WASHINGTON TOWNSHIP PUBLIC SCHOOLS



Washington Township Public Schools

Office of Curriculum & Instruction

|Course: |Science – Grade 2 |

|Written By: |Arlene Gerber |

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|Under the Direction of: |Barbara Marciano and Jeff Pollock |

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|Description: |The second grade science curriculum consists of three units that are aligned to meet the New Jersey Core Curriculum Content Standards. The Life Science unit is a study of|

| |living things and habitats. The physical science unit is an exploration of light, heat, and sound. The Earth Science unit includes a study of weather, the solar system, |

| |and the sources and uses of water. |

|Joseph A. Vandenberg: |Assistant Superintendent for Curriculum & Instruction |

|Barbara E. Marciano: |Director of Elementary Education |

|Jack McGee: |Director of Secondary Education |

|Written: |Summer 2008 |

|Revised: |Aligned with 2009 NJCCCS (7/2010) and 2010 Common Core State Standards |

| |(7/2011) |

|BOE Approval: |7/18/2011 |

MAJOR UNITS OF STUDY

|Course Title: |Science – Grade 2 |

|Energy: Light, Sound, and Heat |

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|Animals and Habitats |

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|Weather and Atmosphere |

Unit Overview

|Course Title: |Science – Grade 2 |

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|Unit #: |UNIT 1 OVERVIEW |Unit Title: |Energy – Light, Sound, and Heat |

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|Unit Description: |

|This unit provides an overview of the physical science of light, heat, and sound. Students will understand that heat, light, and sounds are all forms of energy. They will learn that objects can |

|change electricity to heat, light, or sound. Students will explore how light and sound travel and their specific properties. |

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|Enduring Understandings/Generalizations |

|Students will understand that: |

|Light, heat, and sound are forms of energy that interact with matter. |

|Light passes more easily through some objects than others. |

|Heat comes from various sources and can be transferred. |

|Vibrations of objects and air create sound. |

|Sound travels through solids, liquids, and gases differently and travels in all directions. |

|The pitch of sound is its highness or lowness. |

|The volume of sound is its loudness or softness. |

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|Guiding Questions |

|What is energy? |

|Where does energy come from? |

|What are types of energy? |

|How can electricity be used to produce heat, light, and sound? |

|What is light? |

|What are sources of light? |

|How does light travel? |

|How are shadows created? |

|What objects reflect light? |

|Why doesn’t light pass through all objects? |

|What is the spectrum? |

|What is temperature? |

|What is heat? |

|What is friction? |

|How does heat move from one object to another? |

|How is sound made? |

|What are vibrations? |

|How do our ears hear sound? |

|How does sound travel? |

|What are sound waves? |

|How quickly does sound travel through solids, liquids, and gases? |

|What is pitch? |

|How can we change pitch? |

|What is volume? |

|How can we change volume? |

CURRICULUM – Unit Plan

|Course Title: |Science – Grade 2 | |Core Content Standards and Cumulative Progress Indicators: |

|Unit Title: |Energy – Light, Sound, and Heat | |5.2.4A1 | |5.7.2B1 | |5.7.4B1 | |5.7.4B2 |

|Time Allocation: |5-6 Weeks | |5.7.4B3 | |5.7.4B4 | |5.9.2A1 | | |

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Objectives:

|To understand and describe ways energy and matter interact. | |To understand that the sun supplies heat and light to the Earth. |

|To recognize that light travels in a straight line. | |To recognize that light can pass through some objects but not others. |

|To understand that sound is caused by vibrations we hear. | |To understand that sound travels in all directions. |

|To understand that sound travels differently through gases, solids, and liquids. | |To identify the volume and pitch of sounds and understand how they can be changed. |

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|A. CONTENT/SKILLS |B. LEARNING ACTIVITIES |C. SUGGESTED MATERIALS |D. STUDENT EVALUATION |

|Energy can cause matter to move or change |1. Begin the unit with a KWL activity to introduce |Textbook: |Quizzes, Tests, Publisher-made worksheets |

|Heat is energy that makes things warmer. |each subsection of the unit |HSP New Jersey Science, © 2009, Vocabulary Cards, and| |

|Light is energy that lets one see. | |Teacher Kit |Observations, Participation- Labs and Activities |

|Sound is energy that one can hear. |2. Read the textbook “HSP New Jersey Science” and |Unit F, Chapter 11, pg. 432A-471. | |

|Light moves in a straight line. |tradebooks to investigate heat, light, and sound |Chapter 12, pg. 472-503. |Activity 1-Make “Lighthouses”. Create a template of |

|When something stops light from moving, it creates a | | |the façade of a house with 4-5 windows and a door. |

|shadow. |3. Demonstrate three electrical devices to the class-|Harcourt Guided Reading Books: What are Light and |Gather 5-6 materials that are transparent, |

|Light reflects off most objects. |one that produces heat, one that produces light, and |Heat? |translucent, or opaque. Students glue these to the |

|Transparent, translucent, and opaque materials have |one that produces sounds. (i.e. toaster, lamp, and |Light and Heat |back of their windows and label each appropriately. |

|specific properties. |radio). |The Hidden Energy in Plants |Hold house in front of a window to check answers. |

|Darker colors absorb more heat than lighter colors. | |Sound | |

|Heat is supplied by the sun, friction, and burning |4. To demonstrate that light moves in a straight |What is Sound? |Activity 2- Students construct instruments and |

|fuel. |line, use a mirror to reflect light from a flashlight|Using Electricity |present them to the class, demonstrating and |

|Objects can change electricity to heat, light, or |to a selected spot on a wall. See HSP Science page | |explaining how loud and soft sounds are made, as well|

|sound. |450-451. |Tradebooks: |as how high and low sounds are made. |

|Heat moves from warmer objects to cooler objects. | |Energy From the Sun By: Allan Fowler, Children’s | |

|The sun is the ultimate source of light and provides |5. Manipulate prisms in the sunlight to observe that |Press, 1997. | |

|solar energy. |prisms refract light. | | |

|Vibrating objects create sound. | |Energy by: Christine Weber, Capstone, 2005. | |

|Sound moves in waves. |6. Teach acronym ROYGBIV and recite poems “ROY G. | | |

|Sound waves move into our ears and to our brains. |BIV” and “Rainbow Paint Box” to learn the colors that|Daylight, Nightlight By: Franklyn M. Branley, Harper | |

|Sound travels through liquids, solids, and gases |compose light. |Collins, 1975. | |

|Sound travels more quickly through water than air. | | | |

|Sound travels more quickly through solids than |7. Shine a flashlight onto different materials |My World: Sound By: Alvin Granowski, Copper Beech | |

|through most liquids and gases. |(plastic wrap, tissue paper, construction paper, |Books, 2001. | |

|Loud sounds require more energy than soft sounds |newspaper) to demonstrate concepts of transparent, | | |

|Slow vibrations create low pitches and fast |translucent, and opaque. Record observations and draw|Sounds All Around By: Wendy Pfeffer, Harper Collins, | |

|vibrations create high pitches |conclusions. Read poem “My Shadow”. |1999. | |

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|Skills: |8. To demonstrate that dark colors absorb heat, wrap |How Do Our Ears Hear? By: Carol Ballard Raintree, | |

|Draw conclusions |white paper around one cup and black paper around |Steck Vaugh, 1998. | |

|Measure |another cup. Fill halfway with water. Place in a | | |

|Observe |sunny location and record temperature 30 minutes |It’s Science! Light and Dark. Children’s Press. | |

|Experiment |later. See HSP Science pages 458-459. | | |

|Investigate | |Startup Science: Light and Dark. RSVP. | |

| |9. Create a “Help Save Electricity” poster. HSP | | |

| |Science pg. 463. |Science for Fun: Light and Color. Copper Beech. | |

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| |10. Listen to the sounds in the world around us. |Science With Light and Mirrors . Usborne. | |

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| |11. To demonstrate that vibrations cause sound, |Step-by-Step: Light and Color. Carson-Dellosa. | |

| |construct a wind instrument from a paper towel roll. | | |

| |See HSP Science page 477. |Video: | |

| | |“The Magic School Bus Makes a Rainbow” | |

| |12. Make vibrations with a ruler. HSP Science pg. | | |

| |479. |Poems: | |

| | |“ROY G. BIV” By: Carol Weston | |

| |13. Listen to a series of recorded sounds and |“Rainbow Paint Box” By: Helen H. Moore | |

| |identify them. |“My Shadow” By: Robert Lewis Stevenson | |

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| |14. Investigate the ability of sound waves to travel |Website: | |

| |through different media (liquid, solid, gas). HSP | | |

| |Science pg. 485-488 | | |

| | |*Related worksheets are included in the appendix | |

| |15. Students experiment making loud and soft sounds. | | |

| |Determine the amount of effort used to make the | | |

| |different sounds. | | |

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| |16. Use a radio to demonstrate volume. | | |

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| |17. Demonstrate pitch by filling glasses with varying| | |

| |amounts of liquid. Tap on the glasses and note | | |

| |differences in sound. Hypothesize whether different | | |

| |liquids would create different sounds. See HSP | | |

| |Science pages 494-495. | | |

Unit Overview

|Course Title: |Science – Grade 2 |

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|Unit #: |UNIT 2 OVERVIEW |Unit Title: |Animals in the Natural World |

