Kindergarten - Trumbull County ESC



|Grade | |

|2 | |

|Science Indicator |Strategies and Resources |

|Earth and Space Sciences |**See literature connection in unit Night Sky |

|Recognize that there are more stars in the sky than anyone can easily count. |Observe the night sky with parent. Go away from street lights Why? (best in fall). Use a paper |

| |towel tube to look through for stars. Do more appear? 2PS3 |

|Observe and describe how the sun, moon and stars all appear to move slowly across the sky. |Observe/record in day and night how sun, moon and stars are not in the same part of the sky after |

| |a few hours (ex: 9AM: Sun over parking lot; 1PM: Sun over playground) |

| |Using models of the solar system move the planets through the air as if they were revolving |

| |through a year’s time. The models may also be substituted with students. |

|Observe and describe how the moon appears a little different every day but looks nearly the same again about |Visit (tonight’s moon) to find the phases of the moon, put in the date and see which |

|every four weeks. |phase the moon is in |

| |Using a “Moon Log,” or Moon Journals : Writing, Art, and Inquiry Through Focused Nature Study by |

| |Gina Rester-Zodrow, Joni Chancer draw the moon each night for a month. |

|Observe and describe that some weather changes occur throughout the day and some changes occur in a repeating |Charting the weather of the day, temperature and comparing one month to the next. |

|seasonal pattern. |Take a photo or draw or use descriptive adjectives of the same tree 1 time a month for the school |

| |year. Compare each month throughout the year. |

|Describe weather by measurable quantities such as temperature and precipitation. |Make weather instruments (rain gauge, thermometer, wind vane) and use these tools to monitor daily|

| |weather conditions (outside and inside) |

| | |

|Life Sciences |Investigating Ohio’s Environment (Scroll down to Grade 2 Unit) |

|Explain that animals, including people, need air, water, food, living space and shelter; plants need air, |Create a list of NEEDS the kids need to survive. Using life cycles, compare and contrast all needs|

|water, nutrients (e.g., minerals), living space and light to survive. |for living things. Use a Venn diagram to illustrate (either paper or hula hoops on the floor) |

| |Create a diorama of needs |

|Identify that there are many distinct environments that support different kinds of organisms. |Types of environments: forest, pond, ocean, field, etc. |

| |Build a mini habitat for the different environments using a terrarium, shoebox, fish bowl |

| |Have students choose an animal or plant from a habitat they have just studied and write a short |

| |story about them . Answering the questions: What does it need to live in its habitat? How does it|

| |get what it needs? What would happen to it if its environment were to change? |

| | |

|Explain why organisms can survive only in environments that meet their needs (e.g., organisms that once lived |Use examples of dinosaurs, wholly mammoths and dodo birds. Why no more bison, or elk in Ohio? Why |

|on Earth have disappeared for different reasons such as natural forces or human-caused effects). |no palm trees in Ohio? |

| |Put a live plant into a closet or cover with a plastic bag. What happens to the plant? Why do the |

| |results turn out the way they do? |

|Compare similarities and differences among individuals of the same kind of plants and animals, including |Use a Venn diagram to compare plants, animals, people and each of their needs |

|people. |Provide photos, magazines, books to use as a reference |

|Explain that food is a basic need of plants and animals (e.g., plants need sunlight to make food and to grow, |Journal daily activities, including sleep and eating. Create a timeline and remove one important |

|animals eat plants and/or other animals for food, food chain) and is important because it is a source of energy|activity at a time (ex/ eating). How can you function if you haven’t eaten? |

|(e.g., energy used to play, ride bicycles, read, etc.). |Web the things energy helps me do |

| |Create a class book: Energy helps us… |

|Investigate the different structures of plants and animals that help them live in different environments (e.g.,|Use Venn diagrams to illustrate different structures and how their different parts help them |

|lungs, gills, leaves and roots). |survive. |

| |One Fine Day by Nonny Hogroian – a fox that has to adapt to finding food when out of his own |

