |2.1.3 Describe, both in writing and verbally, objects as|Class discussion on how mobiles are built/balanced. | |
|TLW read about Alexander Calder and his mobiles. |accurately as possible and compare observations with | | |
| |those of other people. | | |
| |2.1.4 Make new observations when there is disagreement | | |
| |among initial observations. | | |
| |2.1.5 Demonstrate the ability to work with a team but | | |
| |still reach and communicate one’s own conclusions about | | |
| |findings. | | |
| |2.1.6 Use tools to investigate, observe, measure, | | |
| |design, and build things. | | |
| |2.2.1 Give estimates of numerical answers to problems | | |
| |before doing them formally. | | |
| |2.2.2 Make quantitative estimates of familiar lengths, | | |
| |weights, and time intervals and check them by | | |
| |measurements. | | |
|Unit: Balance and Weigh |
|Lesson 4: Building Mobiles (continued) |
|Objective |Indicator |Instruction/Assessment Reference |Resources |
| |2.2.4 Assemble, describe, take apart, and/or reassemble | | |
| |constructions using such things as interlocking blocks | | |
| |and erector sets. Sometimes pictures or words may be | | |
| |used as a reference. | | |
| |2.2.5 Draw pictures and write brief descriptions that | | |
| |correctly portray key features of an object. | | |
| |2.5.2 Recognize and explain that it is often useful to | | |
| |estimate quantities. | | |
| |2.5.3 Observe that and describe how changing one thing | | |
| |can cause changes in something else such as exercise and| | |
| |its effect on heart rate. | | |
| |2.5.4 Begin to recognize and explain that people are | | |
| |more likely to believe ideas if good reasons are given | | |
| |for them. | | |
| |2.5.5 Explain that some events can be predicted with | | |
| |certainty, such as sunrise and sunset, and some cannot, | | |
| |such as storms. Understand that people aren’t always | | |
| |sure what will happen since they do not know everything | | |
| |that might have an effect. | | |
|Unit: Balance and Weigh |
|Lesson 4: Building Mobiles (continued) |
|Objective |Indicator |Instruction/Assessment Reference |Resources |
| |2.6.1 Investigate that most objects are made of parts. | | |
| |2.6.2 Observe and explain that models may not be the | | |
| |same size, may be missing some details, or may not be | | |
| |able to do all of the same things as the real things. | | |
| |2.6.3 Describe that things can change in different ways,| | |
| |such as in size, weight, color, age, and movement. | | |
| |Investigate that some small changes can be detected by | | |
| |taking measurements. | | |
|Unit: Balance and Weigh |
|Lesson 5: Discovering the Equal-Arm Balance |
|Objective |Indicator |Instruction/Assessment Reference |Resources |
|TLW discuss what they have learned about the beam |2.1.1 Manipulate an object to gain additional |Venn Diagram – compare |Activities: |
|balance. |information about it. |equal-arm balance and beam balance. |pp. 55-59 |
| |2.1.2 Use tools, such as thermometers, magnifiers, | | |
|TLW, after assembling the equal-arm balances, |rulers, or balances, to gain more information about |Pair share |Resources: |
|describe why some are level and some are not. |objects. | |See Appendix 1 |
| |2.1.3 Describe, both in writing and verbally, objects as|Comparison | |
|TLW level their equal-arm balances and discuss the |accurately as possible and compare observations with | | |
|importance of this task. |those of other people. |Build/assemble equal-arm balance. | |
| |2.1.4 Make new observations when there is disagreement | | |
| |among initial observations. | | |
| |2.1.5 Demonstrate the ability to work with a team but | | |
| |still reach and communicate one’s own conclusions about | | |
| |findings. | | |
| |2.1.6 Use tools to investigate, observe, measure, | | |
| |design, and build things. | | |
| |2.2.1 Give estimates of numerical answers to problems | | |
| |before doing them formally. | | |
| |2.2.2 Make quantitative estimates of familiar lengths, | | |
| |weights, and time intervals and check them by | | |
| |measurements. | | |
|Unit: Balance and Weigh |
|Lesson 5: Discovering the Equal-Arm Balance (continued) |
|Objective |Indicator |Instruction/Assessment Reference |Resources |
| |2.2.4 Assemble, describe, take apart, and/or reassemble | | |
| |constructions using such things as interlocking blocks | | |
| |and erector sets. Sometimes pictures or words may be | | |
| |used as a reference. | | |
| |2.2.5 Draw pictures and write brief descriptions that | | |
| |correctly portray key features of an object. | | |
| |2.5.2 Recognize and explain that it is often useful to | | |
| |estimate quantities. | | |
| |2.5.3 Observe that and describe how changing one thing | | |
| |can cause changes in something else such as exercise and| | |
| |its effect on heart rate. | | |
| |2.5.4 Begin to recognize and explain that people are | | |
| |more likely to believe ideas if good reasons are given | | |
| |for them. | | |
| |2.5.5 Explain that some events can be predicted with | | |
| |certainty, such as sunrise and sunset, and some cannot, | | |
| |such as storms. Understand that people aren’t always | | |
| |sure what will happen since they do not know everything | | |
| |that might have an effect. | | |
|Unit: Balance and Weigh |
|Lesson 5: Discovering the Equal-Arm Balance (continued) |
|Objective |Indicator |Instruction/Assessment Reference |Resources |
| |2.6.1 Investigate that most objects are made of parts. | | |
| |2.6.2 Observe and explain that models may not be the | | |
| |same size, may be missing some details, or may not be | | |
| |able to do all of the same things as the real things. | | |
| |2.6.3 Describe that things can change in different ways,| | |
| |such as in size, weight, color, age, and movement. | | |
| |Investigate that some small changes can be detected by | | |
| |taking measurements. | | |
|Unit: Balance and Weigh |
|Lesson 6: Exploring How the Equal-Arm Balance Works |
|Objective |Indicator |Instruction/Assessment Reference |Resources |
|TLW observe how the equal-arm balance reacts when |2.1.1 Manipulate an object to gain additional |Free exploration of equal-arm balance |Activities: |
|objects are placed in the pails. |information about it. | |pp. 65-69 |
| |2.1.2 Use tools, such as thermometers, magnifiers, |Pair share | |
|TLW discuss their observations about the behavior |rulers, or balances, to gain more information about | |Resources: |
|and characteristics of the equal-arm balance. |objects. |Observation |See Appendix 1 |
| |2.1.3 Describe, both in writing and verbally, objects as| | |
|TLW compare the characteristics of the beam balance |accurately as possible and compare observations with |Venn Diagram – comparing mobiles (Lesson 4) and | |
|to those of the equal-arm balance. |those of other people. |alligator (Lesson 1) | |
| |2.1.4 Make new observations when there is disagreement | | |
| |among initial observations. |Journal using sentence starters, | |
| |2.1.5 Demonstrate the ability to work with a team but |p. 69 | |
| |still reach and communicate one’s own conclusions about | | |
| |findings. | | |
| |2.1.6 Use tools to investigate, observe, measure, | | |
| |design, and build things. | | |
| |2.2.1 Give estimates of numerical answers to problems | | |
| |before doing them formally. | | |
| |2.2.2 Make quantitative estimates of familiar lengths, | | |
| |weights, and time intervals and check them by | | |
| |measurements. | | |
|Unit: Balance and Weigh |
|Lesson 6: Exploring How the Equal-Arm Balance Works (continued) |
|Objective |Indicator |Instruction/Assessment Reference |Resources |
| |2.2.4 Assemble, describe, take apart, and/or reassemble | | |
| |constructions using such things as interlocking blocks | | |
| |and erector sets. Sometimes pictures or words may be | | |
| |used as a reference. | | |
| |2.2.5 Draw pictures and write brief descriptions that | | |
| |correctly portray key features of an object. | | |
| |2.5.2 Recognize and explain that it is often useful to | | |
| |estimate quantities. | | |
| |2.5.3 Observe that and describe how changing one thing | | |
| |can cause changes in something else such as exercise and| | |
| |its effect on heart rate. | | |
| |2.5.4 Begin to recognize and explain that people are | | |
| |more likely to believe ideas if good reasons are given | | |
| |for them. | | |
| |2.5.5 Explain that some events can be predicted with | | |
| |certainty, such as sunrise and sunset, and some cannot, | | |
| |such as storms. Understand that people aren’t always | | |
| |sure what will happen since they do not know everything | | |
| |that might have an effect. | | |
|Unit: Balance and Weigh |
|Lesson 6: Exploring How the Equal-Arm Balance Works (continued) |
|Objective |Indicator |Instruction/Assessment Reference |Resources |
| |2.6.1 Investigate that most objects are made of parts. | | |
| |2.6.2 Observe and explain that models may not be the | | |
| |same size, may be missing some details, or may not be | | |
| |able to do all of the same things as the real things. | | |
| |2.6.3 Describe that things can change in different ways,| | |
| |such as in size, weight, color, age, and movement. | | |
| |Investigate that some small changes can be detected by | | |
| |taking measurements. | | |
|Unit: Balance and Weigh |
|Lesson 7: Using the Equal-Arm Balance to Compare Objects |
|Objective |Indicator |Instruction/Assessment Reference |Resources |
|TLW compare miscellaneous objects by using the |2.1.1 Manipulate an object to gain additional |Compare six objects using , = symbols. |Activities: |
|equal-arm balance. |information about it. | |pp. 72-76 |
| |2.1.2 Use tools, such as thermometers, magnifiers, |Use chart to discuss student comparisons. | |
|TLW record these comparisons using binary |rulers, or balances, to gain more information about | |Resources: |
|symbols—greater than, less than, and equal to. |objects. |Journal – write a story or riddle using comparison |See Appendix 1 |
| |2.1.3 Describe, both in writing and verbally, objects as|words. | |
|TLW discuss their comparisons and the |accurately as possible and compare observations with | | |
|problem-solving. |those of other people. | | |
| |2.1.4 Make new observations when there is disagreement | | |
| |among initial observations. | | |
| |2.1.5 Demonstrate the ability to work with a team but | | |
| |still reach and communicate one’s own conclusions about | | |
| |findings. | | |
| |2.1.6 Use tools to investigate, observe, measure, | | |
| |design, and build things. | | |
| |2.2.1 Give estimates of numerical answers to problems | | |
| |before doing them formally. | | |
| |2.2.2 Make quantitative estimates of familiar lengths, | | |
| |weights, and time intervals and check them by | | |
| |measurements. | | |
|Unit: Balance and Weigh |
|Lesson 7: Using the Equal-Arm Balance to Compare Objects (continued) |
|Objective |Indicator |Instruction/Assessment Reference |Resources |
| |2.2.4 Assemble, describe, take apart, and/or reassemble | | |
| |constructions using such things as interlocking blocks | | |
| |and erector sets. Sometimes pictures or words may be | | |
| |used as a reference. | | |
| |2.2.5 Draw pictures and write brief descriptions that | | |
| |correctly portray key features of an object. | | |
| |2.5.2 Recognize and explain that it is often useful to | | |
| |estimate quantities. | | |
| |2.5.3 Observe that and describe how changing one thing | | |
| |can cause changes in something else such as exercise and| | |
| |its effect on heart rate. | | |
| |2.5.4 Begin to recognize and explain that people are | | |
| |more likely to believe ideas if good reasons are given | | |
| |for them. | | |
| |2.5.5 Explain that some events can be predicted with | | |
| |certainty, such as sunrise and sunset, and some cannot, | | |
| |such as storms. Understand that people aren’t always | | |
| |sure what will happen since they do not know everything | | |
| |that might have an effect. | | |
|Unit: Balance and Weigh |
|Lesson 7: Using the Equal-Arm Balance to Compare Objects (continued) |
|Objective |Indicator |Instruction/Assessment Reference |Resources |
| |2.6.1 Investigate that most objects are made of parts. | | |
| |2.6.2 Observe and explain that models may not be the | | |
| |same size, may be missing some details, or may not be | | |
| |able to do all of the same things as the real things. | | |
| |2.6.3 Describe that things can change in different ways,| | |
| |such as in size, weight, color, age, and movement. | | |
| |Investigate that some small changes can be detected by | | |
| |taking measurements. | | |
|Unit: Balance and Weigh |
|Lesson 8: Developing Strategies for Placing Objects in Serial Order |
|Objective |Indicator |Instruction/Assessment Reference |Resources |
|TLW predict the serial order of four |2.1.1 Manipulate an object to gain additional |Record serial objects and rank from lightest to |Activities: |
|objects–ping-pong ball, a plastic spoon, a plastic |information about it. |heaviest. |pp. 82-88 |
|cup, and a wood block. |2.1.2 Use tools, such as thermometers, magnifiers, | | |
| |rulers, or balances, to gain more information about |Discussion of objects |Resources: |
|TLW cut out pictures of four objects and glue them |objects. | |See Appendix 1 |
|to a strip of papers, creating a visual |2.1.3 Describe, both in writing and verbally, objects as| | |
|representation of a serial order. |accurately as possible and compare observations with | | |
| |those of other people. | | |
|TLW discuss and describe their strategies for |2.1.4 Make new observations when there is disagreement | | |
|placing the four objects in serial order and |among initial observations. | | |
|verbalize the relationship among these objects. |2.1.5 Demonstrate the ability to work with a team but | | |
| |still reach and communicate one’s own conclusions about | | |
| |findings. | | |
| |2.1.6 Use tools to investigate, observe, measure, | | |
| |design, and build things. | | |
| |2.2.5 Draw pictures and write brief descriptions that | | |
| |correctly portray key features of an object. | | |
|Unit: Balance and Weigh |
|Lesson 8: Developing Strategies for Placing Objects in Serial Order (continued) |
|Objective |Indicator |Instruction/Assessment Reference |Resources |
| |2.5.3 Observe that and describe how changing one thing | | |
| |can cause changes in something else such as exercise and| | |
| |its effect on heart rate. | | |
| |2.5.4 Begin to recognize and explain that people are | | |
| |more likely to believe ideas if good reasons are given | | |
| |for them. | | |
| |2.5.5 Explain that some events can be predicted with | | |
| |certainty, such as sunrise and sunset, and some cannot, | | |
| |such as storms. Understand that people aren’t always | | |
| |sure what will happen since they do not know everything | | |
| |that might have an effect. | | |
|Unit: Balance and Weigh |
|Lesson 9: Placing Six Objects in Serial Order |
|Objective |Indicator |Instruction/Assessment Reference |Resources |
|TLW predict where a metal cube and acrylic cylinder |2.1.1 Manipulate an object to gain additional |Predict serial order of 4 objects; add two more. |Activities: |
|will fit in their existing serial order of four |information about it. | |pp. 92-94 |
|objects. |2.1.2 Use tools such as thermometers, magnifiers, |Use equal-arm balance to rank lightest to heaviest. | |
| |rulers, or balances, to gain more information about | |Resources: |
|TLW use the equal-arm balance to help them determine|objects. |Discuss strategies for comparisons. |See Appendix 1 |
|a new serial order that includes all six objects. |2.1.3 Describe, both in writing and verbally, objects as| | |
| |accurately as possible and compare observations with | | |
|TLW add pictures of the two new objects to their |those of other people. | | |
|strip of paper to reflect the new serial order. |2.1.4 Make new observations when there is disagreement | | |
| |among initial observations. | | |
| |2.1.5 Demonstrate the ability to work with a team but | | |
| |still reach and communicate one’s own conclusions about | | |
| |findings. | | |
| |2.1.6 Use tools to investigate, observe, measure, | | |
| |design, and build things. | | |
| |2.2.1 Give estimates of numerical answers to problems | | |
| |before doing them formally. | | |
| |2.2.2 Make quantitative estimates of familiar lengths, | | |
| |weights, and time intervals and check them by | | |
| |measurements. | | |
|Unit: Balance and Weigh |
|Lesson 9: Placing Six Objects in Serial Order (continued) |
|Objective |Indicator |Instruction/Assessment Reference |Resources |
| |2.2.5 Draw pictures and write brief descriptions that | | |
| |correctly portray key features of an object. | | |
| |2.5.3 Observe that and describe how changing one thing | | |
| |can cause changes in something else such as exercise and| | |
| |its effect on heart rate. | | |
| |2.5.4 Begin to recognize and explain that people are | | |
| |more likely to believe ideas if good reasons are given | | |
| |for them. | | |
| |2.5.5 Explain that some events can be predicted with | | |
| |certainty, such as sunrise and sunset, and some cannot, | | |