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|Unit Description: |

|Students will differentiate between living and nonliving things. They will study the basic needs of plants and animals. Students will explore the unique physical characteristics of animals in each |

|vertebrate group. They will explore several habitats and explain how animals are adapted to the habitat in which they live. Students will understand that the plants and animals in a habitat are |

|interconnected as part of a food chain. |

|Enduring Understandings/Generalizations |

|Students will understand that: |

|Living and non-living things can be distinguished by their characteristics. |

|Living things have basic needs. |

|There are factors that influence the growth of living things. |

|Animals live in different environments and they adapt to their environments. |

|Plants and animals within an environment are interdependent. |

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|Guiding Questions |

|What are living and non-living things? |

|What do animals need to survive? |

|What is oxygen? |

|What do plants need to survive? |

|What are nutrients? |

|What are the characteristics of mammals? |

|What are the characteristics of birds |

|What are the characteristics of reptiles? |

|What are the characteristics of amphibians? |

|What are the characteristics of fish? |

|What is a life cycle? |

|How do living things survive in different places? |

|What is an environment? |

|What is a habitat? |

|How do animals adapt to their environment? |

|What are the characteristics of a desert? |

|What are the characteristics of a rainforest? |

|What are the characteristics of a grassland? |

|What are the characteristics of the tundra? |

|What are the characteristic of an ocean? |

|What are the characteristics of a pond? |

|What are food chains and food webs? |

CURRICULUM – Unit Plan

|Course Title: |Science – Grade 2 | |Core Content Standards and Cumulative Progress Indicators: |

|Unit Title: |Animals in the Natural World | |5.5.2A1 | |5.5.2A2 | |5.5.2B1 | |5.6.2A1 |

|Time Allocation: |5-6 Weeks | |5.6.2A2 | |5.4.2B1 | |5.4.2C1 | |5.10.2B1 |

| | | |5.5.2C1 | | | | | | |

Objectives:

|To differentiate between living and nonliving things. | |To identify what animals require to survive. |

|To identify what plants need to survive. | |To compare and contrast the characteristics of the five vertebrate groups. |

|To understand how the characteristics of an animal enable it to survive in its habitat. | |To understand that the stages of the life cycle of different animals vary. |

|To compare and contrast the characteristics of different habitats. | |To construct a food chain. |

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|A. CONTENT/SKILLS |B. LEARNING ACTIVITIES |C. SUGGESTED MATERIALS |D. STUDENT EVALUATION |

|Living things grow and change. |Begin the unit with a KWL activity. |Textbook: |District or publisher-created quizzes/tests, class |

|Living things need food, water, and oxygen. |Read the textbook HSP New Jersey Science and trade |HSP New Jersey Science, |discussion, teacher observations |

|Living things make new things like themselves. |books to investigate the concept of living versus |© 2009,Vocabulary Cards, and Teacher Kit. | |

|An animal’s basic needs are food, water, and oxygen. |nonliving things. |Unit A Chapter 1, pg. 48-77 |Performance Task A-Sort living and nonliving things |

|In addition to the three basic needs, animals require|Observe objects outdoors. Create a list classifying |Unit A Chapter 2, pg. 78-113 |and explain rationale for each classification (HSP |

|shelter. |objects as living or nonliving. Continue | |Science Assessment Guide pg. 5) |

|A plant’s basic needs are water, light, and the gases|classification to identify living objects as plants |Harcourt Trophies Banner Days Theme Three “From Seed | |

|in the air |or animals. See HSP Science pg. 52-53. |to Plant” (pages 314-331) and “The Secret Life of |Performance Task B-Classify vertebrates by creating |

|In addition to the three basic needs, plants need |Read poem, “Life of a Plant”. |Trees” (pages 340-359). |and playing animal card game (HSP Science Assessment |

|room to grow. |Observe what birds eat by placing three types of bird| |Guide pg. 11) |

|Vertebrates belong to one of five groups depending on|food outdoors. Record observations. See HSP Science |Harcourt Guided Reading Books: | |

|their physical characteristics: mammals, birds, fish,|pg. 60-61. |Living and Nonliving Things, Living Things, Way to |Performance Task C-How animals are adapted. Select a |

|amphibians, and reptiles |Predict what plants need to grow. Water only one of |Grow, Living Things and Their Environment, Home Sweet|habitat and create a model of an animal that exists |

|Every animal has a life cycle |two plants. Observe and record findings. See HSP |Home, Helping Our World, Plants, Plant Life Cycles, |in that habitat. Explain its adaptations. (HSP |

|The appearance of an animal changes as it moves |Science pg. 68-69. |Surprises in Grandma’s Garden |Science Assessment Guide pg. 27) |

|through the life cycle |Read HSP New Jersey Science and trade books to | | |

|An environment is made up of all the living and |investigate animal characteristics and life cycles. |Tradebooks |Performance Task D-Students select an animal from one|

|nonliving things in a place. |Complete graphic organizer to compare/contrast traits|On the Way to the Beach By: Henry Cole |of the five vertebrate groups. Conduct research and |

|A habitat is a place where living things have what |of the five vertebrate groups. |Garden By: Robert Mass |write a summary of the animal’s physical |

|they need to survive. |Illustrate the life cycle of a mammal, bird, reptile,|The Emperor’s Egg By: Martin Jenkins |characteristics, habitat, and interesting facts. |

|Animals and plants adapt to be able to live in their |amphibian, or fish. See HSP Science pg. 104-108. |Mammals By: Susan Ring |Create a poster with illustrations and present to |

|environment. |Read poem, “Baby Animals” |Snakes and Lizards By: Ellen Catala |class. |

|There are differences between the desert, rainforest,|Create a bird or mammal collage. HSP Science pg. 88. |Giant Pandas By: Gail Gibbons | |

|grassland, tundra, ocean, and pond. |Read HSP New Jersey Science and trade books to |Planting a Rainbow By: Lois Ehlert | |

|A food chain shows the order in which animals eat |investigate animal habitats and food chains. |Dandelions By: Kathleen V. Kudlinski | |

|plants and other animals |Jigsaw activity- Select several habitats cooperative |Pumpkin Circle: The Story of a Garden By: George | |

|Food webs are connected food chains |groups create murals depicting the plants and animals|Levenson | |

| |appropriate for each habitat. |Habitats By: Evan Moor | |

|Skills: |Investigate the diet of a consumer through textbook, |Step by Step Science-Habitats By: Carson Dellosa | |

|Observation |trade books, and the internet. Combine findings on |Poems: | |

|Compare/Contrast |class chart or worksheet. Students select a chain of |“Baby Animals” By: Meish Goldish | |

|Summarize |four-five plants/animals and illustrate making a |“Life of a Plant” By: Risa Jordan | |

|Classify |paper linking chain or mobile. | | |

|Investigate | |Website: | |

|Sort | | | |

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| | |*Related worksheets are included in the appendix | |

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Unit Overview

|Course Title: |Science – Grade 2 |

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|Unit #: |UNIT 3 OVERVIEW |Unit Title: |Weather and Atmosphere |

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|Unit Description: |

|This unit explores the observation and measurement of changes in weather and the seasons. It includes a study of the sources and uses of water, as well as the water cycle. This unit provides a brief|

|overview of the solar system, focusing on the sun, as a source of heat and light. Students will observe the fixed positions of stars, as well as the differences in the brightness of stars. |

|Enduring Understandings/Generalizations |

|Students will understand that: |

|Water is a natural resource with many uses. |

|Weather can be observed and forms recognizable patterns. |

|Weather changes can be measured through the use of technology. |

|Precipitation, evaporation, and condensation are part of the water cycle. |

|The stars and planets are always in the sky. |

|The earth’s revolution and rotation are responsible for the seasons, as well as day and night. |

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|Guiding Questions |

|What is a resource? |

|What is a natural resource? |

|How do we use water? |

|Where is water found? |

|What is a weather pattern? |

|What are the seasons? |

|How does the weather affect our lives? |

|Do clouds always cause precipitation? |

|How are weather changes measured? |

|What is temperature? |

|What is a thermometer? |

|What is precipitation? |

|What is wind? |

|What is an anemometer? |

|What is the water cycle? |

|What is evaporation? |

|What is condensation? |

|What are storms? |

|What is a drought? |

|What is the solar system? |

|What is a star? |

|What is a planet? |

|What is a constellation? |

|What is an orbit? |

|Why do some stars look different than others? |

|Why can we sometimes see the moon during the day? |

|Why does the moon seem to change? |

|What causes day and night? |

|What causes the seasons? |

|What causes a shadow to change? |

|What is rotation? |

|How long does it take for the Earth to complete its rotation? |

CURRICULUM – Unit Plan

|Course Title: |Science – Grade 2 | |Core Content Standards and Cumulative Progress Indicators: |

|Unit Title: |Weather and Atmosphere | |5.8.2B1 | |5.8.2B2 | |5.8.2B3 | |5.8.2B4 |

|Time Allocation: |5-6 Weeks | |5.8.2D1 | |5.9.2A1 | |5.9.2A2 | |5.9.2B1 |

| | | |5.9.2C1 | |5.9.2C2 | |5.8.4B1 | |5.8.4B2 |

| | | |5.8.4B3 | |5.8.4B4 | |5.8.4B5 | |5.8.4B6 |

Objectives:

|To identify the sources and uses of water | |To describe the water cycle |

|To observe weather and recognize weather patterns | |To identify tools used to measure weather |

|To use maps to identify physical features on the earth | |To know that stars and planets are always in the sky |

|To understand that it takes the earth twenty-four hours to rotate | |To know that the moon orbits the earth and is visible when it reflects light from the sun |

|A. CONTENT/SKILLS |B. LEARNING ACTIVITIES |C. SUGGESTED MATERIALS |D. STUDENT EVALUATION |

|A resource is anything people use to meet a need |Introduce the unit with a KWL activity |Textbook: |District or publisher-created quizzes/tests, class |

|A natural resource is anything in nature that people |Read the textbook HSP New Jersey Science pages |HSP New Jersey Science, |discussion, teacher observations |

|use to meet their needs |270-305, trade books, and guided reading books to |© 2009, Vocabulary Cards, and Teacher Kit | |

|Water is a natural resource |investigate the unit |Unit C Chapter 6, pg. 230-237 |Performance Task A- Construct a six-page Weather |

|Sources of water include oceans, rivers, lakes, |Observe the outdoor flag to determine if the wind is |Unit D Chapter 7, pg. 270-305 |Watcher booklet. Go outside each day and observe if |

|springs, and glaciers |blowing. HSP Science pg. 285 |Unit D Chapter 8, pg. 306-345 |the wind is blowing. Students will write about the |

|Water has many uses, such as drinking, bathing, and |Read poem, “What Makes Weather”? | |wind and illustrate. Repeat for five days and share |

|watering plants |Students create a chart to record observations of the|Harcourt Trophies Banner Days Theme 3, “Beginners |booklets with the class. |

|Water covers seventy percent of the earth, but only |weather for five consecutive days HSP Science pg. |World Atlas” pages 308-331 | |

|three percent is fresh water |274-275 | |Performance Task B- Have groups of three students use|

|We can use maps to identify and locate physical |Draw conclusions about the weather based on |Scott Foresman Social Studies: People and Places Unit|three foam balls, craft sticks, and markers to make a|

|features on the earth |observation |2 |model of the sun, moon, and earth. Students use |

|Weather changes can be observed |Students create a chart to record the differences in | |models to demonstrate how the earth rotates to cause |

|A change in weather that repeats is a weather pattern|air temperature taken in the morning, at noon, and in|Harcourt Guided Readers: Weather, Weather and Water, |day and night, how the moon orbits the earth to cause|

|A season is a time of year with certain weather |the late afternoon. Draw conclusions from the data. |Rain or Shine?, The Solar System, Our Solar System, |the phases of the moon, and how the earth orbits the |

|There are four seasons that affect how we dress and |Demonstrate the use of an anemometer to measure wind |By the North Star |sun to cause seasons. |

|we do |speed | | |

|Not all clouds cause precipitation |Read I Can Read About Weather by Troll Books to the |Tradebooks: | |

|Weather changes can be measured with tools |class to elaborate on the effect clouds have on the | | |

|Thermometers measure temperature |weather. |Now I Know What Makes the Weather By: Janet Palazzo, | |

|Temperature is how hot or cold an object is |Make a water cycle poster and label each part of the |Troll Publishers | |

|Weather vanes show the direction of blowing wind |cycle | | |

|Anemometers measure the speed of wind |Read poem, “The Water Cycle” |Snow By: Marion Diane Bauer | |

|Precipitation is water that falls from the sky in the|To observe condensation, fill two Ziploc bags halfway| | |

|form of rain, snow, sleet, or hail |with colored water and seal. Tape one to a sunny |Weather Patterns By: Monica Hughes, Heinemann | |

|The water cycle is the movement of water from the |window, and tape one to a window or wall in the |Publishers | |

|earth’s surface into the air and back down to the |shade. Observe and discuss the change. HSP Science | | |

|earth’s surface |pg. 295. |Our Stars By: Anne Rickwell, Harcourt | |

|Evaporation is the change of water from a liquid to a|To demonstrate and draw conclusions about | | |

|gas |evaporation, the teacher can place several different |Day and Night By: Anita Ganeri, Heinemann | |

|Condensation is the change of water from water vapor |sized clear containers on the window sill and fill | | |

|gas into a liquid |with equal amounts of water. Observe for one to two |Twisters By: Lucille Recht Penner, Random House | |

|A drought is a long period without rain |weeks. Measure and record changes. Discuss and draw | | |

|Floods are an excess of rain |conclusions. (Unit D pg. 269A) |What Makes it Rain? The Story of a Raindrop By: Keith| |

|Storms are harmful weather |Demonstrate the brightness of stars by punching a |Brandt, Troll | |

|The solar system is the sun, planets, and other |“star” pattern through the bottom of a foam cup. | | |

|objects that move around the sun |Shine a flashlight into the cup, toward a black piece|Storm Chasers By: Gail Herman, Grosset and Dunlap | |

|An orbit is a path a planet takes when it moves |of paper. Repeat with the lights off. Move the | | |

|around another object |flashlight further away from the cup. Draw |Weather Watch By: Valerie Wyatt, Addison Wesley | |

|A planet is a large ball of gas or rock that moves |conclusions. HSP Science pg. 310. |Publishing | |

|around the sun |Create a model of the solar system using foam balls. | | |

|Stars are balls of hot gases that vary in size and |Provide pictures of simple constellations. Students |Weather and Climate By: Barbara Taylor, Kingfisher | |

|brightness |recreate a constellation using black paper, | | |

|Constellations are stars in fixed patterns |marshmallows, yarn, and glitter. |Weather By: Howard E. Smith, MacMillan/McGraw-Hill | |

|The earth orbits the sun |To observe the movement of shadows, place a tall | | |

|The earth’s rotation causes day and night |object or have a student stand in a fixed place. |Video: | |

|As the earth moves, the sizes and shapes of shadows |Trace the shadow. Come out two hours later and trace|Bill Nye Weather Video | |

|change |the shadow. Repeat every two hours. Draw | | |

|The light we see from the moon is reflected from the |conclusions based on observations. HSP Science pg. |Poems: | |

|sun |318-319. |“The Water Cycle” and “What Makes Weather” By: Helen | |

|As the moon orbits the earth, its shape appears to |To demonstrate that the moon does not make its own |H. Moore | |

|change |light, students can cover a foam ball with aluminum | | |

|Seasons change as different parts of the earth tilt |foil and insert a craft stick for a handle. Observe |Website: | |

|toward the sun |the “moon” in a dark classroom. Shine a flashlight | | |

|It takes the Earth twenty-four hours to rotate, or |on the “moon”. Conclude what effect the light had. | | |

|spin, once on its axis |HSP Science pg. 326-327. |*Related worksheets are included in the appendix | |

| |Utilize three different sized balls to demonstrate | | |

|Skills: |the rotation and revolution of the earth and moon | | |

|Observation |around the sun. | | |

|Investigation | | | |

|Compare/Contrast | | | |

|Sequencing | | | |

|Measurement | | | |

|Inference | | | |

|Constructing Models | | | |

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Cross-Content Standards Analysis

|Course Title: |Science – Grade 2 |Grade: |2 |

Unit Title: |Visual and Performing Arts |Comp. Health & Physical Ed. |Language Arts Literacy |Mathematics |Science |Social Studies |World Languages |Tech Literacy |Career Education/

Consumer, Family, & Life Skills | |Energy-Heat, Light, and Sound |1.2 |2.1

2.2 |3.1-3.5 |4.5 |5.1-5.10 |6.1 | | |9.1 | |Animals and Habitats |1.2 | |3.1-3.5 |4.5 |5.1-5.10 | | | |9.1 | |Weather and Atmosphere |1.2 |2.1

2.2 |3.1-3.5 |4.5 |5.1-5.10 |6.1 | | |9.1 | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |

*All core content areas may not be applicable in a particular course.

Washington Township Public Schools

Department of Student Personnel Services

CURRICULUM MODIFICATION

The regular curriculum is modified for Special Education students enrolled in both self-contained and resource center classes.

Modifications address individual learning rates, styles, needs and the varying abilities of all special populations served in the programs available in the district.

The intent is three-fold:

• To provide alternative materials, techniques and evaluation criteria to address the range of students' needs;

• To parallel the regular curriculum in skill, content sequence and coverage to prepare students for mainstreaming;

• To maximize students' potential for movement to less restrictive environments.

In the event there is a conflict between the prescribed curriculum and the IEP for an individual student, the IEP will take precedence and will constitute the individually prescribed proficiencies for the student.

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Social Studies

❑ Noise pollution

Career/Workplace Readiness

❑ James Joule- Scientist

❑ Dr. Maria Telkes- Chemist & Inventor

❑ Alexander Graham Bell- Inventor

❑ Amar Bose-Engineer Inventor

Language Arts

Harcourt Guided Reading Books:

❑ What are Light and Heat?

❑ Light and Heat

❑ The Hidden Energy in Plants

❑ Sound

❑ What is Sound?

