Midway ISD Course: Second Grade. First Six Weeks Second Six Weeks Third Six Weeks 3 weeks 3 Weeks 1 Week 3 Weeks 2 Weeks 2 Weeks 2 Weeks

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1 Science Planning Document Midway ISD Course: Second Grade First Six Weeks Second Six Weeks Third Six Weeks 3 weeks 3 Weeks 1 Week 3 Weeks 2 Weeks 2 Weeks 2 Weeks Matter Energy Force, Motion, Energy Safety Properties of Matter Changing Using Matter Magnets Motion: Changes Patterns The Effects of Heat Light Sound (5) Matter energy. The that matter has properties those properties determine how it is described, classified, changed, used. The (A) classify matter by properties, shape, relative mass, relative temperature, texture, flexibility, whether material is a solid or liquid; (5) Matter energy. The that matter has properties those properties determine how it is described, classified, changed, used. The (C) demonstrate that things can be done to materials to change their properties such as cutting, folding, sing, melting; (D) combine materials that when put together can do things that they cannot do by themselves such as building a tower or a bridge justify the selection of those materials based on their properties Lab Requirement: 60% of Science Instructional Time (Science instruction should fill approximately 3 hours per week) energy. The change (B) observe identify how magnets are used in everyday life; energy. The change (C) trace the changes in the position of an object over time such as a cup rolling on the floor a car rolling down a ramp; (D) compare patterns of movement of objects such as sliding, rolling, spinning. (5) Matter energy. The that matter has properties those properties determine how it is described, classified, changed, used. is (B) compare changes in materials caused by heating cooling; (C) demonstrate that things can be done to materials to change their properties such as cutting, folding, sing, melting; (5) Matter energy. The that matter has properties those properties determine how it is described, classified, changed, used. The (A) investigate the effects on an object by increasing or decreasing amounts of light, heat, sound energy such as how the color of an object appears different in dimmer light or how heat melts (5) Matter energy. The that matter has properties those properties determine how it is described, classified, changed, used. The (A) investigate the effects on an object by increasing or decreasing amounts of light, heat, sound energy such as how the color of an object appears different in dimmer light or how heat melts energy. The

2 change (A) investigate the effects on an object by increasing or decreasing amounts of light, heat, sound energy such as how the color of an object appears different in dimmer light or how heat melts Fourth Six Weeks Fifth Six Weeks Sixth Six Weeks 2 Weeks 2 Weeks 2 Weeks 2 Weeks 1 Week 2 Weeks 2 Weeks 2 Weeks 2 Weeks Weather Space The Natural World Organisms Water Cycle Weather Objects in the Sky (8) Earth among sky. is (C) explore the processes in the water cycle, evaporation, condensation, precipitation, as (8) Earth among sky. is (A) measure, record, graph weather information, temperature, wind conditions, (8) Earth among sky. is (D) observe, describe, record patterns of sky, the appearance of the Moon. Rocks Water Resources Plants Animals Life Cycles Interdependence Lab Requirement: 60% of Science Instructional Time (Science instruction should fill approximately 3 hours per week) (7) Earth The (A) observe describe rocks by size, texture, color; (7) Earth The (B) identify compare the properties of natural sources of freshwater saltwater; (7) Earth The (C) distinguish between natural manmade resources. (1) Scientific investigation reasoning. The student conducts classroom (9) Organisms knows that living organisms have basic needs that must be met for them to survive environment. The (10) Organisms knows that organisms resemble their parents have structures processes that help them survive The (9) Organisms knows that living organisms have basic needs that must be met for them to survive environment. The

3 connected to weather conditions; precipitation, cloud coverage, in order to identify data; (B) identify the importance of weather seasonal information to make choices in clothing, activities, transportation; outdoor investigations following home school safety procedures. The (C) identify demonstrate how to use, conserve, dispose of natural resources materials such as conserving water reuse or recycling of paper, plastic, metal. (A) identify the basic needs of plants animals; (B) identify factors in the environment, temperature precipitation, that affect growth behavior such as migration, hibernation, dormancy of living things; (10) Organisms knows that organisms resemble their parents have structures processes that help them survive The (A) observe, record, compare how the characteristics behaviors of animals help them meet their basic needs such as fins help fish move balance in the water; (C) investigate record some of the unique stages that insects undergo during their life cycle (C) compare give examples of the ways living organisms depend on each other on their environments such as food chains within a garden, park, beach, lake, wooded area. (3) Scientific investigation reasoning. The that information critical thinking, scientific problem solving, the contributions of scientists are used in making decisions. The (A) identify explain a problem in his/her own words propose a task solution for the problem such as lack of water in a habitat; (B) observe, record, compare how the characteristics of plants help them

4 meet their basic needs such as stems carry water throughout the plant; The following process skills are to be taught throughout the year embedded in all science concept areas. Ongoing (1) Scientific investigation reasoning. conducts classroom outdoor investigations following home school safety procedures. is (A) identify demonstrate safe practices as described in the Texas Safety Stards during classroom outdoor investigations, wearing safety goggles, washing hs, using materials appropriately; (B) describe the importance of safe practices; (C) identify demonstrate how to use, conserve, dispose of natural resources materials such as conserving water reuse or recycling of paper, plastic, metal. (2) Scientific investigation reasoning. develops abilities necessary to do scientific inquiry in classroom outdoor investigations. The (A) ask questions about organisms, objects, events during observations investigations; (B) plan conduct descriptive investigations such as how organisms grow; (C) collect data from observations using simple equipment such as h lenses, primary balances, thermometers, non-stard measurement tools; (D) record organize data using pictures, numbers, words; (E) communicate observations justify explanations using student-generated data from simple descriptive investigations; (F) compare results of investigations with what students scientists know about the world. (3) Scientific investigation reasoning. The that information critical thinking, scientific problem solving, the contributions of scientists are used in making decisions. The (A) identify explain a problem in his/her own words propose a task solution for the problem such as lack of water in a habitat; (B) make predictions based on observable patterns; (C) identify what a scientist is explore what different scientists do. (4) Scientific investigation reasoning. uses age-appropriate tools models to investigate the. The

5 (A) collect, record, compare information using tools, computers; h lenses; rulers, primary balances, plastic beakers, magnets, collecting nets, notebooks, safety goggles; timing devices, clocks stopwatches, weather instruments such as thermometers, wind vanes, rain gauges; materials to support observations of habitats of organisms such as terrariums aquariums; safety goggles; (B) measure compare organisms objects using non-stard units that approximate metric units

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