| |such as storms. Understand that people aren’t always | | |
| |sure what will happen since they do not know everything | | |
| |that might have an effect. | | |
|Unit: Balance and Weigh |
|Lesson 10: Balancing with Unifix Cubes |
|Objective |Indicator |Instruction/Assessment Reference |Resources |
|TLW use Unifix cubes to balance each object on the |2.1.1 Manipulate an object to gain additional |Journal about weighing and what “weight” means. |Activities: |
|equal-arm balance and then record their information |information about it. | |pp. 100-150 |
|on the record sheet. |2.1.2 Use tools, such as thermometers, magnifiers, |Manipulate and weigh other objects in room. | |
| |rulers, or balances, to gain more information about |Example: Something that weighs more than six Unifix |Resources: |
|TLW transfer their individual information to a class|objects. |cubes and less than a wood block. |See Appendix 1 |
|data table so that their results can be discussed |2.1.3 Describe, both in writing and verbally, objects as| | |
|and compared. |accurately as possible and compare observations with | | |
| |those of other people. | | |
|TLW discuss the relationship between balancing and |2.1.4 Make new observations when there is disagreement | | |
|weighing. |among initial observations. | | |
| |2.1.5 Demonstrate the ability to work with a team but | | |
| |still reach and communicate one’s own conclusions about | | |
| |findings. | | |
| |2.1.6 Use tools to investigate, observe, measure, | | |
| |design, and build things. | | |
| |2.2.1 Give estimates of numerical answers to problems | | |
| |before doing them formally. | | |
| |2.2.2 Make quantitative estimates of familiar lengths, | | |
| |weights, and time intervals and check them by | | |
| |measurements. | | |
|Unit: Balance and Weigh |
|Lesson 10: Balancing with Unifix Cubes (continued) |
|Objective |Indicator |Instruction/Assessment Reference |Resources |
| |2.2.5 Draw pictures and write brief descriptions that | | |
| |correctly portray key features of an object. | | |
| |2.5.1 Recognize and explain that, in measuring, there is| | |
| |a need to use numbers between whole numbers*, such as 2 | | |
| |1/2 inches. | | |
| |2.5.2 Recognize and explain that it is often useful to | | |
| |estimate quantities. | | |
| |2.5.3 Observe that and describe how changing one thing | | |
| |can cause changes in something else such as exercise and| | |
| |its effect on heart rate. | | |
| |2.5.4 Begin to recognize and explain that people are | | |
| |more likely to believe ideas if good reasons are given | | |
| |for them. | | |
| |2.5.5 Explain that some events can be predicted with | | |
| |certainty, such as sunrise and sunset, and some cannot, | | |
| |such as storms. Understand that people aren’t always | | |
| |sure what will happen since they do not know everything | | |
| |that might have an effect. | | |
| | | | |
| |*whole numbers: 0,1,2,3,etc. | | |
|Unit: Balance and Weigh |
|Lesson 10: Balancing with Unifix Cubes (continued) |
|Objective |Indicator |Instruction/Assessment Reference |Resources |
| |2.6.2 Observe and explain that models may not be the | | |
| |same size, may be missing some details, or may not be | | |
| |able to do all of the same things as the real things. | | |
| |2.6.3 Describe that things can change in different ways,| | |
| |such as in size, weight, color, age, and movement. | | |
| |Investigate that some small changes can be detected by | | |
| |taking measurements. | | |
|Unit: Balance and Weigh |
|Lesson 11: Graphing the Weights of the Objects |
|Objective |Indicator |Instruction/Assessment Reference |Resources |
|TLW compare and contrast the information on the data|2.1.3 Describe, both in writing and verbally, objects as|Construct a graph |Activities: |
|table. |accurately as possible and compare observations with | |pp. 111-115 |
| |those of other people. |Describe graph to class | |
|TLW make bar graphs that show the weights of the six|2.1.4 Make new observations when there is disagreement | |Resources: |
|objects. |among initial observations. |Journaling – weight riddles |See Appendix 1 |
| |2.1.5 Demonstrate the ability to work with a team but |Example: I am an object that weighs 9 cubes. What am| |
|TLW compare their bar graphs with their serial order|still reach and communicate one’s own conclusions about |I? | |
|strips and discuss the differences and similarities.|findings. | | |
| |2.2.1 Give estimates of numerical answers to problems | | |
| |before doing them formally. | | |
| |2.2.5 Draw pictures and write brief descriptions that | | |
| |correctly portray key features of an object. | | |
| |2.5.1 Recognize and explain that, in measuring, there is| | |
| |a need to use numbers between whole numbers*, such as 2 | | |
| |1/2 inches. | | |
| |2.5.4 Begin to recognize and explain that people are | | |
| |more likely to believe ideas if good reasons are given | | |
| |for them. | | |
| | | | |
| | | | |
| |*whole numbers: 0,1,2,3,etc. | | |
|Unit: Balance and Weigh |
|Lesson 12: Comparing the Weights of the Objects |
|Objective |Indicator |Instruction/Assessment Reference |Resources |
|TLW use the data table and graphs from Lesson 11 to |2.1.3 Describe, both in writing and verbally, objects as|Cooperative groups |Activities: |
|predict answers to number sentences involving the |accurately as possible and compare observations with | |pp. 124-129 |
|weights of the six objects. |those of other people. |Record Sheet 12-A | |
| |2.1.4 Make new observations when there is disagreement | |Resources: |
|TLW discuss their results and identify the number |among initial observations. | |See Appendix 1 |
|sentences for each problem. |2.1.5 Demonstrate the ability to work with a team but | | |
| |still reach and communicate one’s own conclusions about | | |
| |findings. | | |
| |2.2.1 Give estimates of numerical answers to problems | | |
| |before doing them formally. | | |
| |2.2.2 Make quantitative estimates of familiar lengths, | | |
| |weights, and time intervals and check them by | | |
| |measurements. | | |
| |2.5.1 Recognize and explain that, in measuring, there is| | |
| |a need to use numbers between whole numbers*, such as 2 | | |
| |1/2 inches. | | |
| | | | |
| | | | |
| |*whole numbers: 0,1,2,3,etc. | | |
|Unit: Balance and Weigh |
|Lesson 12: Comparing the Weights of the Objects (continued) |
|Objective |Indicator |Instruction/Assessment Reference |Resources |
| |2.5.2 Recognize and explain that it is often useful to | | |
| |estimate quantities. | | |
| |2.5.4 Begin to recognize and explain that people are | | |
| |more likely to believe ideas if good reasons are given | | |
| |for them. | | |
|Unit: Balance and Weigh |
|Lesson 13: Describing and Comparing Cupfuls of Food |
|Objective |Indicator |Instruction/Assessment Reference |Resources |
|TLW observe and describe each of the four foods. |2.1.1 Manipulate an object to gain additional |Describe food, Record Sheet 13-A |Activities: |
| |information about it. | |pp. 136-140 |
|TLW predict a serial order for cupfuls of the four |2.1.2 Use tools, such as thermometers, magnifiers, |Make predictions, Record Sheet | |
|foods, from lightest to heaviest. |rulers, or balances, to gain more information about |13-B |Resources: |
| |objects. | |See Appendix 1 |
|TLW compare the weights of four cupfuls. |2.1.3 Describe, both in writing and verbally, objects as|Make graphs comparing quantity of food found in each | |
| |accurately as possible and compare observations with |cup. | |
|TLW discuss why the cupfuls seem to weigh different |those of other people. | | |
|amounts. |2.1.4 Make new observations when there is disagreement | | |
| |among initial observations. | | |
| |2.1.5 Demonstrate the ability to work with a team but | | |
| |still reach and communicate one’s own conclusions about | | |
| |findings. | | |
| |2.1.6 Use tools to investigate, observe, measure, | | |
| |design, and build things. | | |
| |2.2.1 Give estimates of numerical answers to problems | | |
| |before doing them formally. | | |
| |2.2.2 Make quantitative estimates of familiar lengths, | | |
| |weights, and time intervals and check them by | | |
| |measurements. | | |
|Unit: Balance and Weigh |
|Lesson 13: Describing and Comparing Cupfuls of Food (continued) |
|Objective |Indicator |Instruction/Assessment Reference |Resources |
| |2.5.1 Recognize and explain that, in measuring, there is| | |
| |a need to use numbers between whole numbers*, such as 2 | | |
| |1/2 inches. | | |
| |2.5.2 Recognize and explain that it is often useful to | | |
| |estimate quantities. | | |
| |2.5.3 Observe that and describe how changing one thing | | |
| |can cause changes in something else such as exercise and| | |
| |its effect on heart rate. | | |
| |2.5.4 Begin to recognize and explain that people are | | |
| |more likely to believe ideas if good reasons are given | | |
| |for them. | | |
| |2.5.5 Explain that some events can be predicted with | | |
| |certainty, such as sunrise and sunset, and some cannot, | | |
| |such as storms. Understand that people aren’t always | | |
| |sure what will happen since they do not know everything | | |
| |that might have an effect. | | |
| | | | |
| | | | |
| |*whole numbers: 0,1,2,3,etc. | | |
|Unit: Balance and Weigh |
|Lesson 13: Describing and Comparing Cupfuls of Food (continued) |
|Objective |Indicator |Instruction/Assessment Reference |Resources |
| |2.6.2 Observe and explain that models may not be the | | |
| |same size, may be missing some details, or may not be | | |
| |able to do all of the same things as the real things. | | |
| |2.6.3 Describe that things can change in different ways,| | |
| |such as in size, weight, color, age, and movement. | | |
| |Investigate that some small changes can be detected by | | |
| |taking measurements. | | |
|Unit: Balance and Weigh |
|Lesson 14: How Much Does Each Cupful Weigh? |
|Objective |Indicator |Instruction/Assessment Reference |Resources |
|TLW weigh each cupful and record these results on |2.1.1 Manipulate an object to gain additional |Analysis of info, page 148 |Activities: |
|record sheets. |information about it. | |pp. 146-149 |
| |2.1.2 Use tools such as thermometers, magnifiers, |Construct bar graphs using information from line | |
|TLW find the most common class weight for each |rulers, or balances, to gain more information about |plot. |Resources: |
|cupful by using a line plot. |objects. | |See Appendix 1 |
| |2.1.3 Describe, both in writing and verbally, objects as|Devise a monetary system to buy and sell items in a | |
| |accurately as possible and compare observations with |classroom store based on their weight. | |
| |those of other people. | | |
| |2.1.4 Make new observations when there is disagreement | | |
| |among initial observations. | | |
| |2.1.5 Demonstrate the ability to work with a team but | | |
| |still reach and communicate one’s own conclusions about | | |
| |findings. | | |
| |2.1.6 Use tools to investigate, observe, measure, | | |
| |design, and build things. | | |
| |2.2.1 Give estimates of numerical answers to problems | | |
| |before doing them formally. | | |
| |2.2.2 Make quantitative estimates of familiar lengths, | | |
| |weights, and time intervals and check them by | | |
| |measurements. | | |
|Unit: Balance and Weigh |
|Lesson 14: How Much Does Each Cupfuls Weigh? (continued) |
|Objective |Indicator |Instruction/Assessment Reference |Resources |
| |2.2.5 Draw pictures and write brief descriptions that | | |
| |correctly portray key features of an object. | | |
| |2.5.1 Recognize and explain that, in measuring, there is| | |
| |a need to use numbers between whole numbers*, such as 2 | | |
| |1/2 inches. | | |
| |2.5.2 Recognize and explain that it is often useful to | | |
| |estimate quantities. | | |
| |2.5.3 Observe that and describe how changing one thing | | |
| |can cause changes in something else such as exercise and| | |
| |its effect on heart rate. | | |
| |2.5.4 Begin to recognize and explain that people are | | |
| |more likely to believe ideas if good reasons are given | | |
| |for them. | | |
| | | | |
| | | | |
| |*whole numbers: 0,1,2,3,etc. | | |
|Unit: Balance and Weigh |
|Lesson 14: How Much Does Each Cupful Weigh? (continued) |
|Objective |Indicator |Instruction/Assessment Reference |Resources |
| |2.5.5 Explain that some events can be predicted with | | |
| |certainty, such as sunrise and sunset, and some cannot, | | |
| |such as storms. Understand that people aren’t always | | |
| |sure what will happen since they do not know everything | | |
| |that might have an effect. | | |
| |2.6.2 Observe and explain that models may not be the | | |
| |same size, may be missing some details, or may not be | | |
| |able to do all of the same things as the real things. | | |
| |2.6.3 Describe that things can change in different ways,| | |
| |such as in size, weight, color, age, and movement. | | |
| |Investigate that some small changes can be detected by | | |
| |taking measurements. | | |
|Unit: Balance and Weigh |
|Lesson 15: Which Food Occupies the Most Space? |
|Objective |Indicator |Instruction/Assessment Reference |Resources |
|TLW weigh equal amounts of the four foods. |2.1.1 Manipulate an object to gain additional |Cooperative group discussion |Activities: |
| |information about it. | |pp. 154-156 |
|TLW predict and then observe which food will occupy |2.1.2 Use tools, such as thermometers, magnifiers, |Describe foods that are sold by weight. | |
|the most space. |rulers, or balances, to gain more information about | |Resources: |
| |objects. |Journal about field trip to a packaging department |See Appendix 1 |
|TLW discuss their explanations for what they |2.1.3 Describe, both in writing and verbally, objects as|and the process they use to weigh. | |
|observe. |accurately as possible and compare observations with | | |
| |those of other people. | | |
| |2.1.4 Make new observations when there is disagreement | | |
| |among initial observations. | | |
| |2.1.5 Demonstrate the ability to work with a team but | | |
| |still reach and communicate one’s own conclusions about | | |
| |findings. | | |
| |2.1.6 Use tools to investigate, observe, measure, | | |
| |design, and build things. | | |
| |2.2.1 Give estimates of numerical answers to problems | | |
| |before doing them formally. | | |
| |2.2.2 Make quantitative estimates of familiar lengths, | | |
| |weights, and time intervals and check them by | | |
| |measurements. | | |
|Unit: Balance and Weigh |
|Lesson 15: Which Food Occupies the Most Space? (continued) |
|Objective |Indicator |Instruction/Assessment Reference |Resources |
| |2.2.5 Draw pictures and write brief descriptions that | | |
| |correctly portray key features of an object. | | |
| |2.5.1 Recognize and explain that, in measuring, there is| | |
| |a need to use numbers between whole numbers*, such as 2 | | |
| |1/2 inches. | | |
| |2.5.2 Recognize and explain that it is often useful to | | |
| |estimate quantities. | | |
| |2.5.3 Observe that and describe how changing one thing | | |
| |can cause changes in something else such as exercise and| | |
| |its effect on heart rate. | | |
| |2.5.4 Begin to recognize and explain that people are | | |
| |more likely to believe ideas if good reasons are given | | |
| |for them. | | |
| | | | |
| | | | |
| |*whole numbers: 0,1,2,3,etc. | | |
|Unit: Balance and Weigh |
|Lesson 15: Which Food Occupies the Most Space? (continued) |
|Objective |Indicator |Instruction/Assessment Reference |Resources |
| |2.5.5 Explain that some events can be predicted with | | |
| |certainty, such as sunrise and sunset, and some cannot, | | |
| |such as storms. Understand that people aren’t always | | |
| |sure what will happen since they do not know everything | | |
| |that might have an effect. | | |
| |2.6.2 Observe and explain that models may not be the | | |
| |same size, may be missing some details, or may not be | | |
| |able to do all of the same things as the real things. | | |
| |2.6.3 Describe that things can change in different ways,| | |
| |such as in size, weight, color, age, and movement. | | |
| |Investigate that some small changes can be detected by | | |
| |taking measurements. | | |
|Unit: Balance and Weigh |
|Lesson 16: The Six Marble Problem |
|Objective |Indicator |Instruction/Assessment Reference |Resources |
|TLW, using the equal-arm balance, apply an effective| |Classroom discussion |Activities: |
|strategy (weighing or comparing) to discover which | | |pp. 160-164 |
|of five film canisters contains the six marbles. | |Evaluation, p. 164 | |
| | | |Resources: |
|TLW discuss the idea that the weight of an empty | | |See Appendix 1 |
|canister is important when working on this problem. | | | |
|Unit: Butterflies |
|Lesson 1: Getting Ready for Caterpillars |
|Objective |Indicator |Instructional/Assessment Reference |Resource |
|TLW express in words and drawings what they already |2.1.3 Describe, both in writing and verbally, objects as|Journaling |Teacher may want to copy student pages in |
|know about caterpillars and butterflies. |accurately as possible and compare observations with | |manual and bind to form a student notebook. |