❑ Using Electricity

Math

❑ Measure shadows and temperature

❑ Ordering speeds of sound from least to greatest

Visual & Performing arts

❑ Create an instrument

❑ Create vibrations

❑ Design a “Help Save Electricity” poster

Theme:

Energy

Conceptual Lens:

Heat, Light, and Sound

Career/Workplace Readiness

❑ JoAnne Simerson- Animal Handler

❑ Irene Wibawa- Botanist

Language Arts

Harcourt Guided Reading Books:

❑ Living and Nonliving Things, Living Things, Way to Grow, Living Things and Their Environment, Home Sweet Home, Helping Our World, Plants, Plant Life Cycles, Surprises in Grandma’s Garden

Math

❑ Measure plant growth

❑ Compare the food needs of different animals

❑ Tally votes and create a bar graph of favorite animals

Visual & Performing arts

❑ Mammal collages

❑ Animal Poster

❑ Draw an animal’s life cycle

Theme:

Animals & Habitats

Conceptual Lens:

Adaptations

Social Studies

❑ Locate sources and identify uses of water

❑ Utilize maps to identify bodies of water

Career/Workplace Readiness

❑ Ellen Ochoa- Astronaut

❑ Dr. George Robert Carruthers- Space Scientist and Inventor

Language Arts

Harcourt Guided Reading Books:

❑ Weather, Weather and Water, Rain or Shine?, The Solar System, Our Solar System, By the North Star

Reading Anthology

❑ Harcourt Trophies Banner Days Theme 3, “Beginners World Atlas” pages 308-331

Math

❑ Calculate temperature change and plot on a bar graph

❑ Track rainfall data

❑ Calculate the duration of an orbit

Visual & Performing arts

❑ Create a model of the solar system

❑ Create a water cycle poster

Theme:

Weather & Atmosphere

Conceptual Lens:

Cycles

5.4.2B1

5.4.2C1

• Draw conclusions

• Measure

• Observe

• Experiment

• Investigate

1. To demonstrate that light moves in a straight line, use a mirror to reflect light from a flashlight to a selected spot on a wall. See HSP Science page 450-451.

2. Manipulate prisms in the sunlight to observe that prisms refract light.

3. Teach acronym ROYGBIV and recite poems “ROY G. BIV” and “Rainbow Paint Box” to learn the colors that compose light.

4. Shine a flashlight onto different materials (plastic wrap, tissue paper, construction paper, newspaper) to demonstrate concepts of transparent, translucent, and opaque. Record observations and draw conclusions. Read poem “My Shadow.”

5.7.4 B2

• Light moves in a straight line.

• When something stops light from moving, it creates a shadow.

• Light reflects off most objects.

• Transparent, translucent, and opaque materials have specific properties.

• Darker colors absorb more heat than lighter colors.

1. What is light?

2. What are sources of light?

3. How does light travel?

4. How are shadows created?

5. What objects reflect light?

6. Why doesn’t light pass through all objects?

7. What is the spectrum?

5.4.2B1

5.4.2C1

Standards

Standards

Instructional Activities

Guiding Questions

Enduring Understanding(s)

Light, heat, and sound are forms of energy that interact with matter

Skills

Critical Content

Instructor:

Subject: Science

Grade Level: 2

Time Frame: 3 Days

Date(s):

Unit Theme:

Energy

Conceptual Lens:

Light, Sound, & Heat

ENRICHED

X Independent Study

Student/Model/ Instructor

Advanced Peer Study Groups

X Technology/Electronic

Mentorship w/HS

Metacognitive Strategies

X Access to Expanded/Advanced Resources

• See additional activities in appendix.

• HSP New Jersey Science

• HSP New Jersey Science Teacher’s Kit

• Vocabulary Cards

• See unit plan for additional materials

Portfolios/Journal

X Quiz

X Tests

X Teacher Observations

Rubrics

Dialogues

Performance Task

Student Evaluations

Self & Peer Evaluations

X Lab

X Projects

Notebooks/Journals

Prompts

Electronic Assessment

CHALLENGED

X Hands-on/manipulative

Study Buddies

Small Group

X Direct Instruction/Re-Direct

X Task Analysis /Modification

Audio Tapes

X Multiple Intelligences

X Simplified Graphic Organizers

Adaptive/Alternate Response Modes (Laptops)

Interval Feedback

X Multiple Intelligences

Cooperative Learning

Jigsaw Learning

Response Strategies

Think/Pair/Share

Peer Practice

X Lab

Learning Centers

Cross-age

Tutoring/Collaboration

X Teacher Directed

Modeling (Teacher/Student)

X Inquiry/Exploration

Constructivism (Tech)

KWL/Graphic Organizers

Technology/Electronic

Differentiated Instructional

Strategies

Teacher Notes

Materials/Resources

Instructional Strategies

Assessment Strategies

• Measure

• Observe

• Investigate

• Compare/Contrast

• Summarize

• Classify

• Sort

5.4.2B1

5.4.2C1

5.4.2C2

• Draw conclusions

• Measure

• Observe

• Experiment

• Investigate

1. Begin the unit with a KWL activity to introduce each subsection of the unit.

2. Read the textbook “HSP New Jersey Science” and trade books to investigate heat, light, and sound.

3. Demonstrate three electrical devices to the class – one that produces heat, one that produces light, and one that produces sound. (i.e. toaster, lamp, and radio)

5.7.4 B3

5.9.2A1

• Energy can cause matter to move or change.

• Heat is energy that makes things warmer.

• Light is energy that lets one see.

• Sound is energy that one can hear.

1. What is energy?

2. Where does energy come from?

3. What are types of energy?

4. How can electricity be used to produce heat, light, and sound?

Standards

Standards

Instructional Activities

Guiding Questions

Enduring Understanding(s)

Light passes more easily through some objects than others.

Skills

Critical Content

Instructor:

Subject: Science

Grade Level: 2

Time Frame: 3 Days

Date(s):

Unit Theme:

Energy

Conceptual Lens:

Light, Sound, & Heat

1. Begin the unit with a KWL activity.

2. Read the textbook HSP New Jersey Science and trade books to investigate the concept of living versus non-living things.

3. Observe objects outdoors. Create a list classifying objects as living or non-living. Continue classification to identify living objects as plants or animals. See HSP Science page 52-53.

5.5.2A2

• Living things grow and change.

1. What are living and non-living things?

ENRICHED

X Independent Study

Student/Model/ Instructor

Advanced Peer Study Groups

X Technology/Electronic

Mentorship w/HS

Metacognitive Strategies

X Access to Expanded/Advanced Resources

• See additional activities in appendix.

• HSP New Jersey Science

• HSP New Jersey Science Teacher’s Kit

• Vocabulary Cards

• See unit plan for additional materials

Portfolios/Journal

X Quiz

X Tests

X Teacher Observations

Rubrics

Dialogues

Performance Task

Student Evaluations

Self & Peer Evaluations

X Lab

X Projects

Notebooks/Journals

Prompts

Electronic Assessment

CHALLENGED

X Hands-on/manipulative

Study Buddies

Small Group

X Direct Instruction/Re-Direct

X Task Analysis /Modification

Audio Tapes

X Multiple Intelligences

X Simplified Graphic Organizers

Adaptive/Alternate Response Modes (Laptops)

Interval Feedback

Multiple Intelligences

X Cooperative Learning

Jigsaw Learning

Response Strategies

Think/Pair/Share

Peer Practice

X Lab

Learning Centers

Cross-age

Tutoring/Collaboration

X Teacher Directed

Modeling (Teacher/Student)

X Inquiry/Exploration

Constructivism (Tech)

KWL/Graphic Organizers

Technology/Electronic

Differentiated Instructional

Strategies

Teacher Notes

Materials/Resources

Instructional Strategies

Assessment Strategies

5.4.2B1

5.4.2C1

• Draw conclusions

• Measure

• Observe

• Experiment

• Investigate

1. Students experiment making loud and soft sounds. Determine the amount of effort used to make the different sounds.

2. Use a radio to demonstrate volume.

3. Demonstrate pitch by filling glasses with varying amounts of liquid. Tap on the glasses and note differences in sound. Hypothesize whether different liquids would create different sounds. See HSP Science pages 494-495.

5.7.4B4

• Loud sounds require more energy than soft sounds.

• Slow vibrations create low pitches and fast vibrations create high pitches.

1. What is pitch?

2. How can we change pitch?

3. What is volume?

4. How can we change volume?

Standards

Standards

Instructional Activities

Guiding Questions

Enduring Understanding(s)

The pitch of sound is its highness of lowness and the volume of sound is its loudness or softness.

Skills

Critical Content

Materials/Resources

Instructional Strategies

Assessment Strategies

5.4.2B1

5.4.2C1

• Draw conclusions

• Measure

• Observe

• Experiment

• Investigate

1. Investigate the ability of sound waves to travel through different media (liquid, solid, gas). HSP Science page 485-488

5.7.2B1

• Sound travels through liquids, solids, and gases.

• Sound travels more quickly through water than air.

• Sound travels more quickly through solids than through most liquids and gases.

1. How does sound travel?

2. What are sound waves?

3. How quickly does sound travel through solids, liquids, and gases?

Standards

Standards

Instructional Activities

Guiding Questions

Enduring Understanding(s)

Sound travels through solids, liquids, and gases differently and travels in all directions.

Skills

Critical Content

Instructor:

Subject: Science

Grade Level: 2

Time Frame: 3 Days

Date(s):

Instructional Strategies

Assessment Strategies

5.4.2B1

5.4.2C1

• Draw conclusions

• Measure

• Observe

• Experiment

• Investigate

1. Listen to the sounds in the world around us.

2. To demonstrate that vibrations cause sound, construct a wind instrument from a paper towel roll. See HSP Science page 477.