| |environment |

| |Caldecott Connections to Science by Shan Glandon |

|Compare the habitats of many different kinds of Ohio plants and animals and some of the ways animals depend on | |

|plants and each other. |Mike Moutoux, Ohio Dept. of Natural Resources, traveling trunk |

| |Mosquito Lake Land Lab (field trip) |

| |Animal Architecture by Jennifer Ownings Dewey |

| |Create a food chain – take out one link – what happens? |

| |Go outside observe: insects eating plants, robins eating worms and insects, squirrel nests in |

| |trees, etc. |

|Compare the activities of Ohio's common animals (e.g., squirrels, chipmunks, deer, butterflies, bees, ants, |Observe at school and home the patterns an animal moves through |

|bats and frogs) during the different seasons by describing changes in their behaviors and body covering. |Journal an animal(s) and how it changes through the seasons. |

| |Draw the change of seasons on a folded piece of paper. Each square represents a different season. |

| |Pick an animal and show it in each box |

|Compare Ohio plants during the different seasons by describing changes in their appearance. |A Tree is Nice by Janice May Ulry – change of trees through seasons |

| |Observe a tree: draw it, measure the circumference, estimate the height, what plants and flowers |

| |live under the tree, what insects and animals live around the tree |

| | |

|Physical Sciences | |

|Explore how things make sound (e.g., rubber bands, tuning fork and strings). |Using a coffee can, wrap 3 – 5 rubber bands around the can. (Try to use varying sizes of bands.) |

| |Strum the bands like a guitar to hear the different sounds. |

| |Create an instrument from provided materials – have kids bring in empty can, jar plastic |

| |container. Provide beans, string, rice, etc. |

|Explore and describe sounds (e.g., high, low, soft and loud) produced by vibrating objects. |Using a toilet paper tube, put a piece of wax paper on the end and strap it on with a rubber band.|

| |Blow into the tube like a kazoo to see and hear the vibrating wax paper. |

| |Using a meter stick, place it on a table/desk with part of the stick hanging off the side of the |

| |desk. Push on the stick to show vibration. Change the length of the stick for faster/slower |

| |vibrations. |

|Explore with flashlights and shadows that light travels in a straight line until it strikes an object. |Windowsill Science Centers by Lynne Kepler: Place a tub of water on the windowsill. Place a mirror|

| |in the water facing the sunlight. Have students adjust the mirror to create rainbows. Use science |

| |journals to draw and describe rainbows, draw colors in the correct order. (ROY G. BIV) |

| |Use the overhead to make hand shadows/puppets |

| |Bear Shadow by Frank Asch |

| | |

|Science and Technology | |

|Explain that developing and using technology involves benefits and risks. |Computers – work and give knowledge, tend to break down. |

| |Eye lasik surgery – no more glasses, could go blind |

| |Cars – go far fast, dangerous and roads destroy habitats |

|Investigate why people make new products or invent new ways to meet their individual wants and needs. |Eye Glasses, microwaves, televisions, X-Box, copy machines |

| |Have kids invent a new machine to make a task easier |

| |ExploraVision and Young Inventor Awards. |

|Predict how building or trying something new might affect other people and the environment. |See above invention creation |

|Communicate orally, pictorially, or in written form the design process used to make something. |Use journals, webs, and diagrams to illustrate processes |

| |Present ideas |

| | |

|Scientific Inquiry | |

|Ask "how can I/we" questions. |Use journals to list questions |

| |Use investigative stations |

| |How to Ask Questions |

|Ask "how do you know" questions (not "why" questions) in appropriate situations and attempt to give reasonable |During scientific investigations have students respond with group discussion to the question, |

|answers when others ask questions. |“How do you know ?” Students lead discussion and teacher observes and interjects comments when |

| |appropriate. Note: Teacher first demonstrates process and gradually releases responsibility to |