| |those of other people. |Make a chart “What we know about caterpillars.” | |
| |2.1.4 Make new observations when there is disagreement | |Butterfly Story by Anca Hariton |
| |among initial observations. |Drawing an estimate of what you think a caterpillar | |
| |2.2.5 Draw pictures and write brief descriptions that |looks like. |The Butterfly Alphabet by Kjell Bloch Sandved |
| |correctly portray key features of an object. | | |
| |2.41 Observe and identify different external features of|Observation of the caterpillar. |FICTION: |
| |plants and animals and describe how these features help | |Horrible Harry and the Dungeon by Suzy Kline |
| |them live in different environments. |Use the world map to show migration. | |
| |2.4.4 Recognize and explain that living things are found| |FICTION: |
| |almost everywhere in the world and that there are |Discussion |Clara Caterpillar by Pamela Duncan Edwards |
| |somewhat different kinds in different places. | | |
| |2.5.6 Explain that sometimes a person can find out a lot| | |
| |(but not everything) about a group of things, such as | | |
| |insects, plants, or rocks, by studying just a few of | | |
| |them. | | |
|Unit: Butterflies |
|Lesson 2: Caring for Caterpillars |
|Objective |Indicator |Instructional/Assessment Reference |Resources |
|TLW prepare food cups. |2.1.2 Use tools, such as thermometers, magnifiers, |Use magnifying glass to observe caterpillar. |Measure caterpillars on side of cup or |
| |rulers, or balances, to gain more information about | |quickly placing one on transparency and |
|TLW learn to use a magnifier. |objects. |Journaling. |marking ends, then measure. |
| |2.1.3 Describe, both in writing and verbally, objects as | | |
|TLW make and record first observations. |accurately as possible and compare observations with |Discussion |FICTION: |
| |those of other people. | |The Very Hungry Caterpillar by Eric Carle |
| |2.1.4 Make new observations when there is disagreement |Draw a picture of a caterpillar. | |
| |among initial observations. | | |
| |2.1.6 Use tools to investigate, observe, measure, design |Make a clay model of the caterpillar including parts. |Caterpillars by Patrick Merrick |
| |and build things. | | |
| |2.2.5 Draw pictures and write brief descriptions that |Explain basic needs of people and butterflies. | |
| |correctly portray key features of an object. | | |
| |2.4.1 Observe and identify different external features of| | |
| |plants and animals and describe how these features help | | |
| |them live in different environments. | | |
| |2.4.3 Observe and explain that plants and animals both | | |
| |need to take in water, animals need to take in food, and | | |
| |plants need light. | | |
|Unit: Butterflies |
|Lesson 3: Learning More About Caterpillars |
|Objective |Indicator |Instructional/Assessment Reference |Resources |
|TLW learn about the characteristics that living |2.1.2 Use tools, such as thermometers, magnifiers, |Journaling |Habitat Lap Sit Project Wild, elementary |
|things need to share. |rulers, or balances, to gain more information about | |book, p.33 (See attached copy with |
| |objects. |Observe caterpillar growth and changes. |bibliography.) |
|TLW become aware of what living things need to |2.1.3 Describe, both in writing and verbally, objects as | | |
|survive. |accurately as possible and compare observations with |Discuss basic needs |FICTION: |
| |those of other people. | |Charlie the Caterpillar by Dom DeLouise |
|TLW recognize the specific needs of caterpillars. |2.1.4 Make new observations when there is disagreement | | |
| |among initial observations. | |FICTION: Flutter by, Butterfly by Liza |
|TLW observe how caterpillars grow and change. |2.3.4 Investigate by observing and then describing how | |Alexander |
| |animals and plants sometimes cause changes in their | | |
| |surroundings. | | |
| |2.4.1 Observe and identify different external features of| | |
| |plants and animals and describe how these features help | | |
| |them live in different environments. | | |
| |2.4.2 Observe that and describe how animals may use | | |
| |plants, or even other animals, for shelter and nesting. | | |
|Unit: Butterflies |
|Lesson 3: Learning More About Caterpillars (continued) |
|Objective |Indicator |Instructional/Assessment Reference |Resources |
| |2.4.3 Observe and explain that plants and animals both | | |
| |need to take in water, animals need to take in food, and | | |
| |plants need light. | | |
| |2.5.3 Observe that and describe how changing one thing | | |
| |can cause changes in something else such as exercise and | | |
| |its effect on heart rate. | | |
| |2.5.5 Explain that some events can be predicted with | | |
| |certainty, such as sunrise and sunset, and some cannot, | | |
| |such as storms. Understand that people aren’t always sure| | |
| |what will happen since they do not know everything that | | |
| |might have an effect. | | |
| |2.6.3 Describe that things can change in different ways, | | |
| |such as in size, weight, color, age, and movement. | | |
| |Investigate that some small changes can be detected by | | |
| |taking measurements. | | |
|Unit: Butterflies |
|Lessons 4 and 5: Observing Caterpillar’s Change, Growth, and Molting |
|Objective |Indicator |Instructional/Assessment Reference |Resources |
|TLW observe structures and activities of |2.1.2 Use tools, such as thermometers, magnifiers, |Observe/discuss using magnifiers and worksheets. |Human Caterpillar, see illustration below. |
|caterpillars more closely. |rulers, or balances, to gain more information about | | |
| |objects. | |Felt Board – assemble pieces of caterpillar.|
|TLW predict what changes may occur next. |2.1.4 Make new observations when there is disagreement | | |
| |among initial observations. | |Clay & Pasta Caterpillar – assemble a |
|TLW relate change in caterpillars to own bodies. |2.3.4 Investigate by observing and then describing how | |caterpillar, making body segments from clay |
| |animals and plants sometimes cause changes in their | |and make other features using pasta (legs, |
|TLW observe evidence of changes. |surroundings. | |antennae…) |
| |2.4.1 Observe and identify different external features of| | |
| |plants and animals and describe how these features help | |(Dye Pasta – in a zip lock baggie, die pasta|
| |them live in different environments. | |with rubbing alcohol and food coloring.) |
| |2.4.3 Observe and explain that plants and animals both | | |
| |need to take in water, animals need to take in food, and | | |
| |plants need light. | | |
| |2.4.7 Recognize and discuss that people are more like one| | |
| |another than they are like other animals. | | |
| |2.5.3 Observe that and describe how changing one thing | | |
| |can cause changes in something else such as exercise and | | |
| |its effect on heart rate. | | |
|Unit: Butterflies |
|Lessons 4 and 5: Observing Caterpillar’s Change, Growth, and Molting (continued) |
|Objective |Indicator |Instructional/Assessment Reference |Resources |
| |2.5.4 Begin to recognize and explain that people are |Discussions |Life of the Butterfly by Heiderose |
| |more likely to believe ideas if good reasons are given | |Fischer-Nagel |
| |for them. | | |
| |2.5.5 Explain that some events can be predicted with | |Caterpillar, Caterpillar by Vivian French |
| |certainty, such as sunrise and sunset, and some cannot, | | |
| |such as storms. Understand that people aren’t always | | |
| |sure what will happen since they do not know everything | | |
| |that might have an effect. | | |
| |2.6.2 Observe and explain that models may not be the | | |
| |same size, may be missing some details, or may not be | | |
| |able to do all of the same things as the real things. | | |
| |2.6.3 Describe that things can change in different ways,| | |
| |such as in size, weight, color, age, and movement. | | |
| |Investigate that some small changes can be detected by | | |
| |taking measurements. | | |
|Unit: Butterflies |
|Lesson 6: Silk Spinning |
|Objective |Indicator |Instructional/Assessment Reference |Resources |
|TLW observe and draw silk threads spun by |2.1.2 Use tools, such as thermometers, magnifiers, |Observation with magnifiers |Move body to imitate caterpillar spinning |
|caterpillars. |rulers, or balances, to gain more information about | |silk. |
| |objects. |Drawing/Journaling | |
|TLW understand how a caterpillar uses silk. |2.1.3 Describe, both in writing and verbally, objects as | |Butterflies by Hidetomo Oda |
| |accurately as possible and compare observations with | | |
| |those of other people. | |Butterflies by Donna Bailey |
| |2.2.5 Draw pictures and write brief descriptions that | | |
| |correctly portray key features of an object. | |Are You a Butterfly? by Judy Allen |
| |2.4.1 Observe and identify different external features of| | |
| |plants and animals and describe how these features help | | |
| |them live in different environments. | | |
| |2.4.2 Observe that and describe how animals may use | | |
| |plants, or even other animals, for shelter and nesting | | |
| |2.4.3 Observe and explain that plants and animals both | | |
| |need to take in water, animals need to take in food, and | | |
| |plants need light. | | |
|Unit: Butterflies |
|Lesson 6: Silk Spinning (continued) |
|Objective |Indicator |Instructional/Assessment Reference |Resources |
| |2.4.4 Recognize and explain that living things are found| | |
| |almost everywhere in the world and that there are | | |
| |somewhat different kinds in different places. | | |
| |2.4.7 Recognize and discuss that people are more like | | |
| |one another than they are like other animals. | | |
| |2.5.6 Explain that sometimes a person can find out a lot| | |
| |(but not everything) about a group of things, such as | | |
| |insects, plants, or rocks, by studying just a few of | | |
| |them. | | |
| |2.6.1 Investigate that most objects are made of parts. | | |
|Unit: Butterflies |
|Lessons 7 and 8: Caterpillar to Chrysalis |
|Objective |Indicator |Instructional/Assessment Reference |Resources |
|TLW observe final molt and J-shape that precedes |2.1.2 Use tools, such as thermometers, magnifiers, |Observe/Journal changes of caterpillar to chrysalis. |Hand Puppet - The Very Hungry Caterpillar, by|
|formation of chrysalis. |rulers, or balances, to gain more information about |Place chrysalis in the cage. |Eric Carle. |
| |objects. | | |
|TLW realize difference between chrysalis and cocoon.|2.1.3 Describe, both in writing and verbally, objects as | |AIMS “Missing Moths”, Critters, 1989 version,|
| |accurately as possible and compare observations with | |p. 129. |
|TLW make predictions about what will emerge from the|those of other people. | | |
|chrysalis. |2.2.5 Draw pictures and write brief descriptions that | |Butterfly and Caterpillar by Barrie Watts |
| |correctly portray key features of an object. | | |
| |2.4.1 Observe and identify different external features of| |Butterfly by Michael Chinery |
| |plants and animals and describe how these features help | | |
| |them live in different environments. | |From Caterpillar to Butterfly by Deborah |
| |2.4.2 Observe that and describe how animals may use | |Heiligman |
| |plants, or even other animals, for shelter and nesting. | | |
| |2.4.3 Observe and explain that plants and animals both | |From Caterpillar to Butterfly by Gerald Legg |
| |need to take in water, animals need to take in food, and | | |
| |plants need light. | | |
|Unit: Butterflies |
|Lessons 7 and 8: Caterpillar to Chrysalis (continued) |
|Objective |Indicator |Instructional/Assessment Reference |Resources |
| |2.4.4 Recognize and explain that living things are found| | |
| |almost everywhere in the world and that there are | | |
| |somewhat different kinds in different places. | | |
| |2.4.7 Recognize and discuss that people are more like | | |
| |one another than they are like other animals. | | |
| |2.5.6 Explain that sometimes a person can find out a lot| | |
| |(but not everything) about a group of things, such as | | |
| |insects, plants, or rocks, by studying just a few of | | |
| |them. | | |
| |2.6.1 Investigate that most objects are made of parts. | | |
|Unit: Butterflies |
|Lesson 9: Butterfly Emerges |
|Objective |Indicator |Instructional/Assessment Reference |Resources |
|TLW observe the butterfly emerging from the |2.1.2 Use tools, such as thermometers, magnifiers, |Draw pictures of the butterfly identifying and labeling|Wing Symmetry Art: Discuss symmetry of wings |
|chrysalis or discover empty chrysalis case. |rulers, or balances, to gain more information about |parts. |and then make butterflies: |
| |objects. | |(a) tissue paper on black outline of wings |
|TLW observe some distinct butterfly body parts. |2.1.3 Describe, both in writing and verbally, objects as |Observe butterflies in the cage watching for use of the|(b) Water color a ditto |
| |accurately as possible and compare observations with |proboscis. |(c) Tempera half of a butterfly cut-out and |
| |those of other people. | |fold together while still wet. |
| |2.2.5 Draw pictures and write brief descriptions that | | |
| |correctly portray key features of an object. | |FICTION: |
| |2.4.1 Observe and identify different external features of| |The Lamb and the Butterfly by Eric Carle |
| |plants and animals and describe how these features help | | |
| |them live in different environments. | |Amazing Butterflies and Moths by John Still |
| |2.4.2 Observe that and describe how animals may use | | |
| |plants, or even other animals, for shelter and nesting. | |Painted Lady Butterflies by Donna Schaffer |
| |2.4.3 Observe and explain that plants and animals both | | |
| |need to take in water, animals need to take in food, and | |FICTION: |
| |plants need light. | |Megan and the Borealis Butterfly by Nina |
| | | |Alexander |
|Unit: Butterflies |
|Lesson 9: Butterfly Emerges (continued) |
|Objective |Indicator |Instructional/Assessment Reference |Resources |
| |2.4.4 Recognize and explain that living things are found| | |
| |almost everywhere in the world and that there are | | |
| |somewhat different kinds in different places. | | |
| |2.4.7 Recognize and discuss that people are more like | | |
| |one another than they are like other animals. | | |
| |2.5.5 Explain that some events can be predicted with | | |
| |certainty, such as sunrise and sunset, and some cannot, | | |
| |such as storms. Understand that people aren’t always | | |
| |sure what will happen since they do not know everything | | |
| |that might have an effect. | | |
| |2.5.6 Explain that sometimes a person can find out a lot| | |
| |(but not everything) about a group of things, such as | | |
| |insects, plants, or rocks, by studying just a few of | | |
| |them. | | |
| |2.6.1 Investigate that most objects are made of parts. | | |
|Unit: Butterflies |
|Lesson 10: Feeding Butterflies |
|Objective |Indicator |Instructional/Assessment Reference |Resources |
|TLW compare how a butterfly eats to how a |2.1.2 Use tools, such as thermometers, magnifiers, |Observation |Place pieces of fruit in cage as an alternate|
|caterpillar eats. |rulers, or balances, to gain more information about | |food source. Apples and oranges work well. |
| |objects. |Discussion | |
|TLW observe how the butterfly uses the proboscis to |2.1.3 Describe, both in writing and verbally, objects as | |Butterfly Mask: |
|eat. |accurately as possible and compare observations with |Drawing |Use party favor to illustrate how the |
| |those of other people. | |proboscis works and students act out eating |
| |2.2.5 Draw pictures and write brief descriptions that | |like a butterfly. |
| |correctly portray key features of an object. | | |
| |2.4.1 Observe and identify different external features of| |Party Favor Proboscis: |
| |plants and animals and describe how these features help | | |
| |them live in different environments. | | |
| |2.4.3 Observe and explain that plants and animals both | | |
| |need to take in water, animals need to take in food, and | | |
| |plants need light. | | |
|Unit: Butterflies |
|Lesson 10: Feeding Butterflies (continued) |
|Objective |Indicator |Instructional/Assessment Reference |Resources |
| |2.4.6 Observe and describe the different external | |Monarch Butterfly by Gail Gibbons |
| |features of people, such as their size, shape, and color| | |
| |of hair, skin, and eyes. | |FICTION: |
| |2.5.6 Explain that sometimes a person can find out a lot| |Butterfly House by Eve Bunting |
| |(but not everything) about a group of things, such as | | |
| |insects, plants, or rocks, by studying just a few of | |Butterflies: Pollinators and Nectar-sippers by|
| |them. | |Adele Richardson |
| |2.6.1 Investigate that most objects are made of parts. | | |
|Unit: Butterflies |
|Lesson 11: Butterfly’s Body |
|Objective |Indicator |Instructional/Assessment Reference |Resources |
|TLW observe the physical characteristics and the |2.1.2 Use tools, such as thermometers, magnifiers, |Observation |Appendix F – blackline master of butterfly’s |
|behavior of butterflies. |rulers, or balances, to gain more information about | |body |
| |objects. | | |