3. Make vibrations with a ruler. HSP Science page 479.

4. Listen to a series of recorded sounds and identify them.

5.7.2B1

• Vibrating objects create sound.

• Sound moves in waves.

• Sound waves move into our ears and to our brains.

1. How is sound made?

2. What are vibrations?

3. How do our ears hear sound?

Standards

Standards

Instructional Activities

Guiding Questions

Enduring Understanding(s)

Vibration of objects and air create sound.

Skills

Critical Content

Instructor:

Subject: Science

Grade Level: 2

Time Frame: 3 Days

Date(s):

Unit Theme:

Energy

Conceptual Lens:

Light, Sound, & Heat

Assessment Strategies

5.4.2B1

5.4.2C1

• Draw conclusions

• Measure

• Observe

• Experiment

• Investigate

1. To demonstrate that dark colors absorb heat, wrap white paper around one cup and black paper around another cup. Fill halfway with water. Place in a sunny location and record temperature 30 minutes later. See HSP Science pages 458-459.

5.7.4 B1

• Heat is supplied by the sun, friction, and burning fuel.

• Objects can change electricity to heat, light, or sound.

• Heat moves from warmer objects to cooler objects.

• The sun is the ultimate source of light and provides solar energy.

1. What is temperature?

2. What is heat?

3. What is friction?

4. How does heat move from one object to another?

Standards

Standards

Instructional Activities

Guiding Questions

Enduring Understanding(s)

Heat comes from various sources and can be transferred.

Skills

Critical Content

Instructor:

Subject: Science

Grade Level: 2

Time Frame: 3 Days

Date(s):

Unit Theme:

Energy

Conceptual Lens:

Light, Sound, & Heat

Instructor:

Subject: Science

Grade Level: 2

Time Frame: 3 Days

Date(s):

Unit Theme:

Energy

Conceptual Lens:

Light, Sound, & Heat

ENRICHED

X Independent Study

Student/Model/ Instructor

Advanced Peer Study Groups

X Technology/Electronic

Mentorship w/HS

Metacognitive Strategies

X Access to Expanded/Advanced Resources

• See additional activities in appendix.

• HSP New Jersey Science

• HSP New Jersey Science Teacher’s Kit

• Vocabulary Cards

• See unit plan for additional materials

Portfolios/Journal

X Quiz

X Tests

X Teacher Observations

Rubrics

Dialogues

Performance Task

Student Evaluations

Self & Peer Evaluations

X Lab

X Projects

Notebooks/Journals

Prompts

Electronic Assessment

CHALLENGED

X Hands-on/manipulative

Study Buddies

Small Group

X Direct Instruction/Re-Direct

X Task Analysis /Modification

Audio Tapes

X Multiple Intelligences

X Simplified Graphic Organizers

Adaptive/Alternate Response Modes (Laptops)

Interval Feedback

Multiple Intelligences

X Cooperative Learning

Jigsaw Learning

Response Strategies

Think/Pair/Share

Peer Practice

X Lab

Learning Centers

Cross-age

Tutoring/Collaboration

X Teacher Directed

Modeling (Teacher/Student)

X Inquiry/Exploration

Constructivism (Tech)

KWL/Graphic Organizers

Technology/Electronic

Differentiated Instructional

Strategies

Teacher Notes

Unit Theme:

Energy

Conceptual Lens:

Light, Sound, & Heat

ENRICHED

X Independent Study

Student/Model/ Instructor

Advanced Peer Study Groups

X Technology/Electronic

Mentorship w/HS

Metacognitive Strategies

X Access to Expanded/Advanced Resources

• See additional activities in appendix.

• HSP New Jersey Science

• HSP New Jersey Science Teacher’s Kit

• Vocabulary Cards

• See unit plan for additional materials

Portfolios/Journal

X Quiz

X Tests

X Teacher Observations

Rubrics

Dialogues

Performance Task

Student Evaluations

Self & Peer Evaluations

X Lab

X Projects

Notebooks/Journals

Prompts

Electronic Assessment

CHALLENGED

X Hands-on/manipulative

Study Buddies

Small Group

X Direct Instruction/Re-Direct

X Task Analysis /Modification

Audio Tapes

X Multiple Intelligences

X Simplified Graphic Organizers

Adaptive/Alternate Response Modes (Laptops)

Interval Feedback

Multiple Intelligences

X Cooperative Learning

Jigsaw Learning

Response Strategies

Think/Pair/Share

Peer Practice

X Lab

Learning Centers

Cross-age

Tutoring/Collaboration

X Teacher Directed

Modeling (Teacher/Student)

X Inquiry/Exploration

Constructivism (Tech)

KWL/Graphic Organizers

Technology/Electronic

Differentiated Instructional

Strategies

Teacher Notes

Materials/Resources

ENRICHED

X Independent Study

Student/Model/ Instructor

Advanced Peer Study Groups

X Technology/Electronic

Mentorship w/HS

Metacognitive Strategies

X Access to Expanded/Advanced Resources

• See additional activities in appendix.

• HSP New Jersey Science

• HSP New Jersey Science Teacher’s Kit

• Vocabulary Cards

• See unit plan for additional materials

Portfolios/Journal

X Quiz

X Tests

X Teacher Observations

Rubrics

Dialogues

Performance Task

Student Evaluations

Self & Peer Evaluations

X Lab

X Projects

Notebooks/Journals

Prompts

Electronic Assessment

CHALLENGED

X Hands-on/manipulative

Study Buddies

Small Group

X Direct Instruction/Re-Direct

X Task Analysis /Modification

Audio Tapes

X Multiple Intelligences

X Simplified Graphic Organizers

Adaptive/Alternate Response Modes (Laptops)

Interval Feedback

Multiple Intelligences

X Cooperative Learning

Jigsaw Learning

Response Strategies

Think/Pair/Share

Peer Practice

X Lab

Learning Centers

Cross-age

Tutoring/Collaboration

X Teacher Directed

Modeling (Teacher/Student)

X Inquiry/Exploration

Constructivism (Tech)

KWL/Graphic Organizers

Technology/Electronic

Differentiated Instructional

Strategies

Teacher Notes

Materials/Resources

Instructional Strategies

ENRICHED

X Independent Study

Student/Model/ Instructor

Advanced Peer Study Groups

X Technology/Electronic

Mentorship w/HS

Metacognitive Strategies

X Access to Expanded/Advanced Resources

• See additional activities in appendix.

• HSP New Jersey Science

• HSP New Jersey Science Teacher’s Kit

• Vocabulary Cards

• See unit plan for additional materials

Portfolios/Journal

X Quiz

X Tests

X Teacher Observations

Rubrics

Dialogues

Performance Task

Student Evaluations

Self & Peer Evaluations

X Lab

X Projects

Notebooks/Journals

Prompts

Electronic Assessment

CHALLENGED

X Hands-on/manipulative

Study Buddies

Small Group

X Direct Instruction/Re-Direct

X Task Analysis /Modification

Audio Tapes

X Multiple Intelligences

X Simplified Graphic Organizers

Adaptive/Alternate Response Modes (Laptops)

Interval Feedback

Multiple Intelligences

X Cooperative Learning

Jigsaw Learning

Response Strategies

Think/Pair/Share

Peer Practice

X Lab

Learning Centers

Cross-age

Tutoring/Collaboration

X Teacher Directed

Modeling (Teacher/Student)

X Inquiry/Exploration

Constructivism (Tech)

KWL/Graphic Organizers

Technology/Electronic

Differentiated Instructional

Strategies

Teacher Notes

Materials/Resources

Instructional Strategies

Assessment Strategies

Standards

Standards

Instructional Activities

Guiding Questions

Enduring Understanding(s)

Living and non-living things can be distinguished by their characteristics.

Skills

Critical Content

Instructor:

Subject: Science

Grade Level: 2

Time Frame: 3 Days

Date(s):

Unit Theme:

Animals in the Natural World

Conceptual Lens:

Adaptations

ENRICHED

X Independent Study

Student/Model/ Instructor

Advanced Peer Study Groups

X Technology/Electronic

Mentorship w/HS

Metacognitive Strategies

X Access to Expanded/Advanced Resources

• See additional activities in appendix.

• HSP New Jersey Science

• HSP New Jersey Science Teacher’s Kit

• Vocabulary Cards

• See unit plan for additional materials

Portfolios/Journal

X Quiz

X Tests

X Teacher Observations

Rubrics

Dialogues

X Performance Task

Student Evaluations

Self & Peer Evaluations

Lab

Projects

Notebooks/Journals

Prompts

Electronic Assessment

CHALLENGED

X Hands-on/manipulative

Study Buddies

Small Group

X Direct Instruction/Re-Direct

X Task Analysis /Modification

Audio Tapes

X Multiple Intelligences

X Simplified Graphic Organizers

Adaptive/Alternate Response Modes (Laptops)

Interval Feedback

Multiple Intelligences

X Cooperative Learning

Jigsaw Learning

Response Strategies

Think/Pair/Share

Peer Practice

X Lab

Learning Centers

Cross-age

Tutoring/Collaboration

X Teacher Directed

Modeling (Teacher/Student)

X Inquiry/Exploration

Constructivism (Tech)

KWL/Graphic Organizers

Technology/Electronic

Differentiated Instructional

Strategies

Teacher Notes

Materials/Resources

Instructional Strategies

Assessment Strategies

5.4.2B1

5.4.2C1

• Measure

• Observe

• Investigate

• Compare/Contrast

• Summarize

• Classify

• Sort

1. Read poem, “Life of a Plant.”

2. Observe what birds eat by placing three types of bird food outdoors. Record observations. See HSP Science page 60-61.

3. Predict what plants need to grow. Water only one of two plants. Observe and record findings. See HSP Science page 68-69.

