JEFFERSON PARISH PUBLIC SCHOOL SYSTEM Grade 2 Science 2015 Scope, Sequence, Timeline Correlation to s, Benchmarks, the Louisiana and
Instructions for use: The book used in the 2 nd grade curriculum is: Name of : Macmillan McGraw-Hill Louisiana Science-A Closer Look Copyright date: 2012 Cost: $50.49 The 2008 (Page Numbers are given for the activities) LCC can be accessed on the Louisiana Department of Education website at www.louisianabelieves.com Important: Using the Louisiana activities will assure you that you will be applying and using the Science as Inquiry and the Content. LCC Features: BLM: Black Line Masters [Note: Not all activities have a BLM] Literacy Strategies [Note: Not all activities have Literacy Strategies] Directions: Any activity that has a literacy strategy has a built in link to the literacy strategy in the 2008. Specific Assessments (These activities are located at the end of each unit.) [Note: Not all activities have Activity Specific Assessments] There are also activities in the textbook that may cover the Science as Inquiry and Content. These textbook activities are listed in this document. Online Resources: ConnectED Master Access Codes Codes can be redeemed at http://connected.mcgraw-hill.com/ o Louisiana Science A Closer Look Grade 2 Teacher Edition QK1S-G5GN-Z195-3H3M o Louisiana Science A Closer Look Grade 2 Student Edition DOK6-2E7K-T7XP-LTJE (Note This student code is NOT to share with students. It is for the teacher to have online access to a student edition of the text. Once registering online, student codes will be generated to share with students.) McGraw Hill Technical Support : 1-800-437-3715 or epgtech@mcgraw-hill.com 2
s for Second Grade Science Science as Inquiry The Abilities to Do Scientific Inquiry 1. Ask questions about objects and events in the environment (e.g., plants, rocks, storms) (SI-E-A1) 2. Pose questions that can be answered by using students own observations, scientific knowledge, and testable scientific investigations (SI- E-A1) 3. Use observations to design and conduct simple investigations or experiments to answer testable questions (SI-E-A2) 4. Predict and anticipate possible outcomes (SI-E-A2) 5. Use a variety of methods and materials and multiple trials to investigate ideas (observe, measure, accurately record data) (SI-E-A2) 6. Use the five senses to describe observations (SI-E-A3) 7. Measure and record length and temperature in both metric system and U.S. system units (SI-E-A4) 8. Select and use developmentally appropriate equipment and tools (e.g., magnifying lenses, graduated cylinders) and units of measurement to observe and collect data (SI-E-A4) 9. Express data in a variety of ways by constructing illustrations, graphs, charts, tables, concept maps, and oral and written explanations as appropriate (SI-E-A5) (SI-E-B4) 10. Use a variety of appropriate formats to describe procedures and to express ideas about demonstrations or experiments (e.g., drawings, journals, reports, presentations, exhibitions, portfolios) (SI-E-A6) 11. Identify and use appropriate safety procedures and equipment when conducting investigations (e.g., gloves, goggles, hair ties) (SI-E-A7) Understanding Scientific Inquiry 12. Recognize that a variety of tools can be used to examine objects at different degrees of magnification (e.g., hand lens, microscope) (SI-E- B3) 13. Explain and give examples of how scientific discoveries have affected society (SI-EB6) Physical Science Properties of Objects and Materials 14. Classify objects as bendable or rigid (PS-E-A1) 15. Record the temperature of objects (Celsius and Fahrenheit) (PS-E-A1) 16. Measure weight/mass and volume of a variety of objects and materials by using a pan balance and various containers (PS-E-A2) 17. Use standard tools to measure objects or materials (e.g., ruler, meter stick, measuring tape, pan balance, thermometer, graduated cylinder) (PS-E-A2) 18. Observe, describe, and record the characteristics of materials that make up different objects (e.g., metal, nonmetal, plastic, rock, wood, paper) (PS-E-A3) 19. Describe and illustrate what remains after water evaporates from a salt or sugar solution (PS-E-A5) 3