|TLW compare butterflies to themselves. |2.1.3 Describe, both in writing and verbally, objects as | |Venn diagram comparing self to butterfly, |
| |accurately as possible and compare observations with | |Activity Sheet 10, p. 78 |
| |those of other people. | | |
| |2.2.5 Draw pictures and write brief descriptions that | |Make butterfly kites. |
| |correctly portray key features of an object. | | |
| |2.4.1 Observe and identify different external features of| |Butterfly and the Bog Beast by Nancy E. |
| |plants and animals and describe how these features help | |Krulik |
| |them live in different environments. | | |
| |2.4.3 Observe and explain that plants and animals both | | |
| |need to take in water, animals need to take in food, and | | |
| |plants need light. | | |
| |2.4.6 Observe and describe the different external | | |
| |features of people, such as their size, shape, and color | | |
| |of hair, skin, and eyes. | | |
|Unit: Butterflies |
|Lesson 11: Butterfly’s Body (continued) |
|Objective |Indicator |Instructional/Assessment Reference |Resources |
| |2.4.7 Recognize and discuss that people are more like | | |
| |one another than they are like other animals. | | |
| |2.5.6 Explain that sometimes a person can find out a lot| | |
| |(but not everything) about a group of things, such as | | |
| |insects, plants, or rocks, by studying just a few of | | |
| |them. | | |
| |2.6.1 Investigate that most objects are made of parts. | | |
|Unit: Butterflies |
|Lesson 12: Butterflies Go Free |
|Objective |Indicator |Instructional/Assessment Reference |Resources |
|TLW realize that butterflies are a part of the |2.3.1 Investigate by observing and then describe that |Observation |Lepidopterist Lunch at the Caterpillar Cave, |
|natural world. |some events in nature have a repeating pattern such as | |eat lettuce “leaves” like caterpillars and |
| |seasons, day and night, and migrations. |Make butterfly life cycle book |drink “nectar” juice like butterflies using a|
| |2.4.1 Observe and identify different external features of| |“proboscis” straw. |
| |plants and animals and describe how these features help | | |
| |them live in different environments. | |Discuss “Butterfly World” farm and send for |
| |2.4.2 Observe that and describe how animals may use | |free information. |
| |plants, or even other animals, for shelter and nesting. | | |
| |2.4.3 Observe and explain that plants and animals both | |Butterfly World |
| |need to take in water, animals need to take in food, and | |Tradewinds Park |
| |plants need light. | |3600 W. Sample Road |
| |2.4.4 Recognize and explain that living things are found | |Coconut Creek, FL 33073 |
| |almost everywhere in the world and that there are | | |
| |somewhat different kinds in different places. | |Construct outdoor butterfly garden. |
| |2.5.5 Explain that some events can be predicted with | | |
| |certainty, such as sunrise and sunset, and some cannot, | |Familiar Butterflies by New York: Knopf, |
| |such as storms. Understand that people aren’t always sure| |Random House |
| |what will happen since they do not know everything that | | |
| |might have an effect. | |The Butterflies of North America… by James A.|
| | | |Scott |
| | | | |
| | | |Where Butterflies Grow by Joanne Ryder |
|Unit: Butterflies |
|Lesson 13: Using Our Data |
|Objective |Indicator |Instructional/Assessment Reference |Resources |
|TLW use data to answer their questions. |2.1.3 Describe, both in writing and verbally, objects as |Journals (used as a reference) |Butterfly Life Cycles: |
| |accurately as possible and compare observations with | |*Use pasta to represent actual stages. |
| |those of other people. |Assemble life cycle booklets |soup mac = eggs |
| |2.1.4 Make new observations when there is disagreement | |cork screws = |
| |among initial observations. |Class discussion |caterpillar |
| |2.2.5 Draw pictures and write brief descriptions that | |shell = chrysalis |
| |correctly portray key features of an object. | |bow tie = butterfly |
| |2.3.1 Investigate by observing and then describe that | |*Die with food coloring and alcohol in bag. |
| |some events in nature have a repeating pattern such as | | |
| |seasons, day and night, and migrations. | | |
| |2.5.4 Begin to recognize and explain that people are more| | |
| |likely to believe ideas if good reasons are given for | | |
| |them. | | |
|Unit: Butterflies |
|Lesson 13: Using Our Data (continued) |
|Objective |Indicator |Instructional/Assessment Reference |Resources |
| |2.5.5 Explain that some events can be predicted with | | |
| |certainty, such as sunrise and sunset, and some cannot, | | |
| |such as storms. Understand that people aren’t always | | |
| |sure what will happen since they do not know everything | | |
| |that might have an effect. | | |
| |2.5.6 Explain that sometimes a person can find out a lot| | |
| |(but not everything) about a group of things, such as | | |
| |insects, plants, or rocks, by studying just a few of | | |
| |them. | | |
| |2.6.3 Describe that things can change in different ways,| | |
| |such as in size, weight, color, age, and movement. | | |
| |Investigate that some small changes can be detected by | | |
| |taking measurements. | | |
|Unit: Butterflies |
|Lesson 14: Butterflies Are Insects |
|Objective |Indicator |Instructional/Assessment Reference |Resources |
|TLW learn that the butterfly is an insect. |2.2.5 Draw pictures and write brief descriptions that |Observation/discussions |AIMS “Build an Insect” or “Hide ‘N Seek”, |
| |correctly portray key features of an object. | |Critters, 1989 version, p. 120. |
|TLW discover characteristics that all insects share.|2.3.1 Investigate by observing and then describe that |Use spider model and butterfly model to | |
| |some events in nature have a repeating pattern such as |compare/contrast. |Butterflies and Moths by John Feltwell |
| |seasons, day and night, and migrations. | | |
| |2.4.1 Observe and identify different external features of| |“Buzz, Buzz, Buzz” Went Bumblebee by Colin |
| |plants and animals and describe how these features help | |West |
| |them live in different environments. | | |
| |2.4.2 Observe that and describe how animals may use | |Butterflies and Moths by Rosamund Kidman Cox |
| |plants, or even other animals, for shelter and nesting. | | |
| |2.4.3 Observe and explain that plants and animals both | |Caterpillars, Bugs and Butterflies by Mel |
| |need to take in water, animals need to take in food, and | |Boring |
| |plants need light. | | |
| |2.4.4 Recognize and explain that living things are found | | |
| |almost everywhere in the world, and that there are | | |
| |somewhat different kinds in different places. | | |
|Unit: Butterflies |
|Lesson 14: Butterflies Are Insects (continued) |
|Objective |Indicator |Instructional/Assessment Reference |Resources |
| |2.5.5 Explain that some events can be predicted with | |Flying Animals by June Loves |
| |certainty, such as sunrise and sunset, and some cannot, | | |
| |such as storms. Understand that people aren’t always | | |
| |sure what will happen since they do not know everything | | |
| |that might have an effect. | | |
| |2.5.6 Explain that sometimes a person can find out a lot| | |
| |(but not everything) about a group of things, such as | | |
| |insects, plants, or rocks, by studying just a few of | | |
| |them. | | |
| |2.6.1 Investigate that most objects are made of parts. | | |
| |2.6.2 Observe and explain that models may not be the | | |
| |same size, may be missing some details, or may not be | | |
| |able to do all of the same things as the real things. | | |
|Unit: Butterflies |
|Lesson 15: Other Life Cycles |
|Objective |Indicator |Instructional/Assessment Reference |Resources |
|TLW apply concepts learned in this unit to new |2.3.1 Investigate by observing and then describe that |Compare/contrast |The Caterpillar and the Polliwog, Jack Kent|
|situations. |some events in nature have a repeating pattern such as | |Reading Series – Level 6, p. 72. |
| |seasons, day and night, and migrations. | | |
|TLW expand their knowledge of life cycles to other |2.3.4 Investigate by observing and then describing how | |Lives Intertwined: Relationships between |
|plants and animals. |animals and plants sometimes cause changes in their | |Plants and Animals by Allen M. Young |
| |surroundings. | | |
|TLW realize that life cycles are regenerative. |2.4.1 Observe and identify different external features of| | |
| |plants and animals and describe how these features help | | |
| |them live in different environments. | | |
| |2.4.2 Observe that and describe how animals may use | | |
| |plants, or even other animals, for shelter and nesting. | | |
| |2.4.3 Observe and explain that plants and animals both | | |
| |need to take in water, animals need to take in food, and | | |
| |plants need light. | | |
| |2.4.4 Recognize and explain that living things are found | | |
| |almost everywhere n the world, and that there are | | |
| |somewhat different kinds in different places. | | |
|Unit: Butterflies |
|Lesson 15: Other Life Cycles (continued) |
|Objective |Indicator |Instructional/Assessment Reference |Resources |
| |2.4.7 Recognize and discuss that people are more like | | |
| |one another than they are like other animals. | | |
| |2.5.5 Explain that some events can be predicted with | | |
| |certainty, such as sunrise and sunset, and some cannot, | | |
| |such as storms. Understand that people aren’t always | | |
| |sure what will happen since they do not know everything | | |
| |that might have an effect. | | |
| |2.5.6 Explain that sometimes a person can find out a lot| | |
| |(but not everything) about a group of things, such as | | |
| |insects, plants, or rocks, by studying just a few of | | |
| |them. | | |
| |2.6.1 Investigate that most objects are made of parts. | | |
|Unit: Changes |
|Lesson 1: Thinking About How Things Change |
|Objective |Indicator |Instruction/Assessment Reference |Resource |
|TLW share what they know about solids and liquids |2.1.1 Manipulate an object to gain additional |Journaling |Carolina STC Science Kit: Changes |
|and how they change using illustrated change cards. |information about it. | | |
| |2.1.3 Describe, both in writing and verbally, |Observations |Changes by Marjorie Allen |
|TLW observe and describe the properties of an |objects as accurately as possible and compare | | |
|effervescent tablet and those of a cup of water. |observations with those of other people. |Think, pair share |Apples, Bubbles, and Crystals: Your Science ABC’s by|
| |2.1.4 Make new observations when there is | |Andrea T. Bennett |
|TLW test, observe, and describe the changes that |disagreement among initial observations. | | |
|occur when they drop an effervescent tablet into a |2.3.5 Investigate that things can be done to | |Experiments with Water: A New True Book by Ray |
|cup of water. |materials, such as freezing, mixing, cutting, | |Brockel |
| |heating, wetting, etc., to change some of their | | |
|TLW read a poem to consider other changes in their |properties and observe that not all materials | |Experiments with Chemistry: A New True Book by Helen|
|lives. |respond in the same way. | |Challand |
| |2.5.3 Observe that and describe how changing one | | |
| |thing can cause changes in something else such as | |Sadie and the Snowman by Allen Morgan |
| |exercise and its effect on heart rate. | | |
| | | |Our House on the Hill by Phillipe Dupasquier |
| | | | |
| | | |The Snowy Day by Jack Ezra Keats |
|Unit: Changes |
|Lesson 1: Thinking About How Things Change (continued) |
|Objective |Indicator |Instruction/Assessment Reference |Resource |
| | | | |
| |2.5.5 Explain that some events can be predicted | | |
| |with certainty, such as sunrise and sunset, and | | |
| |some cannot, such as storms. Understand that | | |
| |people aren’t always sure what will happen since | | |
| |they do not know everything that might have an | | |
| |effect. | | |
| |2.5.6 Explain that sometimes a person can find out | | |
| |a lot (but not everything) about a group of things,| | |
| |such as insects, plants, or rocks, by studying just| | |
| |a few of them. | | |
|Unit: Changes |
|Lesson 2: Freezing and Melting |
|Objective |Indicator |Instruction/Assessment Reference |Resource |
|TLW observe and record the properties of ice. |2.1.1 Manipulate an object to gain additional |Journaling |Carolina STC Science Kit: Changes |
| |information about it. | | |
|TLW design and implement a method for melting an ice|2.1.3 Describe, both in writing and verbally, |Observations |Experiments with Chemistry: A New True Book by Helen|
|cube. |objects as accurately as possible and compare | |Challand |
| |observations with those of other people. |Class discussion | |
|TLW set up an investigation of evaporation. |2.1.4 Make new observations when there is | |Experiments with Water: A New True Book by Ray |
| |disagreement among initial observations. |Think, pair share |Brockel |
| |2.3.5 Investigate that things can be done to | | |
| |materials, such as freezing, mixing, cutting, |Experimentation |Sadie and the Snowman by Allen Morgan |
| |heating, wetting, etc., to change some of their | | |
| |properties and observe that not all materials | |Our House on the Hill by Phillipe Dupasquier |
| |respond in the same way. | | |
| |2.5.3 Observe that and describe how changing one | |The Snowy Day by Jack Ezra Keats |
| |thing can cause changes in something else such as | | |
| |exercise and its effect on heart rate. | |The Rainy Day Puddle by E. Nakabayashi |
|Unit: Changes |
|Lesson 2: Freezing and Melting (continued) |
|Objective |Indicator |Instruction/Assessment Reference |Resource |
| |2.5.4 Begin to recognize and explain that people | | |
| |are more likely to believe ideas if good reasons | | |
| |are given for them. | | |
| |2.5.5 Explain that some events can be predicted | | |
| |with certainty, such as sunrise and sunset, and | | |
| |some cannot, such as storms. Understand that | | |
| |people aren’t always sure what will happen since | | |
| |they do not know everything that might have an | | |
| |effect. | | |
| |2.5.6 Explain that sometimes a person can find out | | |
| |a lot (but not everything) about a group of things,| | |
| |such as insects, plants, or rocks, by studying just| | |
| |a few of them. | | |
|Unit: Changes |
|Lesson 3: Where Did the Water Go? |
|Objective |Indicator |Instruction/Assessment Reference |Resource |
|TLW discuss how the water in the petri dishes has |2.1.1 Manipulate an object to gain additional |Journaling |Carolina STC Science Kit: Changes |
|changed since Lesson 2. |information about it. | | |
| |2.1.3 Describe, both in writing and verbally, |Observation |Changes by Marjorie Allen |
|TLW discuss where they think the water in the |objects as accurately as possible and compare | | |
|uncovered petri dishes has gone. |observations with those of other people. |Pair share |Why Does the Moon Change |
| |2.1.4 Make new observations when there is | |Shape? By Issac Asimov |
|TLW set up an investigation of evaporation and |disagreement among initial observations. |Brainstorm | |
|condensation. |2.3.5 Investigate that things can be done to | |Experiments With Water: A New True Book by Ray |
| |materials, such as freezing, mixing, cutting, |Experimentation |Brockel |
|TLW read about changes in the state of water. |heating, wetting, etc., to change some of their | | |
| |properties and observe that not all materials | |The Magic School Bus at the Waterworks by Joanna |
| |respond in the same way. | |Cole |
| |2.5.3 Observe that and describe how changing one | | |
| |thing can cause changes in something else such as | |Our House on the Hill by Phillipe Dupasquier |
| |exercise and its effect on heart rate. | | |
| | | |Why Do Leaves Change Color? By Betsy Maestro |
|Unit: Changes |
|Lesson 3: Where Did the Water Go? (continued) |
|Objective |Indicator |Instruction/Assessment Reference |Resource |
| |2.5.4 Begin to recognize and explain that people | | |
| |are more likely to believe ideas if good reasons | | |
| |are given for them. | | |
| |2.5.5 Explain that some events can be predicted | | |
| |with certainty, such as sunrise and sunset, and | | |
| |some cannot, such as storms. Understand that | | |
| |people aren’t always sure what will happen since | | |
| |they do not know everything that might have an | | |
| |effect. | | |
| |2.5.6 Explain that sometimes a person can find out | | |
| |a lot (but not everything) about a group of things,| | |
| |such as insects, plants, or rocks, by studying just| | |
| |a few of them. | | |
|Unit: Changes |
|Lesson 4: Mixing and Separating Solids |
|Objective |Indicator |Instruction/Assessment Reference |Resource |
|TLW observe and describe the properties of salt and |2.1.1 Manipulate an object to gain additional |Journaling |Changes – Teacher’s guide: make a sieve. |
|gravel. |information about it. | | |
| |2.1.2. Use tools, such as thermometers, magnifiers, |Observations |Compare gravel samples. |
|TLW observe and describe the properties of a |rulers, or balances to gain more information about | | |
|salt-and-gravel mixture. |objects. |Pair share |Navajo sand painting books/sand paintings. Prepare |