5.5.2A1

• Living things need food, water, and oxygen.

• Living things make new things like themselves.

• An animal’s basic needs are food, water, and oxygen.

• In addition to the three basic needs, animals require shelter.

• A plant’s basic needs are water, light, and the gases in the air.

• In addition to the three basic needs, plants need room to grow.

1. What do animals need to survive?

2. What is oxygen?

3. What do plants need to survive?

4. What are nutrients?

Standards

Standards

Instructional Activities

Guiding Questions

Enduring Understanding(s)

Living things have basic needs.

Skills

Critical Content

Instructor:

Subject: Science

Grade Level: 2

Time Frame: 6 Days

Date(s):

Unit Theme:

Animals in the Natural World

Conceptual Lens:

Adaptations

ENRICHED

X Independent Study

Student/Model/ Instructor

Advanced Peer Study Groups

X Technology/Electronic

Mentorship w/HS

Metacognitive Strategies

X Access to Expanded/Advanced Resources

• See additional activities in appendix.

• HSP New Jersey Science

• HSP New Jersey Science Teacher’s Kit

• Vocabulary Cards

• See unit plan for additional materials

Portfolios/Journal

X Quiz

X Tests

X Teacher Observations

Rubrics

Dialogues

X Performance Task

Student Evaluations

Self & Peer Evaluations

Lab

Projects

Notebooks/Journals

Prompts

Electronic Assessment

CHALLENGED

X Hands-on/manipulative

Study Buddies

Small Group

X Direct Instruction/Re-Direct

X Task Analysis /Modification

Audio Tapes

X Multiple Intelligences

X Simplified Graphic Organizers

Adaptive/Alternate Response Modes (Laptops)

Interval Feedback

Multiple Intelligences

X Cooperative Learning

Jigsaw Learning

Response Strategies

Think/Pair/Share

Peer Practice

X Lab

Learning Centers

Cross-age

Tutoring/Collaboration

X Teacher Directed

Modeling (Teacher/Student)

X Inquiry/Exploration

Constructivism (Tech)

KWL/Graphic Organizers

Technology/Electronic

Differentiated Instructional

Strategies

Teacher Notes

Materials/Resources

Instructional Strategies

Assessment Strategies

5.4.2B1

5.4.2C1

• Measure

• Observe

• Investigate

• Compare/Contrast

• Summarize

• Classify

• Sort

1. Read HSP New Jersey and trade books to investigate animal characteristics and life cycles.

2. Complete graphic organizer to compare/contrast traits of the five vertebrate groups.

3. Illustrate the life cycle of a mammal, bird, reptile, amphibian, or fish. See HSP Science page 104-108.

4. Read poem, “Baby Animals.”

5. Create a bird or mammal collage. HSP Science page 88.

5.5.2C1

• Vertebrates belong to one of five groups depending on their physical characteristics: mammals, birds, fish, amphibians, and reptiles.

• Every animal has a life cycle.

• The appearance of an animal changes as it moves through the life cycle.

1. What are the characteristics of mammals?

2. What are the characteristics of birds?

3. What are the characteristics of reptiles?

4. What are the characteristics of amphibians?

5. What are the characteristics of fish?

6. What is a life cycle?

Standards

Standards

Instructional Activities

Guiding Questions

Enduring Understanding(s)

There are factors that influence the growth of living things.

Skills

Critical Content

Instructor:

Subject: Science

Grade Level: 2

Time Frame: 10 Days

Date(s):

Unit Theme:

Animals in the Natural World

Conceptual Lens:

Adaptations

ENRICHED

X Independent Study

Student/Model/ Instructor

Advanced Peer Study Groups

X Technology/Electronic

Mentorship w/HS

Metacognitive Strategies

X Access to Expanded/Advanced Resources

• See additional activities in appendix.

• HSP New Jersey Science

• HSP New Jersey Science Teacher’s Kit

• Vocabulary Cards

• See unit plan for additional materials

Portfolios/Journal

X Quiz

X Tests

X Teacher Observations

Rubrics

Dialogues

X Performance Task

Student Evaluations

Self & Peer Evaluations

Lab

Projects

Notebooks/Journals

Prompts

Electronic Assessment

CHALLENGED

X Hands-on/manipulative

Study Buddies

Small Group

X Direct Instruction/Re-Direct

X Task Analysis /Modification

Audio Tapes

X Multiple Intelligences

X Simplified Graphic Organizers

Adaptive/Alternate Response Modes (Laptops)

Interval Feedback

Multiple Intelligences

X Cooperative Learning

Jigsaw Learning

Response Strategies

Think/Pair/Share

Peer Practice

X Lab

Learning Centers

Cross-age

Tutoring/Collaboration

X Teacher Directed

Modeling (Teacher/Student)

X Inquiry/Exploration

Constructivism (Tech)

KWL/Graphic Organizers

Technology/Electronic

Differentiated Instructional

Strategies

Teacher Notes

Materials/Resources

Instructional Strategies

Assessment Strategies

5.4.2B1

5.4.2C1

• Measure

• Observe

• Investigate

• Compare/Contrast

• Summarize

• Classify

• Sort

1. Read HSP New Jersey Science and trade books to investigate animal habitats and food chains.

2. Jigsaw activity – Select several habitats cooperative groups create murals depicting the plants and animals appropriate for each habitat.

5.5.2B1

• An environment is made up of all the living and non-living things in a place.

• A habitat is a place where living things have what they need to survive.

• Animals and plants adapt to be able to live in their environment.

• There are differences between the desert

1. How do living things survive in different places?

2. What is an environment?

3. What is a habitat?

4. How do animals adapt to their environment?

5. What are the characteristics of a dessert?

6. What are the characteristics of a rainforest?

7. What are the characteristics of a grassland?

8. What are the characteristics of the tundra?

9. What are the characteristics of an ocean?

10. What are the characteristics of a pond?

Standards

Standards

Instructional Activities

Guiding Questions

Enduring Understanding(s)

Animals live in different environments and they adapt to their environments.

Skills

Critical Content

Instructor:

Subject: Science

Grade Level: 2

Time Frame: 7 Days

Date(s):

Unit Theme:

Animals in the Natural World

Conceptual Lens:

Adaptations

5.4.2B1

5.4.2C1

• Measure

• Observe

• Investigate

• Compare/Contrast

• Summarize

• Classify

• Sort

1. Investigate the diet of a consumer through textbook, trade books, and the internet. Combine findings on class chart or worksheet. Students select a chain of four to five plants/animals and illustrate making a paper linking chain or mobile.

5.5.2A1

• A food chain shows the order in which animals eat plants and other animals.

• Food webs are connected food chains.

1. What are food chains and food webs?

ENRICHED

X Independent Study

Student/Model/ Instructor

Advanced Peer Study Groups

X Technology/Electronic

Mentorship w/HS

Metacognitive Strategies

X Access to Expanded/Advanced Resources

• See additional activities in appendix.

• HSP New Jersey Science

• HSP New Jersey Science Teacher’s Kit

• Vocabulary Cards

• See unit plan for additional materials

Portfolios/Journal

X Quiz

X Tests

X Teacher Observations

Rubrics

Dialogues

X Performance Task

Student Evaluations

Self & Peer Evaluations

Lab

Projects

Notebooks/Journals

Prompts

Electronic Assessment

CHALLENGED

X Hands-on/manipulative

Study Buddies

Small Group

X Direct Instruction/Re-Direct

X Task Analysis /Modification

Audio Tapes

X Multiple Intelligences

X Simplified Graphic Organizers

Adaptive/Alternate Response Modes (Laptops)

Interval Feedback

Multiple Intelligences

X Cooperative Learning

Jigsaw Learning

Response Strategies

Think/Pair/Share

Peer Practice

X Lab

Learning Centers

Cross-age

Tutoring/Collaboration

X Teacher Directed

Modeling (Teacher/Student)

X Inquiry/Exploration

Constructivism (Tech)

KWL/Graphic Organizers

Technology/Electronic

Differentiated Instructional

Strategies

Teacher Notes

Materials/Resources

Instructional Strategies

Assessment Strategies

Standards

Standards

Instructional Activities

Guiding Questions

Enduring Understanding(s)

Plants and animals within an environment are interdependent.

Skills

Critical Content

Instructor:

Subject: Science

Grade Level: 2

Time Frame: 7 Days

Date(s):

Unit Theme:

Animals in the Natural World

Conceptual Lens:

Adaptations

ENRICHED

X Independent Study

Student/Model/ Instructor

Advanced Peer Study Groups

X Technology/Electronic

Mentorship w/HS

Metacognitive Strategies

X Access to Expanded/Advanced Resources

• See additional activities in appendix.