Position and Motion of Objects 20. Observe and describe differences in motion between objects (e.g., toward/away, cardinal directions) (PS-E-B3) Forms of Energy 21. Use students own voices to demonstrate pitch (e.g., low, high) (PS-E-C1) 22. Give examples of objects that vibrate to produce sound (e.g., drum, stringed instrument, end of a ruler, cymbal) (PS-E-C1) 23. Change the direction of light by using a mirror and/or lens (PS-E-C2) 24. Describe how light behaves when it strikes objects and materials (e.g., transparent, translucent, opaque) (PS-E-C2) 25. Investigate ways of producing static electricity and describe its effects (PS-E-C4) 26. Identify and describe sources of energy used at school, home, and play (PS-E-C7) Life Science Characteristics of Organisms 27. Match the appropriate food source and habitat for a variety of animals (e.g., cows/grass/field, fish/tadpoles/water) (LS-E-A1) 28. Describe structures of plants (e.g., roots, leaves, stems, flowers, seeds) (LS-E-A3) 29. Compare differences and similarities among a variety of seed plants (LS-E-A3) 30. Identify physical characteristics of organisms (e.g., worms, amphibians, plants) (LSE- A4) 31. Identify and discuss the arrangement of the food pyramid (LS-E-A6) 32. Analyze selected menus to determine whether they include representatives of all the required food groups (LS-E-A6) Life Cycles of Organisms 33. Compare the life cycles of selected organisms (e.g., mealworm, caterpillar, tadpole) (LS-E-B1) 34. Describe inherited characteristics of living things (LS-E-B3) Organisms and Their Environments 35. Identify the components of a variety of habitats and describe how organisms in those habitats depend on each other (LS-E-C1) 4
Earth and Space Science Properties of Earth Materials 36. Observe and record the properties of rocks, minerals, and soils gathered from their surroundings (e.g., color, texture, odor) (ESS-E-A1) 37. Compare bodies of water found on Earth (e.g., oceans, seas, lakes, rivers, glaciers) (ESS-E-A2) 38. Explain why most of the water on Earth cannot be used as drinking (potable) water (ESS-E-A2) 39. Design an experiment involving evaporation (ESS-E-A3) 40. Gather, record, and graph weather data (e.g., precipitation, wind speed, wind direction, temperature) using appropriate instruments (ESS- E-A4) 41. Analyze recorded daily temperatures and weather conditions from newspapers, television, the Internet, and home/outdoor thermometers (ESS-E-A4) 42. Identify and use appropriate tools to gather and study rocks, minerals, and fossils (ESS-E-A5) Objects in the Sky 43. Describe characteristics of the Sun, stars, and Earth s moon (e.g., relative size, shape, color, production of light/heat) (ESS-E-B1) 44. Give examples of how the Sun affects Earth s processes (e.g., weather, water cycle) (ESS-E-B5) Science and the Environment 45. Locate and identify plants and animals within an ecosystem (SE-E-A2) 46. Illustrate and describe a simple food chain located within an ecosystem (SE-E-A2) 47. Identify the Sun as the primary energy source in a food chain (SE-E-A2) 48. Describe a variety of activities related to preserving the environment (SE-E-A3) 49. Describe how consumption of resources can be reduced by recycling, reusing, and conserving (SE-E-A4) 50. Describe ways in which habitat loss or change can occur as a result of natural events or human impact (SE-E-A5) 51. Describe and give examples of threatened or endangered species (SE-E-A5) 5
