Warren County Public Schools: Second Grade Science Planning and Pacing Guide

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1 Warren County Public Schools: Second Grade Science Planning and Pacing Guide Dear Second Grade Teacher: Research shows that students work well in a cooperative learning environment. Second grade students should be actively involved in exploring phenomena in the natural world posing questions and seeking answers as they arise. Students develop simple skills of observation, measurement and number sense as they actively participate in simple investigations. This planning and pacing guide will assist you in the designing of rigorous and relevant lessons in the following: Physical Science (P) Earth Science (E) Life Science (L) During investigations, second grade students must have opportunity to use tools such as magnifiers, thermometers, rulers, or balances to gather data and extend their senses. They must have ample time to talk about their observations and pare their observations with those of others. They should be encouraged to employ oral language, drawings and models to municate results and explanations of investigations and experiments. In a cooperative learning environment, students learn that when people give different descriptions of the same thing, it is better to make new observations instead of debating about who is correct. Students must always use appropriate safety procedures, including listening skills, when conducting simple investigations Integration of Science Clarifying Objectives within the English language arts block is an effective global approach for making meaningful cross discipline connections and designing rigorous lessons. Therefore, the Content Focus and/or the aligned cognitive process skill (located within each social studies clarifying objective ), may be taught as informational text. Pacing Guide Features Explanation of Pacing Guide Features NC Essential Standard What students must know, understand, and be able to apply during oral and written munications, and on performance assessments. Essential Vocabulary Clarifying Objective Cognitive Processing Skill Content Focus Overall Standards At-a-Glance Curriculum Resources

2 Overall Second Grade Science At-A-Glance Warren County Public Schools: Second Grade Science Planning and Pacing Guide Forces and Motion Matter: Properties and Change Earth Systems, Structures, and Processes Structures and Functions of Living Organisms Evolution and Genetics 2.P.1 Understand the relationship between sound and vibrating objects. 2.P.1.1 Illustrate how sound is produced by vibrating objects and columns of air. 2.P.1.2 the relationship between sound and objects of the body that vibrate eardrum and vocal cords 2.P.2 Understand properties of solids and liquids and the changes they undergo. 2.P.2.1 Give examples of matter that change from a solid to a liquid and from a liquid to a solid by heating and cooling. 2.P.2.2 Compare the amount (volume and weight) of water in a container before and after freezing. 2.P.2.3 Compare what happens to water left in an open container over time as to water left in a closed container. 2.E.1 Understand patterns of weather and factors that affect weather. 2.E.1.1 how energy from the sun serves as a source of light that warms the land, air and water. 2.E.1.2 weather conditions using qualitative and quantitative measures to describe: temperature wind direction wind speed Precipitation 2.E.1.3 Compare weather patterns that occur over time and relate observable patterns to time of day and time of year. 2.L.1 Understand animal life cycles. 2.L.1.1 the life cycle of animals: birth developing into an adult reproducing aging and death 2.L.1.2 Compare life cycles of different animals such as, but not limited to, mealworms, ladybugs, crickets, guppies or frogs. 2.L.2 Remember that organisms differ from or are similar to their parents based on the characteristics of the organism. 2.L.2.1 Identify ways in which many plants and animals closely resemble their parents in observed appearance and ways they are different. 2.L.2.2 Recognize that there is variation among individuals that are related. 2.E.1.4 Recognize the tools that scientists use for observing, recording, and predicting weather changes from day to day and during the seasons.

3 Warren County Public Schools: First Science Planning and Pacing Guide 1 st Quarter Essential Science Standard: Evolution and Genetics / Structures and Functions of Living Organisms Essential Vocabulary: food, air, space, insect, egg, pupa, larva, insect life cycle / birth, adult, reproduction, aging, death, living organism 2.L.2 Remember that organisms differ from or are similar to their parents based on the characteristics of the organism. 2.L.2.1 Identify ways in which many plants and animals closely resemble their parents in observed appearance and ways they are different. 2.L.2.2 Recognize that there is variation among individuals that are related. 2.L.2.1 Identify 2.L.2.2 Recognize Compare and contrast groups of animals (e.g., insects, birds, fish, mammals) and look at how animals in these groups are more similar to one another than to animals in other groups. Pictures of animals 2.L.1 Understand animal life cycles. 2.L.1.1 the life cycle of animals: birth developing into an adult reproducing aging and death 2.L.1.2 Compare life cycles of different animals such as, but not limited to, mealworms, ladybugs, crickets, guppies or frogs. 2.L.1.1 Sequence 2.L.1.2 Compare/Contrast Examine a variety of nonliving and living things. Describe differences among them. Sort and sub-sort pictures of living things into groups based on characteristics that you can see.

4 Predict the order of the life cycle Explain how insects are living organisms Diagram the life cycle of an insect Identify the needs of an insect 2 nd Quarter Essential Science Standard: Earth System Structures and Processes Essential Vocabulary: weather, temperature, wind direction, wind speed, precipitation, wind vane, anemometer, thermometer, rain gauge, seasons, air, air pressure, energy sun, water cycle, evaporation, condensation 2.E.1 Understand patterns of weather and factors that affect weather 2.E.1.1 how energy from the sun serves as a source of light that warms the land, air, water \ 2.E.1.2 weather conditions using qualitative and quantitative measures to describe temperature, wind direction, wind speed, precipitation 2.E.1.3 Compare weather patterns 2.E E E.1.3 Compare Demonstrate the effects and changes caused by air moving against stationary objects. Identify the sun as a source of energy Explain quantitative measures of temperature, wind direction, wind speed, and precipitation Compare and contrast the changes in weather

5 that occur over time and relate observable patterns to time of date and time of year 2.E.1.4 Recognize the tools that scientist use for observing, recording, and predicting weather changes from day to day and during the season 2.E.1.4 Recognize Demonstrate the uses of a wind vane, anemometer, thermometer, and rain gauge Warren County Public Schools: First Science Planning and Pacing Guide 3 rd Quarter Essential Science Standard: Matter: Properties and Change Essential Vocabulary: matter, solid, liquid, gas, properties, material, heat, cooling, freezing 2.P.2 Understand properties of solids and liquids and the changes they undergo 2.P.2.1 Give examples of matter that change from a solid to a liquid and from a liquid to a solid by heating and cooling 2.P.2.1 Present Identify specific states of matter and properties View transfer heat from one object to another 2.P.2.2 Compare the amount (volume and weigh) of water in a container before and after freezing 2.P.2.2 Compare/Contrast

6 2.P.2.3 Compare what happens to water left in an open container over time as to water left to water in a closed container 2.P.2.3 Compare/Contrast 4 th Quarter Essential Science Standard: Forces and Motion Warren County Public Schools: First Science Planning and Pacing Guide Essential Vocabulary: sound, vibrate, frequency, rate, instrument, vocal cords, sound makers, eardrum 2.P.1 Understand the relationship between sound and vibrating objects. 2.P.1.1 Illustrate how sound is produced by vibrating objects and columns of air. 2.P.1.2 the relationship between sound and objects of the body that vibrates -ear drums and vocal cords 2.P.1.1 Illustrate 2.P.1.2 Discuss how sound travels through the air Explain the effect that vibration has on sound Generate a list of sound makers Design and conduct simple experiments to see how different sounds are made

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