• HSP New Jersey Science

• HSP New Jersey Science Teacher’s Kit

• Vocabulary Cards

• See unit plan for additional materials

Portfolios/Journal

X Quiz

X Tests

X Teacher Observations

Rubrics

Dialogues

X Performance Task

Student Evaluations

Self & Peer Evaluations

Lab

Projects

Notebooks/Journals

Prompts

Electronic Assessment

CHALLENGED

X Hands-on/manipulative

Study Buddies

Small Group

X Direct Instruction/Re-Direct

X Task Analysis /Modification

Audio Tapes

X Multiple Intelligences

X Simplified Graphic Organizers

Adaptive/Alternate Response Modes (Laptops)

Interval Feedback

Multiple Intelligences

X Cooperative Learning

Jigsaw Learning

Response Strategies

Think/Pair/Share

Peer Practice

X Lab

Learning Centers

Cross-age

Tutoring/Collaboration

X Teacher Directed

Modeling (Teacher/Student)

X Inquiry/Exploration

Constructivism (Tech)

KWL/Graphic Organizers

Technology/Electronic

Differentiated Instructional

Strategies

Teacher Notes

Materials/Resources

Instructional Strategies

Assessment Strategies

5.4.2B1

5.4.2C1

• Measure

• Observe

• Investigate

• Compare/Contrast

• Summarize

• Classify

• Sequence

• Inference

• Constructing Models

1. Introduce the unit with a KWL activity.

2. Read the textbook HSP New Jersey Science pages 270-305, trade books, and guided reading books to investigate the unit.

**Note that Beginner’s World Atlas in the Harcourt anthology parallels this unit and must be read to meet the New Jersey Core Content Standards.

**Note that Unit 2 in Scott Foresman Social Studies text parallels this unit and must be covered to meet the New Jersey Core Content Standards.

5.8.2B1

5.8.2D1

• A resource is anything people use to meet a need.

• A natural resource is anything in nature that people use to meet their needs.

• Water is a natural resource.

• Sources of water include oceans, rivers, lakes, springs, and glaciers.

• Water has many uses, such as drinking, bathing, and watering plants.

• Water covers seventy percent of the Earth, but only three percent is fresh water.

• We can use maps to identify and locate physical features on the Earth

1. What is a resource?

2. What is a natural resource?

3. How do we use water?

4. Where is water found?

Standards

Standards

Instructional Activities

Guiding Questions

Enduring Understanding(s)

Water is a natural resource with many uses.

Skills

Critical Content

Instructor:

Subject: Science

Grade Level: 2

Time Frame: 1 Day

Date(s):

Unit Theme:

Weather and Atmosphere

Conceptual Lens:

Cycles

ENRICHED

X Independent Study

Student/Model/ Instructor

Advanced Peer Study Groups

X Technology/Electronic

Mentorship w/HS

Metacognitive Strategies

X Access to Expanded/Advanced Resources

• See additional activities in appendix.

• HSP New Jersey Science

• HSP New Jersey Science Teacher’s Kit

• Vocabulary Cards

• See unit plan for additional materials

Portfolios/Journal

X Quiz

X Tests

X Teacher Observations

Rubrics

X Dialogues

X Performance Task

Student Evaluations

Self & Peer Evaluations

Lab

Projects

Notebooks/Journals

Prompts

Electronic Assessment

CHALLENGED

X Hands-on/manipulative

Study Buddies

Small Group

X Direct Instruction/Re-Direct

X Task Analysis /Modification

Audio Tapes

X Multiple Intelligences

X Simplified Graphic Organizers

Adaptive/Alternate Response Modes (Laptops)

Interval Feedback

Multiple Intelligences

X Cooperative Learning

Jigsaw Learning

Response Strategies

Think/Pair/Share

Peer Practice

X Lab

Learning Centers

Cross-age

Tutoring/Collaboration

X Teacher Directed

Modeling (Teacher/Student)

X Inquiry/Exploration

Constructivism (Tech)

KWL/Graphic Organizers

Technology/Electronic

Differentiated Instructional

Strategies

Teacher Notes

Materials/Resources

Instructional Strategies

Assessment Strategies

5.4.2B1

5.4.2C1

• Measure

• Observe

• Investigate

• Compare/Contrast

• Summarize

• Classify

• Sequence

• Inference

• Constructing Models

1. Observe the outdoor flag to determine if the wind is blowing. HSP Science page 285.

2. Read poem, “What Makes Weather?”

3. Students create a chart to record observations of the weather for five consecutive days HSP Science page 274-275.

4. Draw conclusions about the weather based on observation.

5.8.2B3

5.8.2B4

5.8.4B2

5.8.4D1

5.8.4B5

• Weather changes can be observed.

• A change in weather that repeats is a weather pattern.

• A season is a time of year with certain weather.

• There are four seasons that affect how we dress and what we do.

• Not all clouds cause precipitation.

1. What is a weather pattern?

2. What are the seasons?

3. How does the weather affect our lives?

4. Do clouds always cause precipitation?

Standards

Standards

Instructional Activities

Guiding Questions

Enduring Understanding(s)

Weather can be observed and forms recognizable patterns.

Skills

Critical Content

Instructor:

Subject: Science

Grade Level: 2

Time Frame: 3 Days

Date(s):

Unit Theme:

Weather and Atmosphere

Conceptual Lens:

Cycles

ENRICHED

X Independent Study

Student/Model/ Instructor

Advanced Peer Study Groups

X Technology/Electronic

Mentorship w/HS

Metacognitive Strategies

X Access to Expanded/Advanced Resources

• See additional activities in appendix.

• HSP New Jersey Science

• HSP New Jersey Science Teacher’s Kit

• Vocabulary Cards

• See unit plan for additional materials

Portfolios/Journal

X Quiz

X Tests

X Teacher Observations

Rubrics

X Dialogues

X Performance Task

Student Evaluations

Self & Peer Evaluations

Lab

Projects

Notebooks/Journals

Prompts

Electronic Assessment

CHALLENGED

X Hands-on/manipulative

Study Buddies

Small Group

X Direct Instruction/Re-Direct

X Task Analysis /Modification

Audio Tapes

X Multiple Intelligences

X Simplified Graphic Organizers

Adaptive/Alternate Response Modes (Laptops)

Interval Feedback

Multiple Intelligences

X Cooperative Learning

Jigsaw Learning

Response Strategies

Think/Pair/Share

Peer Practice

X Lab

Learning Centers

Cross-age

Tutoring/Collaboration

X Teacher Directed

Modeling (Teacher/Student)

X Inquiry/Exploration

Constructivism (Tech)

KWL/Graphic Organizers

Technology/Electronic

Differentiated Instructional

Strategies

Teacher Notes

Materials/Resources

Instructional Strategies

Assessment Strategies

5.4.2B1

5.4.2C1

• Measure

• Observe

• Investigate

• Compare/Contrast

• Summarize

• Classify

• Sequence

• Inference

• Constructing Models

1. Students create a chart to record the differences in air temperature taken in the morning, at noon, and in the late afternoon. Draw conclusions from the data.

2. Demonstrate the use of an anemometer to measure wind speed.

3. Read I Can Read About Weather by Troll Books to the class to elaborate on the effect clouds have on the weather.

*HSP Science does not cover clouds, but the topic must be covered to meet New Jersey Core Curriculum Content Standards. It is recommended that you read I Can Read About Weather or another trade book on the topic to the class.

5.8.4B3

• Weather changes can be measured with tools.

• Thermometers measure temperature.

• Temperature is how hot or cold an object is.

• Weather vanes show the direction of blowing wind.

• Anemometers measure the speed of wind.

1. How are weather changes measured?

2. What is temperature?

3. What is a thermometer?

4. What is precipitation?

5. What is wind?

6. What is an anemometer?

Standards

Standards

Instructional Activities

Guiding Questions

Enduring Understanding(s)

Weather changes can be measured through the use of technology.

Skills

Critical Content

Instructor:

Subject: Science

Grade Level: 2

Time Frame: 3 Days

Date(s):

Unit Theme:

Weather and Atmosphere

Conceptual Lens:

Cycles

ENRICHED

X Independent Study

Student/Model/ Instructor

Advanced Peer Study Groups

X Technology/Electronic

Mentorship w/HS

Metacognitive Strategies

X Access to Expanded/Advanced Resources

• See additional activities in appendix.

• HSP New Jersey Science

• HSP New Jersey Science Teacher’s Kit

• Vocabulary Cards

• See unit plan for additional materials

Portfolios/Journal

X Quiz

X Tests

X Teacher Observations

Rubrics

X Dialogues

X Performance Task

Student Evaluations

Self & Peer Evaluations

Lab

Projects

Notebooks/Journals

Prompts

Electronic Assessment

CHALLENGED

X Hands-on/manipulative

Study Buddies

Small Group

X Direct Instruction/Re-Direct

X Task Analysis /Modification

Audio Tapes

X Multiple Intelligences

X Simplified Graphic Organizers

Adaptive/Alternate Response Modes (Laptops)

Interval Feedback

Multiple Intelligences

X Cooperative Learning

Jigsaw Learning

Response Strategies

Think/Pair/Share

Peer Practice

X Lab

Learning Centers

Cross-age

Tutoring/Collaboration

X Teacher Directed

Modeling (Teacher/Student)

X Inquiry/Exploration

Constructivism (Tech)

KWL/Graphic Organizers

Technology/Electronic

Differentiated Instructional

Strategies

Teacher Notes

Materials/Resources

Instructional Strategies

Assessment Strategies

5.4.2B1

5.4.2C1

• Measure

• Observe

• Investigate

• Compare/Contrast

• Summarize

• Classify

• Sequence

• Inference

• Constructing Models

1. Make a water cycle poster and label each part of the cycle.

2. Read poem “The Water Cycle”

3. To observe condensation, fill two Ziploc bags halfway with colored water and seal. Tape one to a sunny window, and tape one to a window or wall in the shade. Observe and discuss the change. HSP Science page 295.