Third Grade Suggested Time Line Louisiana Units and Lessons 1 st Nine Weeks Unit 1: Properties of Matter Science as Inquiry- Be A Scientist. 2 weeks Lesson 1: Describing Matter......5 days Lesson 2: Liquids and Gases..... 5 days Lesson 3: Position and Motion...... 5 days Unit 2: Sound and Light Lesson 1: Using Energy.... 5 days Lesson 2: Sound.... 5 days Lesson 3: Light...... 5 days 2 nd Nine weeks Unit 3: Basic Needs of Living Things Lesson 1: Plants and Their Parts.. 5 days Lesson 2: Animal Groups. 5 days Lesson 3: Animals Grow and Change.. 5 days Lesson 4: Places to Live... 5 days Lesson 5: Food Chains and Food Webs... 5 days 6
3 rd Nine Weeks Unit 4: Environment Lesson 1: Land Habitats.. 5 days Lesson 2: Water Habitats... 5 days Lesson 3: Habitat Changes.. 5 days Lesson 4 Using Earth s Resources.. 5 days 4 th Nine Weeks Unit 5: Earth and Beyond Lesson 1: Rocks and Minerals.... 5 days Lesson 2: Soil.. 5 days Lesson 3: Earth s Water.. 5 days Lesson 4: The Moon and Stars 5 days Unit 6: Weather Lesson 1: Weather 5 days Lesson 2: The Sun 5 days Note: Approximately 12 instructional periods of 45 minutes per period for each unit. NOTE: LABORATORIES AND HANDS-ON ACTIVITIES SHOULD BE AN INTEGRAL PART OF ALL SCIENCE COURSES. 7
Unit 1: Properties of Matter
Unit 1: Properties of Matter SI-E-A5 Using data, including numbers and graphs, to explain observations and experiments SI-E-B4 Developing explanations by using observations and experiments SI-E-A7 Utilizing safety procedures during experiments SI 9 Express data in a variety of ways by constructing illustrations, graphs, charts, tables, concept maps, and oral and written explanations as appropriate SI 11 Identify and use appropriate safety procedures and equipment when ^SI-A5, 7, B4 Activity 1: States of Matter Review p. 3-4 Brainstorming Learning Logs States of Matter Inquiry Activity: How can a frog float on a lily pad? page 2-9 Science Safety pages 18-19 PS-E-A3 Observing and describing the objects by the properties of the materials from which they are made PS 18 - Observe, describe, and record the characteristics of materials that make up different Objects Describing Matter pages 22-31 ^SI-A1,5,6, B4 ^PS-A1,3 9
Unit 1: Matter SI-E-A5 Using data, including numbers and graphs, to explain observations and experiments SI-E-B4 Developing explanations by using observations and experiments SI 9 - Express data in a variety of ways by constructing illustrations, graphs, charts, tables, concept maps, and oral and written explanations as appropriate PS 14 Classify objects as bendable or rigid Activity 2: Using a Word Grid p. 4 Word Grid Science skills p. 2-9 Scientific Method p. 10-15 Explore p. 23 Describing Matter p. 20-31 PS-E-A1 Observing, describing, and classifying objects by properties PS-E-A3 Observing and describing the objects by the properties of the materials from which they are made PS 18 Observe, describe, and record the characteristics of materials that make up different objects ^SI-A5, B4 ^PS-A1, A3 10
Unit 1: Matter SI-E-A2 Planning and/or designing and conducting a scientific investigation PS-E-A2 Measuring properties of objects using appropriate materials, tools, and technology SI 4 Predict and anticipate possible outcomes PS 16 Measure weight/mass and volume of a variety of objects and materials by using a pan balance and various containers ^SI-A2,6, Activity 3: How Much Does It Weigh? p. 4-5 Quick Lab pages 28-29 Inquiry Activity: What happens to water in different containers? pages 32-33 What is matter? pages 24-25 Measure solids pages 28-29 What is a liquid? pages 34-35 SI-E-A4 Employing equipment and tools to gather data and extend the sensory observations PS-E-A2 Measuring properties of objects using appropriate materials, tools, and technology SI 8 Select and use developmentally appropriate equipment and tools and units of measurement to observe and collect data PS 17 Use standard tools to measure objects or materials ^SI-A2,3,5,6 B4 Activity 4: Measuring Matter? p. 5-6 Quick Lab TM page 36 Focus on Skills: Measure pages 38-39 What is a gas? pages 36-37 11