| |2.1.3 Describe, both in writing and verbally, | |trail mix to identify individual ingredients. |
|TLW define the term "mixture" on the basis of their |objects as accurately as possible and compare |K.W.L. | |
|experiences in the lesson. |observations with those of other people. | |Sand/rice center using sieves, colanders, and |
| |2.1.4 Make new observations when there is |pp. 63-64 |funnels. |
|TLW separate the mixture with a sieve. |disagreement among initial observations. | | |
| |2.1.6 Use tools to investigate, observe, measure, |Experimentation | |
|TLW discuss whether the salt and gravel have changed|design, and build things. | | |
|as a result of being mixed and separated. |2.2.5 Draw pictures and write brief descriptions | | |
| |that correctly portray key features of an object. | | |
| |2.3.5 Investigate that things can be done to | | |
| |materials, such as freezing, mixing, cutting, | | |
| |heating, wetting, etc., to change some of their | | |
| |properties and observe that not all materials | | |
| |respond in the same way. | | |
|Unit: Changes |
|Lesson 4: Mixing and Separating Solids (continued) |
|Objective |Indicator |Instruction/Assessment Reference |Resource |
| |2.5.5 Explain that some events can be predicted | | |
| |with certainty, such as sunrise and sunset, and | | |
| |some cannot, such as storms. Understand that | | |
| |people aren’t always sure what will happen since | | |
| |they do not know everything that might have an | | |
| |effect. | | |
| |2.5.6 Explain that sometimes a person can find out | | |
| |a lot (but not everything) about a group of things,| | |
| |such as insects, plants, or rocks, by studying just| | |
| |a few of them. | | |
|Unit: Changes |
|Lesson 5: Mixing Solids and Liquids |
|Objective |Indicator |Instruction/Assessment Reference |Resource |
|TLW observe and describe three solids: gravel, |2.1.1 Manipulate an object to gain additional |Pair share |Carolina STC Science Kit: Changes |
|toilet tissue, and kosher salt. |information about it. | | |
| |2.1.3 Describe, both in writing and verbally, |Record Sheet 5-A |The Magic School Bus at the Waterworks by Joanna |
|TLW observe, record, describe, and compare how each |objects as accurately as possible and compare | |Cole |
|solid behaves when mixed with water. |observations with those of other people. |Observation | |
| |2.1.4 Make new observations when there is | |Experiments with Chemistry: A New True Book by |
| |disagreement among initial observations. |Investigation |Helen Challand |
| |2.3.5 Investigate that things can be done to | | |
| |materials, such as freezing, mixing, cutting, |Experimentation |Experiments With Water: A New True Book by Ray |
| |heating, wetting, etc., to change some of their | |Brockel |
| |properties and observe that not all materials | | |
| |respond in the same way. | |The Rainy Day Puddle by E. Nakabayashi |
| |2.5.3 Observe that and describe how changing one | | |
| |thing can cause changes in something else such as | |Apples, Bubbles, and Crystals: Your Science ABC's |
| |exercise and its effect on heart rate. | |by Andrea T. Bennett |
| |2.5.4 Begin to recognize and explain that people are| | |
| |more likely to believe ideas if good reasons are | |Gobs of Goo by Vicki Cobb |
| |given for them. | | |
| | | |Soap Bubble Magic by Seymour Simon |
|Unit: Changes |
|Lesson 5: Mixing Solids and Liquids(continued) |
|Objective |Indicator |Instruction/Assessment Reference |Resource |
| |2.5.5 Explain that some events can be predicted | | |
| |with certainty, such as sunrise and sunset, and | | |
| |some cannot, such as storms. Understand that | | |
| |people aren’t always sure what will happen since | | |
| |they do not know everything that might have an | | |
| |effect. | | |
| |2.5.6 Explain that sometimes a person can find out | | |
| |a lot (but not everything) about a group of things,| | |
| |such as insects, plants, or rocks, by studying just| | |
| |a few of them. | | |
|Unit: Changes |
|Lesson 6: Separating Solid and Liquid Mixtures |
|Objective |Indicator |Instruction/Assessment Reference |Resource |
|TLW examine their mixtures from Lesson 5 and discuss|2.1.1 Manipulate an object to gain additional |Observation |Carolina STC Science Kit: Changes |
|dissolving. |information about it. | | |
| |2.1.2. Use tools, such as thermometers, magnifiers, |Brainstorm |The Magic School Bus at the Waterworks by Joanna |
|TLW brainstorm ways to separate their mixtures. |rulers, or balances to gain more information about | |Cole |
| |objects. |Experimentation | |
|TLW try to separate their solid-and-liquid mixtures |2.1.3 Describe, both in writing and verbally, | |Experiments with Chemistry: A New True Book by Helen|
|with a filter and discuss the results. |objects as accurately as possible and compare |Pair share |Challand |
| |observations with those of other people. | | |
|TLW set up an evaporation investigation with their |2.1.4 Make new observations when there is |Class discussion |Experiments With Water: A New True Book by Ray |
|salt and water mixtures. |disagreement among initial observations. | |Brockel |
| |2.1.6 Use tools to investigate, observe, measure, | | |
| |design, and build things. | |The Rainy Day Puddle by E. Nakabayashi |
| |2.2.5 Draw pictures and write brief descriptions | | |
| |that correctly portray key features of an object. | |Apples, Bubbles, and Crystals: Your Science ABC's by|
| |2.3.5 Investigate that things can be done to | |Andrea T. Bennett |
| |materials, such as freezing, mixing, cutting, | | |
| |heating, wetting, etc., to change some of their | |Gobs of Goo by Vicki Cobb |
| |properties and observe that not all materials | | |
| |respond in the same way. | |Soap Bubble Magic by Seymour Simon |
|Unit: Changes |
|Lesson 6: Separating Solid and Liquid Mixtures (continued) |
|Objective |Indicator |Instruction/Assessment Reference |Resource |
| |2.5.3 Observe that and describe how changing one | | |
| |thing can cause changes in something else such as | | |
| |exercise and its effect on heart rate. | | |
| |2.5.4 Begin to recognize and explain that people | | |
| |are more likely to believe ideas if good reasons | | |
| |are given for them. | | |
| |2.5.5 Explain that some events can be predicted | | |
| |with certainty, such as sunrise and sunset, and | | |
| |some cannot, such as storms. Understand that | | |
| |people aren’t always sure what will happen since | | |
| |they do not know everything that might have an | | |
| |effect. | | |
| |2.5.6 Explain that sometimes a person can find out | | |
| |a lot (but not everything) about a group of things,| | |
| |such as insects, plants, or rocks, by studying just| | |
| |a few of them. | | |
|Unit: Changes |
|Lesson 7: A Dissolving Race: Two Forms of Sugar |
|Objective |Indicator |Instruction/Assessment Reference |Resource |
|TLW compare and discuss the properties of two forms |2.1.1 Manipulate an object to gain additional |Journaling |Carolina STC Science Kit: Changes |
|of the same solid – a sugar cube and granulated |information about it. | | |
|sugar. |2.1.3 Describe, both in writing and verbally, |Cooperative groups |The Magic School Bus at the Waterworks by Joanna |
| |objects as accurately as possible and compare | |Cole |
|TLW investigate how granulated sugar and a sugar |observations with those of other people. |Record Sheet 7-A | |
|cube dissolve in water. |2.1.4 Make new observations when there is | |Experiments with Chemistry: A New True Book by |
| |disagreement among initial observations. |Observations |Helen Challand |
|TLW record and discuss their observations. |2.3.5 Investigate that things can be done to | | |
| |materials, such as freezing, mixing, cutting, |Pair share |Experiments With Water: A New True Book by Ray |
| |heating, wetting, etc., to change some of their | |Brockel |
| |properties and observe that not all materials |Class discussions | |
| |respond the same way. | |The Rainy Day Puddle by E. Nakabayashi |
| |2.5.3 Observe that and describe how changing one | | |
| |thing can cause changes in something else such as | |Apples, Bubbles, and Crystals: Your Science ABC's |
| |exercise and its effect on heart rate. | |by Andrea T. Bennett |
| | | | |
| | | |Gobs of Goo by Vicki Cobb |
| | | | |
| | | |Soap Bubble Magic by Seymour Simon |
|Unit: Changes |
|Lesson 7: A Dissolving Race: Two Forms of Sugar (continued) |
|Objective |Indicator |Instruction/Assessment Reference |Resource |
| |2.5.4 Begin to recognize and explain that people | | |
| |are more likely to believe ideas if good reasons | | |
| |are given for them. | | |
| |2.5.5 Explain that some events can be predicted | | |
| |with certainty, such as sunrise and sunset, and | | |
| |some cannot, such as storms. Understand that | | |
| |people aren’t always sure what will happen since | | |
| |they do not know everything that might have an | | |
| |effect. | | |
| |2.5.6 Explain that sometimes a person can find out | | |
| |a lot (but not everything) about a group of things,| | |
| |such as insects, plants, or rocks, by studying just| | |
| |a few of them. | | |
|Unit: Changes |
|Lesson 8: A Dissolving Race: Warm and Cold Water |
|Objective |Indicator |Instruction/Assessment Reference |Resource |
|TLW share their past experiences with dissolving |2.1.1 Manipulate an object to gain additional |Journaling |Carolina STC Science Kit: Changes |
|solids in water. |information about it. | | |
| |2.1.3 Describe, both in writing and verbally, |Experimentation |The Magic School Bus at the Waterworks by Joanna |
|TLW observe what happens when they mix granulated |objects as accurately as possible and compare | |Cole |
|sugar with cold and warm water. |observations with those of other people. |Partners | |
| |2.1.4 Make new observations when there is | |Experiments with Chemistry: A New True Book by |
|TLW share their observations and discuss the |disagreement among initial observations. | |Helen Challand |
|relationship between water temperature and the speed|2.3.5 Investigate that things can be done to | | |
|at which sugar dissolves. |materials, such as freezing, mixing, cutting, | |Experiments With Water: A New True Book by Ray |
| |heating, wetting, etc., to change some of their | |Brockel |
| |properties and observe that not all materials | | |
| |respond in the same way. | | |
| |2.5.3 Observe that and describe how changing one | |Apples, Bubbles, and Crystals: Your Science ABC's |
| |thing can cause changes in something else such as | |by Andrea T. Bennett |
| |exercise and its effect on heart rate. | | |
| | | |Gobs of Goo by Vicki Cobb |
| | | | |
| | | |Soap Bubble Magic by Seymour Simon |
|Unit: Changes |
|Lesson 8: A Dissolving Race: Warm and Cold Water (continued) |
|Objective |Indicator |Instruction/Assessment Reference |Resource |
| |2.5.4 Begin to recognize and explain that people | | |
| |are more likely to believe ideas if good reasons | | |
| |are given for them. | | |
| |2.5.5 Explain that some events can be predicted | | |
| |with certainty, such as sunrise and sunset, and | | |
| |some cannot, such as storms. Understand that | | |
| |people aren’t always sure what will happen since | | |
| |they do not know everything that might have an | | |
| |effect. | | |
| |2.5.6 Explain that sometimes a person can find out | | |
| |a lot (but not everything) about a group of things,| | |
| |such as insects, plants, or rocks, by studying just| | |
| |a few of them. | | |
|Unit: Changes |
|Lesson 9: Changing Salt Water to Crystals |
|Objective |Indicator |Instruction/Assessment Reference |Resource |
|TLW observe and discuss the contents of their petri |2.1.1 Manipulate an object to gain additional |Record Sheet 9-A |Carolina STC Science Kit: Changes |
|dishes. |information about it. | | |
| |2.1.3 Describe, both in writing and verbally, |Class Venn diagram |Experiments with Chemistry: A New True Book by |
|TLW compare dry kosher salt from Lesson 5 with the |objects as accurately as possible and compare | |Helen Challand |
|salt crystals recovered in their petri dishes. |observations with those of other people. |Experimentation | |
| |2.1.4 Make new observations when there is | |Gobs of Goo by Vicki Cobb |
|TLW complete a Venn diagram to illustrate their |disagreement among initial observations. | | |
|comparisons |2.3.5 Investigate that things can be done to | |Nate the Great by Marjorie Weinman Sharmat |
| |materials, such as freezing, mixing, cutting, | | |
|TLW predict, observe, and discuss what happens when |heating, wetting, etc., to change some of their | |Kids Crazy Concoctions by Jill F. Hauser |
|they add water to the salt crystals in their petri |properties and observe that not all materials | | |
|dishes. |respond in the same way. | |Soap Bubble Magic by Seymour Simon |
| |2.5.3 Observe that and describe how changing one | | |
| |thing can cause changes in something else such as | |I Can Be a Chemist by Paul Sipiera |
| |exercise and its effect on heart rate. | | |
| | | |Fritz and the Messy Fairy by Rosemary Wells |
|Unit: Changes |
|Lesson 9: Changing Salt Water to Crystals (continued) |
|Objective |Indicator |Instruction/Assessment Reference |Resource |
| |2.5.4 Begin to recognize and explain that people | |Why Do Leaves Change Color? |
| |are more likely to believe ideas if good reasons | |by Betsy Maestro |
| |are given for them. | | |
| |2.5.5 Explain that some events can be predicted | | |
| |with certainty, such as sunrise and sunset, and | | |
| |some cannot, such as storms. Understand that | | |
| |people aren’t always sure what will happen since | | |
| |they do not know everything that might have an | | |
| |effect. | | |
| |2.5.6 Explain that sometimes a person can find out | | |
| |a lot (but not everything) about a group of things,| | |
| |such as insects, plants, or rocks, by studying just| | |
| |a few of them. | | |
|Unit: Changes |
|Lesson 10: Separating Mixtures of Color |
|Objective |Indicator |Instruction/Assessment Reference |Resource |
|TLW brainstorm how colors change when mixed. |2.1.1 Manipulate an object to gain additional |Class discussion |Carolina STC Science Kit: Changes |
| |information about it. | | |
|TLW use chromatography to separate black and green |2.1.3 Describe, both in writing and verbally, |Record Sheet 10-A |Experiments with Chemistry: A New True Book by Helen|
|inks into their component colors. |objects as accurately as possible and compare | |Challand |
| |observations with those of other people. |Experimentation | |
| |2.1.4 Make new observations when there is | |Gobs of Goo by Vicki Cobb |
| |disagreement among initial observations. |Observation | |
| |2.3.5 Investigate that things can be done to | |Nate the Great by Marjorie Weinman Sharmat |
| |materials, such as freezing, mixing, cutting, | | |
| |heating, wetting, etc., to change some of their | |Kids Crazy Concoctions by Jill F. Hauser |
| |properties and observe that not all materials | | |
| |respond in the same way. | |Soap Bubble Magic by Seymour Simon |
| |2.5.3 Observe that and describe how changing one | | |
| |thing can cause changes in something else such as | |I Can Be a Chemist by Paul Sipiera |
| |exercise and its effect on heart rate. | | |
| | | |Fritz and the Messy Fairy by Rosemary Wells |
|Unit: Changes |
|Lesson 10: Separating Mixtures of Color (Continued) |
|Objective |Indicator |Instruction/Assessment Reference |Resource |
| |2.5.4 Begin to recognize and explain that people | |Why Do Leaves Change Color? |
| |are more likely to believe ideas if good reasons | |by Betsy Maestro |
| |are given for them. | | |
| |2.5.5 Explain that some events can be predicted | | |
| |with certainty, such as sunrise and sunset, and | | |
| |some cannot, such as storms. Understand that | | |
| |people aren’t always sure what will happen since | | |
| |they do not know everything that might have an | | |
| |effect. | | |
| |2.5.6 Explain that sometimes a person can find out | | |
| |a lot (but not everything) about a group of things,| | |
| |such as insects, plants, or rocks, by studying just| | |
| |a few of them. | | |
|Unit: Changes |
|Lesson 11: Separating a Mystery Mixture |
|Objective |Indicator |Instruction/Assessment Reference |Resource |
|TLW review methods they have used in previous |2.1.1 Manipulate an object to gain additional |Record Sheet 11-A |Carolina STC Science Kit: Changes |
|lessons to separate mixtures into their components. |information about it. | | |
| |2.1.3 Describe, both in writing and verbally, |Pair share |Experiments with Chemistry: A New True Book by Helen|
|TLW use data from previous lessons and simple tools |objects as accurately as possible and compare | |Challand |
|to gather information about the properties of a |observations with those of other people. |Experimentation | |
|mystery mixture. |2.1.4 Make new observations when there is | |Gobs of Goo by Vicki Cobb |
| |disagreement among initial observations. |Observation | |
|TLW, using a variety of tests, separate a mixture |2.3.5 Investigate that things can be done to | |Nate the Great by Marjorie Weinman Sharmat |
|into its components. |materials, such as freezing, mixing, cutting, | | |