4. To demonstrate and draw conclusions about evaporation, the teacher can place several different sized clear containers on the window sill and fill with equal amounts of water. Observe for one to two weeks. Measure and record changes. Discuss and draw conclusions. (Unit D page 269A)

5.8.2B2

5.8.4B4

5.8.4B6

• Precipitation is water that falls from the sky in the form of rain, snow, sleet, or hail.

• The water cycle is the movement of water from the Earth’s surface into the air and back down to the Earth’s surface.

• Evaporation is the change of water from a liquid to a gas.

• Condensation is the change of water from water vapor gas into a liquid.

• A drought is a long period without rain.

• Floods are an excess of rain.

• Storms are harmful weather.

1. What is the water cycle?

2. What is evaporation?

3. What is condensation?

4. What are storms?

5. What is a drought?

Standards

Standards

Instructional Activities

Guiding Questions

Enduring Understanding(s)

Precipitation, evaporation, and condensation are part of the water cycle.

Skills

Critical Content

Instructor:

Subject: Science

Grade Level: 2

Time Frame: 3 Days

Date(s):

Unit Theme:

Weather and Atmosphere

Conceptual Lens:

Cycles

ENRICHED

X Independent Study

Student/Model/ Instructor

Advanced Peer Study Groups

X Technology/Electronic

Mentorship w/HS

Metacognitive Strategies

X Access to Expanded/Advanced Resources

• See additional activities in appendix.

• HSP New Jersey Science

• HSP New Jersey Science Teacher’s Kit

• Vocabulary Cards

• See unit plan for additional materials

Portfolios/Journal

X Quiz

X Tests

X Teacher Observations

Rubrics

X Dialogues

X Performance Task

Student Evaluations

Self & Peer Evaluations

Lab

Projects

Notebooks/Journals

Prompts

Electronic Assessment

CHALLENGED

X Hands-on/manipulative

Study Buddies

Small Group

X Direct Instruction/Re-Direct

X Task Analysis /Modification

Audio Tapes

X Multiple Intelligences

X Simplified Graphic Organizers

Adaptive/Alternate Response Modes (Laptops)

Interval Feedback

Multiple Intelligences

X Cooperative Learning

Jigsaw Learning

Response Strategies

Think/Pair/Share

Peer Practice

X Lab

Learning Centers

Cross-age

Tutoring/Collaboration

X Teacher Directed

Modeling (Teacher/Student)

X Inquiry/Exploration

Constructivism (Tech)

KWL/Graphic Organizers

Technology/Electronic

Differentiated Instructional

Strategies

Teacher Notes

Materials/Resources

Instructional Strategies

Assessment Strategies

5.4.2B1

5.4.2C1

• Measure

• Observe

• Investigate

• Compare/Contrast

• Summarize

• Classify

• Sequence

• Inference

• Constructing Models

1. Demonstrate the brightness of stars by punching a star pattern through the bottom of a foam cup. Shine a flashlight into the cup, toward a black piece of paper. Repeat with the lights off. Move the flashlight further away from the cup. Draw conclusions. HSP Science page 310.

2. Create a model of the solar system using foam balls.

3. Provide pictures of simple constellations. Students recreate a constellation using black paper, marshmallows, yarn, and glitter.

5.9.2C1

5.9.2C2

5.9.2A2

• The solar system is the sun, planets, and other objects that move around the sun.

• An orbit is a path a planet takes when it moves around another object.

• A planet is a large ball of gas or rock that moves amount the sun.

• Stars are balls of hot gases that vary in size and brightness.

• Constellations are stars in fixed patterns

1. What is the solar system?

2. What is a star?

3. What is a planet?

4. What is a constellation?

5. What is an orbit?

6. Why do some stars look different than others?

Standards

Standards

Instructional Activities

Guiding Questions

Enduring Understanding(s)

The stars and planets are always in the sky.

Skills

Critical Content

Instructor:

Subject: Science

Grade Level: 2

Time Frame: 6 Days

Date(s):

Unit Theme:

Weather and Atmosphere

Conceptual Lens:

Cycles

ENRICHED

X Independent Study

Student/Model/ Instructor

Advanced Peer Study Groups

X Technology/Electronic

Mentorship w/HS

Metacognitive Strategies

X Access to Expanded/Advanced Resources

• See additional activities in appendix.

• HSP New Jersey Science

• HSP New Jersey Science Teacher’s Kit

• Vocabulary Cards

• See unit plan for additional materials

Portfolios/Journal

X Quiz

X Tests

X Teacher Observations

Rubrics

X Dialogues

X Performance Task

Student Evaluations

Self & Peer Evaluations

Lab

Projects

Notebooks/Journals

Prompts

Electronic Assessment

CHALLENGED

X Hands-on/manipulative

Study Buddies

Small Group

X Direct Instruction/Re-Direct

X Task Analysis /Modification

Audio Tapes

X Multiple Intelligences

X Simplified Graphic Organizers

Adaptive/Alternate Response Modes (Laptops)

Interval Feedback

Multiple Intelligences

X Cooperative Learning

Jigsaw Learning

Response Strategies

Think/Pair/Share

Peer Practice

X Lab

Learning Centers

Cross-age

Tutoring/Collaboration

X Teacher Directed

Modeling (Teacher/Student)

X Inquiry/Exploration

Constructivism (Tech)

KWL/Graphic Organizers

Technology/Electronic

Differentiated Instructional

Strategies

Teacher Notes

Materials/Resources

Instructional Strategies

Assessment Strategies

5.4.2B1

5.4.2C1

• Measure

• Observe

• Investigate

• Compare/Contrast

• Summarize

• Classify

• Sequence

• Inference

• Constructing Models

1. To observe the movement of shadows, place a tall object of have a student stand in a fixed place. Trace the shadow. Come out two hours later and trace the shadow. Repeat every two hours. Draw conclusions based on observations. HSP Science pages 318-319.

2. To demonstrate that the moon does not make its own light, students can cover a foam ball with aluminum foil and insert a craft stick for a handle. Observe the “moon” in a dark classroom. Shine a flashlight on the “moon.” Conclude what effect the light had. HSP Science pages 326-327.

3. Utilize three different sized balls to demonstrate the rotation and revolution of the Earth and moon around the sun.

5.9.2B1

• The Earth orbits the sun.

• The Earth’s rotation causes day and night

• As the Earth moves, the sizes and shapes of shadows change.

• The light we see from the moon is reflected from the sun.

• As the moon orbits the Earth, its shape appears to change.

• Seasons change as different parts of the Earth tilt toward the sun.

• It takes the Earth 24 hours to rotate, or spin, once on its axis.

1. Why can we sometimes see the moon during the day?

2. Why does the moon seem to change?

3. What causes day and night?

4. What causes the seasons?

5. What causes a shadow to change?

6. What is rotation?

7. How long does it take for the Earth to complete its rotation?

Standards

Standards

Instructional Activities

Guiding Questions

Enduring Understanding(s)

The Earth’s revolution and rotation are responsible for the seasons, as well as day and night.

Skills

Critical Content

Instructor:

Subject: Science

Grade Level: 2

Time Frame: 7 Days

Date(s):

Unit Theme:

Weather and Atmosphere

Conceptual Lens:

Cycles

ENRICHED

X Independent Study

Student/Model/ Instructor

Advanced Peer Study Groups

X Technology/Electronic

Mentorship w/HS

Metacognitive Strategies

X Access to Expanded/Advanced Resources

• See additional activities in appendix.

• HSP New Jersey Science

• HSP New Jersey Science Teacher’s Kit

• Vocabulary Cards

• See unit plan for additional materials

Portfolios/Journal

X Quiz

X Tests

X Teacher Observations

Rubrics

X Dialogues

X Performance Task

Student Evaluations

Self & Peer Evaluations

Lab

Projects

Notebooks/Journals

Prompts

Electronic Assessment

CHALLENGED

X Hands-on/manipulative

Study Buddies

Small Group

X Direct Instruction/Re-Direct

X Task Analysis /Modification

Audio Tapes

X Multiple Intelligences

X Simplified Graphic Organizers

Adaptive/Alternate Response Modes (Laptops)

Interval Feedback

Multiple Intelligences

X Cooperative Learning

Jigsaw Learning

Response Strategies

Think/Pair/Share

Peer Practice

X Lab

Learning Centers

Cross-age

Tutoring/Collaboration

X Teacher Directed

Modeling (Teacher/Student)

X Inquiry/Exploration

Constructivism (Tech)

KWL/Graphic Organizers

Technology/Electronic

Differentiated Instructional

Strategies

Teacher Notes

Materials/Resources

Instructional Strategies

Assessment Strategies

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