Unit 1: Matter PS-E-A2 Measuring properties of objects using appropriate materials, tools, and technology PS-E-A3 Observing and describing the objects by the properties of the materials from which they are made (paper, wood, metal) PS 17 Use standard tools to measure objects or materials (e.g., ruler, meter stick, measuring tape, pan balance, thermometer, graduated cylinder) PS18 Observe, describe, and record the characteristics of materials that make up different objects (e.g., metal, nonmetal, plastic, rock, wood, paper) ^SI A4,7, B3 Activity 5: Eating Matter p. 6 Learning Log How can you describe objects? pages 22-23 What is a solid? pages 26-27 Natural or Made by people? pages 30-31 PS-E-B3 Describing an object's motion by tracing and measuring its position over time PS 20 Observe and describe differences in motion between objects (e.g., toward/away, cardinal directions) ^SI A2,3, Activity 6: Moving Matter p. 7 Inquiry Activity What words help us find things? Page 40-41 Quick Lab TM p. 43 What are positions and motion? pages 42-43, 44-47 12
Unit 1: Properties of Matter PS-E-C7 Exploring and describing the uses of energy at school, home, and play PS 25 Investigate ways of producing static electricity and describe its effects ^SI A1 Activity 7: Static Electricity and Solids p. 7-8 Inquiry Activity: What makes the bulb light up? pages 60-61 Quick Lab page 66 How do we get electricity? pages 62-63 What is current? pages 64-66 What is static electricity? pages 66-67 SI-E-A4 Employing equipment and tools to gather data and extend the sensory observations PS 7 Measure and record length and temperature in both metric system and U.S. system units ^SI A1,2,3,7 ^PS A1 Activity 8: The Solid to Liquid Race p. 8 9 Learning Log Quick Lab page 36 Solids to Liquids Race 13
Unit 2: Sound and Light 14
Unit 2: Sound and Light S-E-C1 Experimenting and communicating how vibrations of objects produce sound and how changing the rate of vibration varies the pitch PS 22 Give examples of objects that vibrate to produce sound (e.g., drum, stringed instrument, end of a ruler, cymbal) ^SI A1,2,5, B4 Activity 1: I Think... p. 12-13 Opinionnaire Inquiry Activity: How sound is made. pages 70-71 Writing in Science pages 78-79 How do we hear sounds? pages 72-73 Graphic Organizer PS-E-C1 Experimenting and communicating how vibrations of objects produce sound and how changing the rate of vibration varies the pitch PS 22. Give examples of objects that vibrate to produce sound (e.g., drum, stringed instrument, end of a ruler, cymbal) ^SI A1,2,6 Activity 2: Wave Time! p. 13-14 Learning Log Science Learning Log Recording Sheet Quick Lab TM page 73 How are sounds different? pages 74-75 What do sounds move through? pages 76-77 Science Learning Log Rubric 15
Unit 2: Sound and Light SI-E-A6 Communicating observations and experiments in oral and written formats PS-E-C1 Experimenting and communicating how vibrations of objects produce sound and how changing the rate of vibration varies the pitch PS-E-C1 Experimenting and communicating how vibrations of objects produce sound and how changing the rate of vibration varies the pitch SI 10 Use a variety of appropriate formats to describe procedures and to express ideas about demonstrations or experiments (e.g., drawings, journals, reports, presentations, exhibitions, portfolios) PS 22. Give examples of objects that vibrate to produce sound (e.g., drum, stringed instrument, end of a ruler, cymbal) ^SI A1,2 PS 21 Use students own voices to demonstrate pitch (e.g., low, high) ^SI A1 Activity 3: Good Vibrations p. 14-15 Learning Log : Science Learning Log Recording Sheet Science Learning Log Rubric Activity 4: How Low Can You Go? p. 15-16 Sound Off page 78 Sound Books TM page 78 Musical Link TM page 77 What do sounds move through? pages 76-77 16