| |heating, wetting, etc., to change some of their | |Kids Crazy Concoctions by Jill F. Hauser |
|TLW predict how the components of the newly |properties and observe that not all materials | | |
|separated mixture will change over time. |respond in the same way. | |Soap Bubble Magic by Seymour Simon |
| |2.5.3 Observe that and describe how changing one | | |
| |thing can cause changes in something else such as | |I Can Be a Chemist by Paul Sipiera |
| |exercise and its effect on heart rate. | | |
| | | |Fritz and the Messy Fairy by Rosemary Wells |
|Unit: Changes |
|Lesson 11: Separating a Mystery Mixture (continued) |
|Objective |Indicator |Instruction/Assessment Reference |Resource |
| |2.5.4 Begin to recognize and explain that people | |Why Do Leaves Change Color? |
| |are more likely to believe ideas if good reasons | |by Betsy Maestro |
| |are given for them. | | |
| |2.5.5 Explain that some events can be predicted | | |
| |with certainty, such as sunrise and sunset, and | | |
| |some cannot, such as storms. Understand that | | |
| |people aren’t always sure what will happen since | | |
| |they do not know everything that might have an | | |
| |effect. | | |
| |2.5.6 Explain that sometimes a person can find out | | |
| |a lot (but not everything) about a group of things,| | |
| |such as insects, plants, or rocks, by studying just| | |
| |a few of them. | | |
|Unit: Changes |
|Lesson 12: Bubbles and Fizz: Observing a Chemical Reaction |
|Objective |Indicator |Instruction/Assessment Reference |Resource |
|TLW observe and describe baking soda, water, and |2.1.1 Manipulate an object to gain additional |Observation |Carolina STC Science Kit: Changes |
|vinegar. |information about it. | | |
| |2.1.3 Describe, both in writing and verbally, |Experimentation |Experiments with Chemistry: A New True Book by Helen|
|TLW mix baking soda and water and describe what they|objects as accurately as possible and compare | |Challand |
|observe. |observations with those of other people. |Pair share | |
| |2.1.4 Make new observations when there is | |Experiments With Water: A New True Book by Ray |
|TLW compare their observations. |disagreement among initial observations. | |Brockel |
| |2.3.5 Investigate that things can be done to | | |
|TLW discuss the bubbles produced by the reaction of |materials, such as freezing, mixing, cutting, | |Science as it Happens! Family Activities With |
|baking soda and vinegar. |heating, wetting, etc., to change some of their | |Children Ages 4 to 8 by Jean Duggin Harlan |
| |properties and observe that not all materials | | |
| |respond in the same way. | |Apples, Bubbles, and Crystals: Your Science ABC's by|
| |2.5.3 Observe that and describe how changing one | |Andrea T. Bennett |
| |thing can cause changes in something else such as | | |
| |exercise and its effect on heart rate. | |Gobs of Goo by Vicki Cobb |
| | | | |
| | | |Mr. Wizard's Supermarket Science |
| | | |By Don Herbert |
|Unit: Changes |
|Lesson 12: Bubbles and Fizz: Observing a Chemical Reaction (continued) |
|Objective |Indicator |Instruction/Assessment Reference |Resource |
| |2.5.4 Begin to recognize and explain that people | |Changes by Marjorie N. Allen |
| |are more likely to believe ideas if good reasons | | |
| |are given for them. | | |
| |2.5.5 Explain that some events can be predicted | | |
| |with certainty, such as sunrise and sunset, and | | |
| |some cannot, such as storms. Understand that | | |
| |people aren’t always sure what will happen since | | |
| |they do not know everything that might have an | | |
| |effect. | | |
| |2.5.6 Explain that sometimes a person can find out | | |
| |a lot (but not everything) about a group of things,| | |
| |such as insects, plants, or rocks, by studying just| | |
| |a few of them. | | |
|Unit: Changes |
|Lesson 13: Gas in a Bag |
|Objective |Indicator |Instruction/Assessment Reference |Resource |
|TLW observe the changes that occur when they put an |2.1.1 Manipulate an object to gain additional |Observations |Carolina STC Science Kit: Changes |
|effervescent tablet into a bag of water. |information about it. | | |
| |2.1.3 Describe, both in writing and verbally, |Experimentation |Soda Pop by Arlene Erlbach |
|TLW discuss their observations and describe how the |objects as accurately as possible and compare | | |
|tablet and the water change. |observations with those of other people. |Copy pp.139-141 |Experiments With Water: A New True Book by Ray |
| |2.1.4 Make new observations when there is | |Brockel |
|TLW observe and discuss the properties of a gas. |disagreement among initial observations. |Journal (T-chart) | |
| |2.3.5 Investigate that things can be done to | |Science as it Happens! Family Activities With |
|TLW read about carbon dioxide and how it is added to|materials, such as freezing, mixing, cutting, |Draw a picture |Children Ages 4 to 8 by Jean Duggin Harlan |
|soft drinks. |heating, wetting, etc., to change some of their | | |
| |properties and observe that not all materials |Pair share |Apples, Bubbles, and Crystals: Your Science ABC's by|
| |respond in the same way. | |Andrea T. Bennett |
| |2.5.3 Observe that and describe how changing one | | |
| |thing can cause changes in something else such as | |Gobs of Goo by Vicki Cobb |
| |exercise and its effect on heart rate. | | |
| | | |Mr. Wizard's Supermarket Science |
| | | |By Don Herbert |
|Unit: Changes |
|Lesson 13: Gas in a Bag (continued) |
|Objective |Indicator |Instruction/Assessment Reference |Resource |
| |2.5.4 Begin to recognize and explain that people | |Changes by Marjorie N. Allen |
| |are more likely to believe ideas if good reasons | | |
| |are given for them. | | |
| |2.5.5 Explain that some events can be predicted | | |
| |with certainty, such as sunrise and sunset, and | | |
| |some cannot, such as storms. Understand that | | |
| |people aren’t always sure what will happen since | | |
| |they do not know everything that might have an | | |
| |effect. | | |
| |2.5.6 Explain that sometimes a person can find out | | |
| |a lot (but not everything) about a group of things,| | |
| |such as insects, plants, or rocks, by studying just| | |
| |a few of them. | | |
|Unit: Changes |
|Lesson 14: Looking at Rust |
|Objective |Indicator |Instruction/Assessment Reference |Resource |
|TLW discuss what they know about rust and things |2.1.1 Manipulate an object to gain additional |Experimentation |Carolina STC Science Kit: Changes |
|that rust. |information about it. | | |
| |2.1.3 Describe, both in writing and verbally, |Observation |Apples, Bubbles, and Crystals: Your Science ABC's by|
|TLW observe and describe the properties of a new |objects as accurately as possible and compare | |Andrea T. Bennett |
|solid - steel wool. |observations with those of other people. |Journaling (draw) | |
| |2.1.4 Make new observations when there is | |Freckle Juice by Judy Blume |
|TLW rinse steel wool samples with vinegar and water |disagreement among initial observations. |Class discussion | |
|and observe and describe the results. |2.3.5 Investigate that things can be done to | |Experiments With Chemistry: A New True Book by Helen|
| |materials, such as freezing, mixing, cutting, | |J. Challand |
|TLW compare changes in three steel wool samples. |heating, wetting, etc., to change some of their | | |
| |properties and observe that not all materials | |The Magic School Bus Gets Baked in a Cake: A Book |
|TLW predict what will happen to the three steel wool|respond in the same way. | |About Kitchen Chemistry by Joanna Cole |
|samples after they sit overnight. |2.5.3 Observe that and describe how changing one | | |
| |thing can cause changes in something else such as | |The Little Red Hen by Paul Galdone |
| |exercise and its effect on heart rate. | | |
| | | |I Can be a Chemist by Paul P. Sipiera |
|Unit: Changes |
|Lesson 14: Looking at Rust (continued) |
|Objective |Indicator |Instruction/Assessment Reference |Resource |
| |2.5.4 Begin to recognize and explain that people | |Fritz and the Messy Fairy by Rosemary Wells |
| |are more likely to believe ideas if good reasons | | |
| |are given for them. | | |
| |2.5.5 Explain that some events can be predicted | | |
| |with certainty, such as sunrise and sunset, and | | |
| |some cannot, such as storms. Understand that | | |
| |people aren’t always sure what will happen since | | |
| |they do not know everything that might have an | | |
| |effect. | | |
| |2.5.6 Explain that sometimes a person can find out | | |
| |a lot (but not everything) about a group of things,| | |
| |such as insects, plants, or rocks, by studying just| | |
| |a few of them. | | |
|Unit: Changes |
|Lesson 15: Writing Our Recipes for Change |
|Objective |Indicator |Instruction/Assessment Reference |Resource |
|TLW share their observations of steel wool samples. |2.1.2 Use tools, such as thermometers, magnifiers, |Recipe card p. 158 |Carolina STC Science Kit: Changes |
| |rulers, or balances to gain more information about | | |
|TLW examine three new substances and compare their |objects. |Observation |Experiments With Chemistry: A New True Book by |
|properties with those of other substances |2.1.3 Describe, both in writing and verbally, | |Helen J. Challand |
|investigated during the unit. |objects as accurately as possible and compare |Class discussion | |
| |observations with those of other people. | |Experiments With Water: A New True Book by Ray |
|TLW pair up with another student, choosing from a |2.1.4 Make new observations when there is |Experimentation |Brockel |
|set of materials, and write a recipe to demonstrate |disagreement among initial observations. | | |
|a particular change. |2.3.5 Investigate that things can be done to |Journaling |Science as it Happens! Family Activities With |
| |materials, such as freezing, mixing, cutting, | |Children Ages 4 to 8 by Jean Duggin Harlan |
| |heating, wetting, etc., to change some of their | | |
| |properties and observe that not all materials | |Apples, Bubbles, and Crystals: Your Science ABC's |
| |respond in the same way. | |by Andrea T. Bennett |
| |2.5.3 Observe that and describe how changing one | | |
| |thing can cause changes in something else such as | |Gobs of Goo by Vicki Cobb |
| |exercise and its effect on heart rate. | | |
| | | |Mr. Wizard's Supermarket Science by Don Herbert |
| | | | |
| | | |Changes by Marjorie N. Allen |
|Unit: Changes |
|Lesson 15: Writing Our Recipes for Change (continued) |
|Objective |Indicator |Instruction/Assessment Reference |Resource |
| |2.5.4 Begin to recognize and explain that people | |I Can be a Chemist by Paul P. Sipiera |
| |are more likely to believe ideas if good reasons | | |
| |are given for them. | |Fritz and the Messy Fairy by Rosemary Wells |
| |2.5.5 Explain that some events can be predicted | | |
| |with certainty, such as sunrise and sunset, and | | |
| |some cannot, such as storms. Understand that | | |
| |people aren’t always sure what will happen since | | |
| |they do not know everything that might have an | | |
| |effect. | | |
| |2.6.1 Investigate that most objects are made of | | |
| |parts. | | |
|Unit: Changes |
|Lesson 16: Presenting Our Recipes for Change |
|Objective |Indicator |Instruction/Assessment Reference |Resource |
|TLW pair with another student and follow a recipe |2.1.3 Describe, both in writing and verbally, |pp. 166-67 |Carolina STC Science Kit: Changes |
|created by another student pair and use simple tools|objects as accurately as possible and compare | | |
|to gather information about the properties of the |observations with those of other people. |Pair share |I Can Be a Chemist by Paul P. Sipiera |
|liquid and solid. |2.1.4 Make new observations when there is | | |
| |disagreement among initial observations. |Observation |Experiments With Chemistry: A New True Book by Helen|
|TLW observe and record in words and drawings the |2.3.5 Investigate that things can be done to | |J. Challand |
|results of mixing the liquid and solid in their |materials, such as freezing, mixing, cutting, |Class discussion | |
|recipe. |heating, wetting, etc., to change some of their | |Apples, Bubbles, and Crystals: Your Science ABC's by|
| |properties and observe that not all materials | |Andrea T. Bennett |
|TLW predict how the substances may change further |respond in the same way. | | |
|over time. |2.5.3 Observe that and describe how changing one | |Once There Were Giants by Martin Waddell |
| |thing can cause changes in something else such as | | |
|TLW present their results. |exercise and its effect on heart rate. | |Soda Pop by Arlene Eribach |
| |2.5.4 Begin to recognize and explain that people are| | |
|TLW compare the reactions observed in this lesson |more likely to believe ideas if good reasons are | |Science Experiments You Can Eat |
|with those from previous lessons. |given for them. | |By Vicki Cobb |
| | | | |
|TLW discuss how their observations relate to their | | |Science As It Happens! Family Activities With |
|own lives. | | |Children Ages 4 to 8 by Jean Durgin Harlan |
| | | | |
| | | |Mr. Wizard's Supermarket Science by Don Herbert |
|Unit: Changes |
|Lesson 16: Presenting Our Recipes for Change (continued) |
|Objective |Indicator |Instruction/Assessment Reference |Resource |
| |2.5.5 Explain that some events can be predicted | |More Mudpies to Magnets: Science for Young Children by |
| |with certainty, such as sunrise and sunset, and | |Elizabeth A. Sherwood, Robert A. Williams and Robert E.|
| |some cannot, such as storms. Understand that | |Rockwell |
| |people aren’t always sure what will happen since | | |
| |they do not know everything that might have an | | |
| |effect. | | |
| |2.5.6 Explain that sometimes a person can find out | | |
| |a lot (but not everything) about a group of things,| | |
| |such as insects, plants, or rocks, by studying just| | |
| |a few of them. | | |
|Unit: Soils |
|Lesson 1: What Is In The Soil? |
|Objective |Indicator |Instruction/Assessment Reference |Resource |
|TLW share what they know about soil and what they |2.1.1 Manipulate an object to gain additional |Observation |Carolina STC Science Kit: Soils |
|want to find out. |information about it. | | |
| |2.1.2 Use tools, such as thermometers, magnifiers, |Recording on worksheet |A Guide to the Study of Soil Ecology by William |
|TLW discuss the difference between a prediction and |rulers, or balances to gain more information about | |Andrews |
|an observation. |objects. | | |
| |2.1.3 Describe, both in writing and verbally, objects | |Science Fun with Mud and Dirt by Rose Wyler |
|TLW predict what they will find in a sample of |as accurately as possible and compare observations | | |
|garden soil. |with those of other people. | |Sand Cake by Frank Asch |
| |2.1.4 Make new observations when there is disagreement| | |
|TLW observe soil with a hand lens. |among initial observations. | |The Amazing Dirt Book by |
| |2.1.6 Use tools to investigate, observe, measure, | |Paulette Bourgeois |
|TLW compare and record observations of garden soil. |design, and build things. | | |
| | | |The Sun, the Wind, and the Rain by Lisa Peters |
| | | | |
| | | |Under Your Feet by Joanne Ryder |
| | | | |
| | | |A Day at the Beach by Mircea Vasiliu |
|Unit: Soils |
|Lesson 2: Where Do Dead Plants Go? |
|Objective |Indicator |Instruction/Assessment Reference |Resource |
|TLW brainstorm where dead plants go. |2.1.1 Manipulate an object to gain additional |Make a compost bag and write down what was put into |Carolina STC Science Kit: Soils |
| |information about it. |it. | |
|TLW set up a five-week composting project using |2.1.2 Use tools, such as thermometers, magnifiers, | |A Guide to the Study of Soil Ecology by William |
|garden soil, worms, and plant remains. |rulers, or balances to gain more information about | |Andrews |
| |objects. | | |
|The class sets up a compost bag without worms for |2.1.3 Describe, both in writing and verbally, objects | |Science Fun With Mud and Dirt |
|comparison. |as accurately as possible and compare observations | |By Rose Wyler |
| |with those of other people. | | |
|TLW predict what will happen to the organic matter |2.1.4 Make new observations when there is disagreement| |Earthworms, Dirt, and Rotten Leaves by Molly |
|in their compost bags. |among initial observations. | |McLaughlin |
| |2.1.6 Use tools to investigate, observe, measure, | | |
|TLW describe and record observations of their |design, and build things. | |Worms Eat My Garbage by Mary Appelhof |
|organic matter. |2.2.5 Draw pictures and write brief descriptions that | | |
| |correctly portray key features of an object. | |"Worm Your Way Into Science" by Rebecca Olien from|
| |2.3.4 Investigate by observing and then describing how| |Science and Children, September 1993 |
| |animals and plants sometimes cause changes in their | | |
| |surroundings. | |"Worming Students Into Science" by Muhammad Hanif |
| |2.4.3 Observe and explain that plants and animals both| |and Tammy Harrod from Science and Children, |
| |need to take in water, animals need to take in food, | |January 1997 |
| |and plants need light. | | |
| | | |Classroom Activities for a Better Environment by |
| | | |Mary Appelhof |
| | | | |
| | | |Bottle Biology by Mirll Ingram |
