Halifax County Schools 2 nd Grade Science Pacing Guide 1st Six Weeks Goal 2 Weather 2.01Investigate and describe how moving air interacts with objects. 2.02 Observe the force of air pressure pushing on objects. 2.03 Describe weather using quantitative measures of: Temperature. Wind direction. Wind speed. Precipitation. 2.04 Identify and use common tools to measure weather: 1. Create a word wall or vocabulary journal of weather words. 2. http://www.dpi.state.nc.us/docs/curriculum/science/ units/elementary/2goal2.doc 3. Observe and conduct investigations how air interacts with other objects 4. Identify the force of air pressure on objects 5. Observe and record weather phenomena using proper tools for both short and long term projects 6. Explain how the energy from the sun warms the earth 7. Identify clothing used for different seasons. 8. Sort clothing in a Venn diagram. 9. Record weather on a data chart in words or illustrations. 10. Name or illustrate five different types of weather. 11. Diagram the movement of hot and cold air molecules. 12. Label their diagrams hot air molecules/cold air molecules 13. Macmillan McGraw Hill Unit C, Chapter 5 How does air affect objects? In what ways does air interact with objects? Why does air move some objects? How does air pressure affect movement? What units do you use to measure weather? What forms of weather can be measured in quantities? What tools are used to measure weather? How do meteorologists measure weather? How does weather change over time? How can you show changes in weather over time? Evaporate, water vapor, condense, water cycle, precipitation, erosion, earthquake, landslide, volcano, hot air molecules, cold air molecules
Wind vane and anemometer. Thermometer. Rain gauge. 2.05 Discuss and determine how energy from the sun warms the land, air and water. 2.06 Observe and record weather changes over time and relate to time of day and time of year. Halifax County Schools 2 nd Grade Science Pacing Guide 2nd Six Weeks
Goal 4 Sound 4.01 Demonstrate how sound is produced by vibrating objects and vibrating columns of air. 4.02 Show how the frequency can be changed by altering the rate of the vibration 4.03 Show how the frequency can be changed by altering the size and shape of a variety of instruments. 4.04 Show how the human ear detects sound by having a membrane that vibrates when sound reaches it. 1. Create a word wall or vocabulary journal of sound words. 2. http://www.dpi.state.nc.us/docs/curriculum/sci ence/units/elementary/2goal4.doc 3. Observe and conduct investigations in the projection of sound including how sound is made and the frequency of the sound changed 4. Demonstrate how to change the frequency of a sound including changing the shape of the instrument 5. Explain how the human ear detects sound 6. Compare and explain how sound is produced by a variety of instruments 7. Macmillan McGraw Hill Chapter 10, Lesson 6 8. Let s hear it for sound! http://www.learnnc.org/lp/pages/2995?ref=sear ch 9. The five senses: Hearing http://www.learnnc.org/lp/pages/3686?ref=sear ch Does the length of a rubber band affect the sound when it is plucked? Does the thickness of a rubber band effect the sound it makes? Does the amount of water in a glass have an effect on the pitch it will have? How is sound produced? What is vibration? How can frequency be changed? How does rate affect vibration? How can sounds be made? How can sounds be varied? Sound, vibrates, pitch 4.05 Observe and describe how sounds are made by using a variety of instruments and other "sound makers" including the human vocal cords.
Halifax County Schools 2 nd Grade Science Pacing Guide 3rd Six Weeks Goal 3 Properties 3.01 Identify three states of matter: Solid. Liquid. Gas. 3.02 Observe changes in state due to heating and cooling of common materials. 3.03 Explain how heat is produced and can move from one material or object to another. 3.04 Show that solids, liquids and gases can be characterized by their 1. Create a word wall or vocabulary journal of properties words. 2. Demonstrate through melting an ice cube or making ice cream. 3. Give each student a bag of scrambled words related to matter, have them unscramble these words. On the board write the words solid, liquid & gas. Have students write their words under different categories in the board. 4. Print the words size, color, shape, temperature, texture, sink or float and mass on separate cards. Hold up the cards one at a time and ask individual children to respond by describing property of the selected word. 5. To challenge ask students to think of an object and describe it by using its properties. The more properties used the better it will be described. What are the three states of matter? How is matter alike & different? How can you make a mixture? How can you separate a mixture? What happens when two or more materials are combined? Where does heat come from? How does heat move from one object or material to another? How does heat affect matter? How does cooling affect matter? Matter, mass, property, temperature, solid, liquid, volume, gas, physical change, chemical change, heat, fuel
properties. 3.05 Investigate and observe how mixtures can be made by combining solids, liquids or gases and how they can be separated again. 3.06 Observe that a new material is made by combining two or more materials with properties different from the original material. 6. Use balance to explain the property of mass. 7. Take a frozen pudding without container & another in its container at room temperature to explain that solids have shape. 8. Observe as water goes through the stages of solid, liquid, and gas. 9. How can heat change matter? Activity page E31
Halifax County Schools 2 nd Grade Science Pacing Guide 4th Six Weeks Goal 1- Animal Life Cycles 1.01- Describe the life cycle of animals including: Birth. Developing into an adult. Reproducing. Aging and death. 1.02 Observe that insects need food, air and space to grow. 1.03 Observe the different stages of an insect life cycle. 1. Create a word wall or vocabulary journal. 1.http://www.dpi.state.nc.us/docs/curriculum/scie nce/units/elementary/2goal1.doc 1. Observe and conduct investigations relating to the life cycles of various living organisms. 2. Compare the factor that affect insect growth, including space, air, and food 3. Explain the different parts of the life cycle of an insect 4. Differentiate the life cycles of various animals 5. Define: birth, developing, adult, reproduction, aging, and death. 6. Predict the order of the life-cycle. 7. Arrange pictures in the correct order of the life-cycle. 8. Describe behaviors exhibited in each stage of the cycle. How do young animals grow and change into adults? What do insects need to grow? What are the stages of an insect s life cycle? How are the life cycles of two different animals alike and different? What do insects need to survive? How is what insects need to survive similar or different from what humans need to survive? How does a frog s life cycle compare that that of a butterfly? How does a frog s life cycle compare to the human life cycle? Minerals, flower, fruit, seeds, pollen, life cycle, oxygen, mammals, reptiles, amphibians, predator, prey, food chain, shelter, larva, pupa, insect,
1.04 Compare and contrast life cycles of other animals such as mealworms, ladybugs, crickets, guppies or frogs. 9. Observe and describe specific changes of an animal at each stage (appearance, activity, etc.) 10. Select two different animals from a list to compare. 11. Identify the characteristics of each animal s life. 12. Recognize the similarities and differences of the two life cycles. 13. Define: living organism, food, air, space. 14. Explain how insects are living organisms. 15. Identify needs of an insect. 16. Define: egg, larva, pupa, and adult as stages of an insect s life cycle. 17. Display insects in the four stages. 18. Distinguish between different stages of the insect s life cycle. 19. Arrange the four stages in the correct order. 20. Recognize an insect in each of the four stages of an insect s life and 21. Focus on the changes between the stages.
Halifax County Schools First Grade Science Pacing Guide 5 th and 6 th Six Weeks Review all goals. Teacher or Student Choice of Projects. 1. School wide science projects and fairs. 2. Class science projects 3. Learn the steps of the scientific method by completing investigations. 4. Research projects about a topic (related to science) of interest to the student. What steps do scientists take to solve problems? What are the steps in the scientific method? Scientific method Question Research Hypothesis Experiment Data Conclusion Communicate Results