| |the students. |

| |How to ask questions |

| |Model questioning to students |

|Explore and pursue student-generated "how" questions. |Start the beginning of the year with a question board or box. Have students include questions with|

| |How at the beginning of each question and place their questions on the board/box. By including |

| |questions for all day events, science HOW questions will become easier. |

| |Model questioning to students |

|Use appropriate safety procedures when completing scientific investigations. |Review rules prior to experiments |

| |Hang signs with safety instructions and safety equipment |

| |Ask to students to identify possible safety concerns and good practice before starting an |

| |experiment or demonstration |

|Use evidence to develop explanations of scientific investigations. (What do you think? How do you know?) |Use these types of questions to begin or end any scientific investigation. How do you think |

| |animals adapt to different environments? What do you think will hatch from these eggs? How do you|

| |know that light can produce shadows? |

| |Have students ask each other these questions as they work in teams. |

|Recognize that explanations are generated in response to observations, events and phenomena. |Use journals and response logs when answering experiments |

| |Lightning, storms, tidal waves (moon) |

| |Have a local meteorologist come in to the class: Rich Morgan, Stan Boney, Frank Marzeullo |

|Use appropriate tools and simple equipment/instruments to safely gather scientific data (e.g., magnifiers, |Use thermometers when doing daily weather reports, magnifying glasses to observe stages of insects|

|non-breakable thermometers, timers, rulers, balances and calculators and other appropriate tools). |(egg, pupa, larva and adult). Use balances to compare objects in relation to other objects. |

|Measure properties of objects using tools such as rulers, balances and thermometers. |Provide opportunities and materials for children to utilize |

| |Is the temperature the same throughout the day? Does the length of the rubber band make a |

| |difference in its sound, pitch? Is our class animal (tadpole, caterpillar ) growing in weight, |

| |length. |

| |Measure lengths, weights, temperatures as an ice cube, small ice block. |

|Use whole numbers to order, count, identify, measure and describe things and experiences. |Model how to count and measure |

| |Cut colored strips of paper and other objects and put into envelopes or bags. Let students measure|

| |the objects and compare results. |

| |Measure: desks, feet, shoes, paper clips (large and small), etc. |

| |Place an item in a closed box. Ask children to identify the objects in the box without looking. |

| |Does it roll? Is it round or square? Is it loud or soft? |

| |Use a graduated cylinder to visualize liquids. Pour in milk from lunches (half pint) to see the |

| |differences. |

|Share explanations with others to provide opportunities to ask questions, examine evidence and suggest |Work in groups |

|alternative explanations. |Turn and talk to partner and share findings and thoughts |

| |Share science buddies with another grade level. Complete an experiment and report findings to |

| |another grade/class. |

| | |

|Scientific Ways of Knowing | |

|Describe that scientific investigations generally work the same way under the same conditions. |Complete an experiment and record the findings. Complete the experiment again the following day |

| |and compare the results of both. |

| |Graph and chart others’ findings to an investigation |

|Explain why scientists review and ask questions about the results of other scientists' work. |Bill Nye the Science Guy television programs |

| |Complete same lab in separate groups, report results (Should be the same, learn why difference |

| |occured) |

| |Groups use separate procedures, but come out with the same results. |

|Describe ways in which using the solution to a problem might affect other people and the environment. |Building a house, freeways, electric cars, Asian beetles |

| |Invention of transportation |

| |National Parks that set aside land |

|4. Demonstrate that in science it is helpful to work with a team and share findings with others. |Some investigations on own and some with groups. Compare what each group is doing. |

| |Separate into teams. Give each team a few pieces of a puzzle. Students need to work together to |

| |complete the whole puzzle, needing to work together. |

| |Build a pizza. One student responsible for each part of the pizza (dough, sauce, cheese, etc.) |

| |When in groups, assign each group member a different job (scribe, speaker, reader, etc.) |

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Science Curriculum Guide

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