|Unit: Soils |
|Lesson 2: Where Do Dead Plants Go? (continued) |
|Objective |Indicator |Instruction/Assessment Reference |Resource |
| |2.4.5 Recognize and explain that materials in nature, | |The Amazing Dirt Book by Paulette Bourgeois |
| |such as grass, twigs, sticks, and leaves, can be | | |
| |recycled and used again, sometimes in different forms,| |Under Your Feet by Joanne Ryder |
| |such as in birds' nests. | | |
| |2.5.3 Observe that and describe how changing one thing| | |
| |can cause changes in something else such as exercise | | |
| |and its effect on heart rate. | | |
| |2.5.5 Explain that some events can be predicted with | | |
| |certainty, such as sunrise and sunset, and some | | |
| |cannot, such as storms. Understand that people aren't | | |
| |always sure what will happen since they do not know | | |
| |everything that might have an effect. | | |
|Unit: Soils |
|Lesson 3: Introducing Sand, Clay, and Humus |
|Objective |Indicator |Instruction/Assessment Reference |Resource |
|TLW discuss what they already know about sand, clay,|2.1.1 Manipulate an object to gain additional |Pair share |Carolina STC Science Kit: Soils |
|and humus. |information about it. | | |
| |2.1.2 Use tools, such as thermometers, magnifiers, |Observe with hand lens |A Guide to the Study of Soil Ecology by William |
|TLW examine sand, clay, and humus with a hand lens. |rulers, or balances to gain more information about | |Andrews |
| |objects. |Predict using a sieve | |
|TLW touch, smell, and listen to the three samples. |2.1.3 Describe, both in writing and verbally, objects | |Science Fun With Mud and Dirt by Rose Wyler |
| |as accurately as possible and compare observations |Journaling | |
|TLW compare and discuss their observations. |with those of other people. | |Sand Cake by Frank Asch |
| |2.1.4 Make new observations when there is disagreement| | |
|TLW record their observations through writing and |among initial observations. | |The Amazing Dirt Book by Paulette Bourgeois |
|drawing. |2.1.6 Use tools to investigate, observe, measure, | | |
| |design, and build things. | |The Sun, the Wind, and the Rain by Lisa Peters |
| |2.2.5 Draw pictures and write brief descriptions that | | |
| |correctly portray key features of an object. | |Under Your Feet by Joanne Ryder |
| | | | |
| | | |A Day at the Beach by Mircea Vasiliu |
|Unit: Soils |
|Lesson 3: Introducing Sand, Clay, and Humus (continued) |
|Objective |Indicator |Instruction/Assessment Reference |Resource |
| |2.3.3 Investigate by observing and then describing |Recording on worksheet |Clocks! How Time Flies by Siegfried Aust |
| |chunks of rocks and their many sizes and shapes, from | | |
| |boulders to grains of sand and even smaller. | |Creative Sand Art by Thom. R. House |
| |2.5.6 Explain that sometimes a person can find out a | | |
| |lot (but not everything) about a group of things, such| |Dune Fox by Marilynne Roach |
| |as insects, plants, or rocks, by studying just a few | | |
| |of them. | | |
| |2.6.1 Investigate that most objects are made of parts.| | |
|Unit: Soils |
|Lesson 4: When Soils Get Wet |
|Objective |Indicator |Instruction/Assessment Reference |Resource |
|TLW describe the feel and appearance of moistened |2.1.1 Manipulate an object to gain additional |Pair share |Carolina STC Science Kit: Soils |
|sand, clay, and humus. |information about it. | | |
| |2.1.3 Describe, both in writing and verbally, objects |Make ball sample of wet sand, clay, and humus. |A Guide to the Study of Soil Ecology by William |
|TLW compare wet and dry samples, discussing the |as accurately as possible and compare observations | |Andrews |
|similarities and differences. |with those of other people. |Observe | |
| |2.1.4 Make new observations when there is disagreement| |Science Fun With Mud and Dirt by Rose Wyler |
|TLW discuss the results of rolling the moist samples|among initial observations. |Journaling | |
|between their fingers. |2.3.3 Investigate by observing and then describing | |Sand Cake by Frank Asch |
| |chunks of rocks and their many sizes and shapes, from | | |
|TLW record their observations about the moist |boulders to grains of sand and even smaller. | |The Amazing Dirt Book by Paulette Bourgeois |
|samples. |2.6.3 Describe that things can change in different | | |
| |ways, such as in size, weight, color, age, and | |The Sun, the Wind, and the Rain by Lisa Peters |
| |movement. Investigate that some small changes can be | | |
| |detected by taking measurements. | |Under Your Feet by Joanne Ryder |
| | | | |
| | | |A Day at the Beach by Mircea Vasiliu |
| | | | |
| | | |The Seashore Book by Charlotte Zolotow |
|Unit: Soils |
|Lesson 5: More About Wet Soils |
|Objective |Indicator |Instruction/Assessment Reference |Resource |
|TLW conduct a smear test on sand, clay, and humus. |2.1.1 Manipulate an object to gain additional |Class discussion |Carolina STC Science Kit: Soils |
| |information about it. | | |
|TLW record and discuss the results of the smear |2.1.3 Describe, both in writing and verbally, objects |Pair share |A Guide to the Study of Soil Ecology by William |
|test. |as accurately as possible and compare observations | |Andrews |
| |with those of other people. |Drawings of each tube after it has been shaken | |
|TLW observe and discuss changes in the clay balls |2.1.4 Make new observations when there is disagreement| |Science Fun With Mud and Dirt by Rose Wyler |
|made in the last lesson. |among initial observations. |Observation | |
| |2.3.3 Investigate by observing and then describing | |Sand Cake by Frank Asch |
|TLW read about everyday uses for sand and clay balls|chunks of rocks and their many sizes and shapes, from |Prediction if tubes are shook again. (Record Sheet | |
|and discuss the changes. |boulders to grains of sand and even smaller. |5-A) |The Amazing Dirt Book by Paulette Bourgeois |
| |2.6.1 Investigate that most objects are made of parts.| | |
|TLW read about everyday uses for sand and clay. |2.6.3 Describe that things can change in different | |The Sun, the Wind, and the Rain by Lisa Peters |
| |ways, such as in size, weight, color, age, and | | |
| |movement. Investigate that some small changes can be | |Under Your Feet by Joanne Ryder |
| |detected by taking measurements. | | |
| | | |A Day at the Beach by Mircea Vasiliu |
|Unit: Soils |
|Lesson 6: How Quickly Do Soils Settle in Water? |
|Objective |Indicator |Instruction/Assessment Reference |Resource |
|TLW predict what will happen when they separate soil|2.1.1 Manipulate an object to gain additional |Predict what will be observed. |Carolina STC Science Kit: Soils |
|components by settling. |information about it. | | |
| |2.1.3 Describe, both in writing and verbally, objects |Pair share |A Guide to the Study of Soil Ecology by William |
|TLW observe and describe the results of the settling|as accurately as possible and compare observations | |Andrews |
|test. |with those of other people. |Record Sheet 6-A | |
| |2.1.4 Make new observations when there is disagreement| |Science Fun With Mud and Dirt by Rose Wyler |
|TLW crush and moisten the dried clay balls and |among initial observations. |Compare Record Sheet 5-A to Record Sheet 6-A. | |
|discuss the changes. |2.5.3 Observe that and describe how changing one thing| |Sand Cake by Frank Asch |
| |can cause changes in something else such as exercise | | |
|TLW read about everyday uses for sand and clay. |and its effect on heart rate. | |The Amazing Dirt Book by Paulette Bourgeois |
| |2.5.5 Explain that some events can be predicted with | | |
| |certainty, such as sunrise and sunset, and some | |The Sun, the Wind, and the Rain by Lisa Peters |
| |cannot, such as storms. Understand that people aren't | | |
| |always sure what will happen since they do not know | |Under Your Feet by Joanne Ryder |
| |everything that might have an effect. | | |
| |2.5.6 Explain that sometimes a person can find out a | |A Day at the Beach by Mircea Vasiliu |
| |lot (but not everything) about a group of things, such| | |
| |as insects, plants, or rocks, by studying just a few | |Bottle Biology by Mirll Ingram |
| |of them. | | |
|Unit: Soils |
|Lesson 7: More Settling a Few Days Later |
|Objective |Indicator |Instruction/Assessment Reference |Resource |
|TLW observe further settling of sand, clay, and |2.1.3 Describe, both in writing and verbally, objects |Journal |Carolina STC Science Kit: Soils |
|humus. |as accurately as possible and compare observations | | |
| |with those of other people. |Class discussion for mystery mixture |A Guide to the Study of Soil Ecology by William |
|TLW discuss and record their observations of the |2.1.4 Make new observations when there is disagreement| |Andrews |
|settled materials. |among initial observations. | | |
| | | |Earthworms, Dirt, and Rotten Leaves by Molly |
|TLW compare how the settled materials look now with | | |McLaughlin |
|how they looked during the last lesson. | | | |
| | | |Ant Cities by Arthur Dorros |
|TLW observe the compost bags they set up in Lesson | | | |
|2. | | |Keeping Minibeasts: Earthworms by Chris Henwood |
| | | | |
| | | |Compost Critters by Bianca Lavies |
| | | | |
| | | |Science Fun With Mud and Dirt by Rose Wyler |
| | | | |
| | | |Sand Cake by Frank Asch |
| | | | |
| | | |The Amazing Dirt Book by Paulette Bourgeois |
| | | | |
| | | |The Sun, the Wind, and the Rain by Lisa Peters |
| | | | |
| | | |Under Your Feet by Joanne Ryder |
|Unit: Soils |
|Lesson 8: What Is Your Mystery Mixture? |
|Objective |Indicator |Instruction/Assessment Reference |Resource |
|TLW conduct soil tests on an unfamiliar mixture. |2.1.1 Manipulate an object to gain additional |Journaling |Carolina STC Science Kit: Soils |
| |information about it. | | |
|TLW compare their test results with those from their|2.1.3 Describe, both in writing and verbally, objects | |A Guide to the Study of Soil Ecology by William |
|previous tests on sand, clay, and humus. |as accurately as possible and compare observations | |Andrews |
| |with those of other people. | | |
|TLW describe properties of the new mixture. |2.1.4 Make new observations when there is disagreement| |Science Fun With Mud and Dirt by Rose Wyler |
| |among initial observations. | | |
|Using their data, TLW infer which soil components |2.5.3 Observe that and describe how changing one thing| |Sand Cake by Frank Asch |
|their mystery mixture contains. |can cause changes in something else such as exercise | | |
| |and its effect on heart rate. | |The Amazing Dirt Book by Paulette Bourgeois |
|TLW create a "Mystery Mixture Book" with their |2.6.3 Describe that things can change in different | | |
|record sheets. |ways, such as in size, weight, color, age, and | |The Sun, the Wind, and the Rain by Lisa Peters |
| |movement. Investigate that some small changes can be | | |
| |detected by taking measurements. | |Under Your Feet by Joanne Ryder |
| | | | |
| | |Group discussion |A Day at the Beach by Mircea Vasiliu |
|Unit: Soils |
|Lesson 9: Growing Plants in Different Soils |
|Objective |Indicator |Instruction/Assessment Reference |Resource |
|TLW discuss their ideas about plant growth in |2.1.1 Manipulate an object to gain additional |Class discussion |Carolina STC Science Kit: Soils |
|different samples. |information about it. | | |
| |2.4.3 Observe and explain that plants and animals both|Sharing |Bottle Biology by Mirll Ingram |
|TLW plant seeds in sand, clay, or humus and their |need to take in water, animals need to take in food, | | |
|local soil. |and plants need light. | |A Guide to the Study of Soil Ecology by William |
| |2.4.4 Recognize and explain that living things are | |Andrews |
|TLW begin a logbook of their plant’s progress. |found almost everywhere in the world and that there | | |
| |are somewhat different kinds in different places. | |Classroom Activities for a Better Environment by |
| |2.5.5 Explain that some events can be predicted with | |Mary Appelhof |
| |certainty, such as sunrise and sunset, and some | | |
| |cannot, such as storms. Understand that people aren't | |Growlab by Joy Cohen and Eve Pranis |
| |always sure what will happen since they do not know | | |
| |everything that might have an effect. | |Bronzeville Boys and Girls by Gwendolyn Brooks |
| |2.5.6 Explain that sometimes a person can find out a | | |
| |lot (but not everything) about a group of things, such| |I Wonder What a Rainforest is and Other Neat Facts|
| |as insects, plants, or rocks, by studying just a few | |About Plants by Annabelle Donati |
| |of them. | | |
| | | |From Seed to Plant by Gail Gibbons |
| | | | |
| | | |Under Your Feet by Joanne Ryder |
| | | | |
| | | |One Small Square Backyard by Donald Silver |
|Unit: Soils |
|Lesson 10: Why Do Plants Have Roots in Soil? |
|Objective |Indicator |Instruction/Assessment Reference |Resource |
|TLW brainstorm what the roots of a plant do. |2.1.1 Manipulate an object to gain additional information |Demonstration |Carolina STC Science Kit: Soils |
| |about it. | | |
|TLW plant seeds in clear tubes filled with sand, |2.1.2 Use tools, such as thermometers, magnifiers, rulers,|Journaling |Bottle Biology by Mirll Ingram |
|clay, and humus. |or balances, to gain more information about objects. | | |
| |2.1.3 Describe, both in writing and verbally, objects as |Oral discussion |A Guide to the Study of Soil Ecology by William |
|TLW monitor the growth of roots in each tube, |accurately as possible and compare observations with those| |Andrews |
|watering them regularly. |of other people. |Reading | |
| |2.1.4 Make new observations when there is disagreement | |The Story of the Root-Children by Sibylle Von |
|TLW observe and discuss changes in the materials in|among initial observations. |Recording on worksheet |Olfers |
|their compost bags. |2.2.5 Draw pictures and write brief descriptions that | | |
| |correctly portray key features of an object. | |Growlab by Joy Cohen and Eve Pranis |
|TLW read about earthworms and their connection to |2.3.4 Investigate by observing and then describing how | | |
|plant roots and soil. |animals and plants sometimes cause changes in their | |Bronzeville Boys and Girls by Gwendolyn Brooks |
| |surroundings. | | |
| |2.4.2 Observe that and describe how animals may use | |I Wonder What a Rainforest is and Other Neat |
| |plants, or even other animals, for shelter and nesting. | |Facts About Plants by Annabelle Donati |
| |2.4.3 Observe and explain that plants and animals both | | |
| |need to take in water, animals need to take in food, and | |From Seed to Plant by Gail Gibbons |
| |plants need light. | | |
| |2.4.4 Recognize and explain that living things are found | |Under Your Feet by Joanne Ryder |
| |almost everywhere in the world and that there are somewhat| | |
| |different kinds in different places. | |One Small Square Backyard by Donald Silver |
|Unit: Soils |
|Lesson 10: Why Do Plants Have Roots in Soil? (continued) |
|Objective |Indicator |Instruction/Assessment Reference |Resource |
| |2.4.5 Recognize and explain that materials in nature, | | |
| |such as grass, twigs, sticks, and leaves, can be | | |
| |recycled and used again, sometimes in different forms, | | |
| |such as in birds' nests. | | |
| |2.5.3 Observe that and describe how changing one thing | | |
| |can cause changes in something else such as exercise and| | |
| |its effect on heart rate. | | |
| |2.5.5 Explain that some events can be predicted with | | |
| |certainty, such as sunrise and sunset, and some cannot, | | |
| |such as storms. Understand that people aren't always | | |
| |sure what will happen since they do not know everything | | |
| |that might have an effect. | | |
| |2.5.6 Explain that sometimes a person can find out a lot| | |
| |(but not everything) about a group of things, such as | | |
| |insects, plants, or rocks, by studying just a few of | | |
| |them. | | |
| |2.6.3 Describe that things can change in different ways,| | |
| |such as in size, weight, color, age, and movement. | | |
| |Investigate that some small changes can be detected by | | |
| |taking measurements. | | |
|Unit: Soils |
|Lesson 11: Can Soil Hold Water? |
|Objective |Indicator |Instruction/Assessment Reference |Resource |
|TLW brainstorm a device to observe how water moves |2.1.1 Manipulate an object to gain additional |Oral discussions |Carolina STC Science Kit: Soils |
|through humus. |information about it. | | |
| |2.1.2 Use tools, such as thermometers, magnifiers, |Observation |A Guide to the Study of Soil Ecology by William |
|TLW compare the quality of water added to humus with|rulers, or balances, to gain more information about | |Andrews |
|the quantity that filters through. |objects. | | |
| |2.1.3 Describe, both in writing and verbally, objects as| |Science Fun With Mud and Dirt by Rose Wyler |
|TLW deduce where the missing water went. |accurately as possible and compare observations with | | |
| |those of other people. | |Sand Cake by Frank Asch |
|TLW discuss how rain soaks into the ground. |2.1.4 Make new observations when there is disagreement | | |
| |among initial observations. | |The Amazing Dirt Book by Paulette Bourgeois |
|TLW observe their planting cups and record plant |2.1.6 Use tools to investigate, observe, measure, | | |
|growth. |design, and build things. | |The Sun, the Wind, and the Rain by Lisa Peters |
| |2.4.1 Observe and identify different external features | | |
|Using a hand lens, TLW observe and compare root |of plants and animals and describe how these features | |Under Your Feet by Joanne Ryder |
|growth in sand, clay, and humus. |help them live in different environments. | | |
| |2.4.3 Observe and explain that plants and animals both | |A Day at the Beach by Mircea Vasiliu |
| |need to take in water, animals need to take in food, and| | |
| |plants need light. | |The Seashore Book by Charlotte Zolotow |
| |2.5.3 Observe that and describe how changing one thing | | |
| |can cause changes in something else such as exercise and| | |
| |its effect on heart rate. | | |
|Unit: Soils |
|Lesson 12: How Water Moves Through Sand and Clay |
|Objective |Indicator |Instruction/Assessment Reference |Resource |
|TLW pour water simultaneously over samples of sand |2.1.1 Manipulate an object to gain additional information|Observation |Carolina STC Science Kit: Soils |
|and clay. |about it. | | |
| |2.1.2 Use tools, such as thermometers, magnifiers, |Brainstorming |A Guide to the Study of Soil Ecology by William|
|TLW observe, compare, and record how water moves |rulers, or balances, to gain more information about | |Andrews |
|through the two samples. |objects. |Journaling | |
| |2.1.3 Describe, both in writing and verbally, objects as | |Science Fun With Mud and Dirt by Rose Wyler |
|TLW brainstorm how their experiment resembles the |accurately as possible and compare observations with |Record on worksheet | |
|effect of rain on soil. |those of other people. | |Sand Cake by Frank Asch |
| |2.1.4 Make new observations when there is disagreement | | |
|TLW observe their planting cups and record further |among initial observations. | |The Amazing Dirt Book by Paulette Bourgeois |
|plant growth. |2.4.1 Observe and identify different external features of| | |
| |plants and animals and describe how these features help | |The Sun, the Wind, and the Rain by Lisa Peters |
|Using a hand lens, TLW observe and compare root |them live in different environments. | | |
|growth in sand, clay, and humus. |2.4.2 Observe that and describe how animals may use | |Under Your Feet by Joanne Ryder |
| |plants, or even other animals, for shelter and nesting. | | |
| |2.4.3 Observe and explain that plants and animals both | |A Day at the Beach by Mircea Vasiliu |
| |need to take in water, animals need to take in food, and | | |
| |plants need light. | | |
| |2.5.3 Observe that and describe how changing one thing | | |
| |can cause changes in something else such as exercise and | | |
| |its effect on heart rate | | |
|Unit: Soils |
|Lesson 12: How Water Moves Through Sand and Clay (continued) |
|Objective |Indicator |Instruction/Assessment Reference |Resource |
| |2.5.6 Explain that sometimes a person can find out a lot| | |
| |(but not everything) about a group of things, such as | | |
| |insects, plants, or rocks, by studying just a few of | | |
| |them. | | |
| |2.6.3 Describe that things can change in different ways,| | |
| |such as in size, weight, color, age, and movement. | | |
| |Investigate that some small changes can be detected by | | |
| |taking measurements. | | |
|Unit: Soils |
|Lesson 13: Opening the Compost Bags |
|Objective |Indicator |Instruction/Assessment Reference |Resource |
|TLW observe, discuss, and record changes that have |2.1.2 Use tools, such as thermometers, magnifiers, |Observation |Carolina STC Science Kit: Soils |
|occurred inside their compost bags. |rulers, or balances, to gain more information about | | |
| |objects. |Discussion |"Worm Your Way Into Science" by Rebecca Olien |
|TLW compare their predictions and findings from |2.1.3 Describe, both in writing and verbally, objects as| |from Science and Children, September 1993 |
|earlier lessons to their observations today. |accurately as possible and compare observations with |Investigation | |
| |those of other people. | |A Guide to the Study of Soil Ecology by William |
|TLW compare the results of composting with and |2.1.4 Make new observations when there is disagreement |Drawing |Andrews |
|without worms. |among initial observations. | | |
| |2.1.7 Recognize and describe ways that some materials | |Science Fun With Mud and Dirt by Rose Wyler |
|TLW read about making compost outdoors. |can be used over again such as recycled paper, cans, and| | |
| |plastic jugs. | |Compost Critters by Bianca Lavies |
|Using a hand lens, TLW observe and discuss root |2.2.5 Draw pictures and write brief descriptions that | | |
|growth in sand, clay, and humus, comparing results |correctly portray key features of an object. | |The Amazing Dirt Book by Paulette Bourgeois |
|among the three samples. |2.3.1 Investigate by observing and then describe that | | |
| |some events in nature have a repeating pattern such as | |Keeping Minibeasts: Ants by Barrie Watts |
| |seasons, day and night, and migrations. | | |
| |2.3.4 Investigate by observing and then describing how | |Under Your Feet by Joanne Ryder |
| |animals and plants sometimes cause changes in their | | |
| |surroundings. | |One Small Square Backyard by Donald Silver |
|Unit: Soils |
|Lesson 13: Opening the Compost Bags (continued) |
|Objectives |Indicators |Instructional Activities |Resources |
| |2.3.5 Investigate that things can be done to materials, |Compare/contrast |"Worming Students Into Science" by Muhammad Hanif |
| |such as freezing, mixing, cutting, heating, wetting, | |and Tammy Harrod from Science and Children, |
| |etc., to change some of their properties and observe |Observation |January 1997 |
| |that not all materials respond in the same way. | | |
| |2.4.3 Observe and explain that plants and animals both | | |
| |need to take in water, animals need to take in food, and| | |
| |plants need light. | | |
| |2.5.3 Observe that and describe how changing one thing | | |
| |can cause changes in something else such as exercise and| | |
| |its effect on heart rate. | | |
| |2.5.4 Begin to recognize and explain that people are | | |
| |more likely to believe ideas if good reasons are given | | |
| |for them. | | |
| |2.5.6 Explain that sometimes a person can find out a lot| | |
| |(but not everything) about a group of things, such as | | |
| |insects, plants, or rocks, by studying just a few of | | |
| |them. | | |
| |2.6.3 Describe that things can change in different ways,| | |
| |such as in size, weight, color, age, and movement. | | |
| |Investigate that some small changes can be detected by | | |
| |taking measurements. | | |
|Unit: Soils |
|Lesson 14: Exploring Your Local Soil |
|Objective |Indicator |Instruction/Assessment Reference |Resource |
|TLW review previous soil tests and their results. |2.1.1 Manipulate an object to gain additional |Review previous findings |Carolina STC Science Kit: Soils |
| |information about it. | | |
|TLW examine the local soil and predict which |2.1.3 Describe, both in writing and verbally, objects as|Demonstration |A Guide to the Study of Soil Ecology by William|
|components it might contain. |accurately as possible and compare observations with | |Andrews |
| |those of other people. |Record | |
|TLW run tests on the local soil. |2.1.4 Make new observations when there is disagreement | |Science Fun With Mud and Dirt by Rose Wyler |
| |among initial observations. |Compare/contrast | |
|TLW discuss and record their findings. |2.3.3 Investigate by observing and then describing | |Sand Cake by Frank Asch |
| |chunks of rocks and their many sizes and shapes, from |Observation | |
|TLW compare their test results today with those from|boulders to grains of sand and even smaller. | |The Amazing Dirt Book by Paulette Bourgeois |
|previous tests on sand, clay, and humus. |2.3.4 Investigate by observing and then describing how | | |
| |animals and plants sometimes cause changes in their | |The Sun, the Wind, and the Rain by Lisa Peters |
|TLW observe their planting cups and record further |surroundings. | | |
|plant growth. |2.3.5 Investigate that things can be done to materials, | |Under Your Feet by Joanne Ryder |
| |such as freezing, mixing, cutting, heating, wetting, | | |
| |etc., to change some of their properties and observe | |A Day at the Beach by Mircea Vasiliu |
| |that not all | | |
| |materials respond in the same way. | | |
| |2.4.1 Observe and identify different external features | | |
| |of plants and animals and describe how these features | | |
| |help them live in different environments. | | |
|Unit: Soils |
|Lesson 14: Exploring Your Local Soil (continued) |
|Objective |Indicator |Instruction/Assessment Reference |Resource |
| |2.5.3 Observe that and describe how changing one thing | | |
| |can cause changes in something else such as exercise and| | |
| |its effect on heart rate. | | |
| |2.5.6 Explain that sometimes a person can find out a lot| | |
| |(but not everything) about a group of things, such as | | |
| |insects, plants, or rocks, by studying just a few of | | |
| |them. | | |
| |2.6.3 Describe that things can change in different ways,| | |
| |such as in size, weight, color, age, and movement. | | |
| |Investigate that some small changes can be detected by | | |
| |taking measurements. | | |
|Unit: Soils |
|Lesson 15: More About Your Local Soil |
|Objective |Indicator |Instruction/Assessment Reference |Resource |
|TLW conduct additional tests on their local soil. |2.1.1 Manipulate an object to gain additional |Investigation |Carolina STC Science Kit: Soils |
| |information about it. | | |
|TLW compare their current test results with those |2.1.3 Describe, both in writing and verbally, objects as|Compare/contrast |A Guide to the Study of Soil Ecology by William |
|from previous lessons. |accurately as possible and compare observations with | |Andrews |
| |those of other people. |Observation | |
|TLW record their findings and share them with the |2.1.4 Make new observations when there is disagreement | |Science Fun With Mud and Dirt by Rose Wyler |
|class. |among initial observations. |Journaling | |
| |2.5.6 Explain that sometimes a person can find out a lot| |Sand Cake by Frank Asch |
| |(but not everything) about a group of things, such as | | |
| |insects, plants, or rocks, by studying just a few of | |The Amazing Dirt Book by Paulette Bourgeois |
| |them. | | |
| |2.6.3 Describe that things can change in different ways,| |The Sun, the Wind, and the Rain by Lisa Peters |
| |such as in size, weight, color, age, and movement. | | |
| |Investigate that some small changes can be detected by | |Under Your Feet by Joanne Ryder |
| |taking measurements. | | |
| | | |A Day at the Beach by Mircea Vasiliu |
|Unit: Soils |
|Lesson 16: What is Your Local Soil? |
|Objective |Indicator |Instruction/Assessment Reference |Resource |
|TLW compare and record plant growth in sand, clay, |2.1.3 Describe, both in writing and verbally, objects as|Journaling |Carolina STC Science Kit: Soils |
|humus, and local soil. |accurately as possible and compare observations with | | |
| |those of other people. |Observation |A Guide to the Study of Soil Ecology by William |
|TLW complete their plant logbooks. |2.1.4 Make new observations when there is disagreement | |Andrews |
| |among initial observations. |Discussion | |
|TLW make a class chart to compare plant growth in |2.2.5 Draw pictures and write brief descriptions that | |Science Fun With Mud and Dirt by Rose Wyler |
|various samples. |correctly portray key features of an object. |Draw conclusions | |
| |2.3.4 Investigate by observing and then describing how | |The Story of the Root-Children by Sibylle Von |
|TLW observe and discuss differences in seedlings |animals and plants sometimes cause changes in their | |Olfers |
|grown in the same kind of sample. |surroundings. | | |
| |2.4.1 Observe and identify different external features | |The Amazing Dirt Book by Paulette Bourgeois |
|TLW summarize their investigation of local soil. |of plants and animals and describe how these features | | |
| |help them in different environments. | |Under Your Feet by Joanne Ryder |
|TLW create a local soil book with their record |2.4.3 Observe and explain that plants and animals both | | |
|sheets. |need to take in water, animals need to take in food, and| |Ant Cities by Arthur Dorros |
| |plants need light. | | |
| |2.4.4 Recognize and explain that living things are found| |I Wonder What a Rainforest is and Other Neat |
| |almost everywhere in the world and that there are | |Facts About Plants by Annabelle Donati |
| |somewhat different kinds in different places. | | |
|Unit: Soils |
|Lesson 16: What is Your Local Soil? (continued) |
|Objective |Indicator |Instruction/Assessment Reference |Resource |
| |2.5.4 Begin to recognize and explain that people are | | |
| |more likely to believe ideas if good reasons are given | | |
| |for them. | | |
| |2.5.5 Explain that some events can be predicted with | | |
| |certainty, such as sunrise and sunset, and some cannot, | | |
| |such as storms. Understand that people aren't always | | |
| |sure what will happen since they do not know everything | | |
| |that might have an effect. | | |
| |2.5.6 Explain that sometimes a person can find out a lot| | |
| |(but not everything) about a group of things, such as | | |
| |insects, plants, or rocks, by studying just a few of | | |
| |them. | | |
| |2.6.3 Describe that things can change in different ways,| | |
| |such as in size, weight, color, age, and movement. | | |
| |Investigate that some small changes can be detected by | | |
| |taking measurements. | | |
Appendix 1
RESOURCES
BALANCING AND WEIGHING
Grade 2
Levers
Balance beams and equal-arm balances are levers. Books on machines will have background information for teachers and students. Following are some examples. Many others are available.
Fisher, S.H. Table Top Science: Physics Experiments for Everyone. Garden City, New York: The Natural History Press, 1968. (pp. 63-67)
James, Elizabeth and Barkin, Carol, The Simple Facts of Simple Machines. New York: Lothrop, Lee & Shephard Co., 1975. (pp. 12-22)
* Macaulay, David. The Way Things Work. Boston: Houghton Mifflin Co., A Scholastic Book Club Edition, 1988. (pp. 10-33) Note: Excellent background for teachers; reading will be too hard for most second graders, but they will enjoy the illustrations.
Murphy, Brian. Experiment with Movement. Minneapolis: Lerner Publications, 1991. (pp. 24-26)
Physical Forces: Understanding Science and Nature. Alexandria, VA: Time-Life. (pp. 40-44)
* Weiss, Harvey. Machines and How They Work. New York: Thomas Y. Crowell, 1983. (pp. 16-22)
Balancing
Ardley, Neil. Force and Strength: Action in Science. New York: Franklin Watts, 1984. (pp. 17-20 center of gravity)
How to Have Fun Making Mobiles. Monkato, MN: Creative Education Society, 1974.
* McCauley, Emily Arnold. Mirette on the High Wire. New York: Scholastic, Inc., 1992. Note: Caldecott Medal. you may also find other children's fiction related to balancing.
Schegger, T.M. Make Your Own Mobiles. New York: Sterling, 1965.
Zuborowski, Bernie. Mobiles: Building and Experimenting with Balancing Toys. New York, 1993. Note: A good resource for teachers on balancing objects, from the Boston Children Museum Activity Book series.
Weighing
Branley, Franklyn. Measure with Metric. New York: Thomas Y. Crowell, 1975. (pp. 1-3 and 16-25) Note: a Young Math Book.
Branley, Franklyn, Weight and Weightlessness. New York: Thomas Y. Crowell, 1971. Note: a Let's Read and Find Out Book. An explanation of difficult concepts.
Gilleo, Alma. About Grams. Chicago: Children's Press, 1977.
Kerrod, Robin and Baker, Susan. Weights and Measures: Secrets of Science. New York: Marshall Cavendish, 1991. (pp. 12-17)
Luce, Marnie. Measurement: How Much? How Many? How Far? Minneapolis: Lerner Publications, 1969.
Shapp, Martha and Charles. Let's Find Out What's Light and What's Heavy. New York: Franklin Watts, Inc., 1975.
* Srivastava, Jane Jonas and illustrated by Aliki. Weighing and Balancing. New York: Thomas Y. Crowell, 1970. Note: a Young Math Book.
Related Teaching Units
AIMS Primarily Bears: A Collection of Elementary Activities. Developed by AIMS Education Foundation, Fresno, CA. (pp. 52-54) Note: Other AIMS manuals also have activities on balancing and weighing.
FOSS Balance and Motion Module, Grades 1-2. Developed as Full Option Science System at Lawrence Hall of Science, University of California, Berkeley and published by Encyclopedia Britannica Educational Corp., Chicago, 1992.
Marson, Ron. Teacher Resource Manual Global Tops: 100 Science Lessons with Simple Things. Tops Learning Systems, 10970 S. Mulino Rd. Canby OR 97013. (Sections C. Balance Beams and D. Comparing Masses)
Science 5/13 Unit for Teachers Using the Environment. Volume 2 Investigations Part 1. MacDonald Educational, London, 1974. (Chapter 4 What do we mean by mass, weight, force and density?)
Note: The teacher’s guide for the second grade teaching unit Balancing and Weighing, Science and Technology for Children curriculum, lists additional resources.
* Highly recommended
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