Unit 2: Sound and Light SI-E-A1 Asking appropriate questions about organisms and events in the environment SI-E-A2 Planning and/or designing and conducting a scientific investigation SI-E-A6 Communicating observations and experiments in oral and written formats SI 2 Pose questions that can be answered by using students own observations, scientific knowledge, and testable scientific investigations SI 4 Predict and anticipate possible outcomes SI 10 Use a variety of appropriate formats to describe procedures and to express ideas about demonstrations or experiments (e.g., drawings, journals, reports, presentations, exhibitions, portfolios) ^SI A1,2,6 Activity 5: You Are My Sunshine p. 16 Special Powers, Problem Solving, Alternative Viewpoints, What If?, and Next (SPAWN) Learning Log Science Learning Log Recording Sheet Science Learning Log Rubric 17
PS-E-C2 Investigating and describing how light travels and what happens when light strikes an object (reflection, refraction, and absorption) Unit 2: Sound and Light PS 24 Describe how light behaves when it strikes objects and materials (e.g., transparent, translucent, opaque) ^SI A1,2, from Activity 6: You re Darn Straight! p. 16-17 Inquiry Activity What does light pass through? Pages 80-81 What is light? pages 82-83 PS-E-C2 Investigating and describing how light travels and what happens when light strikes an object (reflection, refraction, and absorption) PS 24 Describe how light behaves when it strikes objects and materials (e.g., transparent, translucent, opaque) ^SI A2,5,6 B4 Activity 7: Just Passing Through p. 17-18 Just Passing Through Art Link TM page 85 What happens when light hits different objects? pages 84-85 PS-E-C2 Investigating and describing how light travels and what happens when light strikes an object (reflection, refraction, and absorption) PS 23 Change the direction of light by using a mirror and/or lens ^SI A2,5,6, B4 Activity 8: Mirror Magic p. 18-19 Mirror Magic Quick Lab page 83 What is Light? pages 82-83 18
PS-E-C7 Exploring and describing the uses of energy at school, home, and play Unit 2: Sound and Light SI 10 Use a variety of appropriate formats to describe procedures and to express ideas about demonstrations or experiments (e.g., drawings, journals, reports, presentations, exhibitions, portfolios) Activity 9: Using Energy p. 19 Light Work TM page Inquiry Activity: Be a Scientist pages 86-87 Unit Resources page 2-34 Energy Poem pages 88-91 ^SI A6, B6 19
Unit 3: Basic Needs Of Living Things 20
Benchmark SI-E-A5 Using data, including numbers and graphs, to explain observations and experiments SI-E-B4 Developing explanations by using observations and experiments Unit 3: Basic Needs of Living Things SI 9 Express data in a variety of ways by constructing illustrations, graphs, charts, tables, concept maps, and oral and written explanations as appropriate ^ 1,2,6,9,10 ^SI A1,3,6 from Activity 1: I Need It! I Want It! p. 23-24 Graphic Organizer Split-Page Note-taking Learning Logs Split-Page Note-taking LS-E-A1 Identifying the needs of plants and animals, based on age appropriate recorded observations LS 27 Match the appropriate food source and habitat for a variety of animals match the appropriate food source and habitat for a variety of animals(e.g., cows/grass/field, fish/tadpoles/water) ^SI A1,3 Activity 2: Animal Habitats and Food Sources p. 25 Animals, Habitats, and Food Sources Animals/Habitats Diorama Rubric Inquiry Activity: What do animals eat? pages 134-135 What is a food chain? pages 136-137 What is a food web? pages 138-139 21
LS-E-A3 Locating and comparing major plant and animal structures and their functions Unit 3: Basic Needs of Living Things LS 28 Describe structures of plants (e.g., roots, leaves, stems, flowers, seeds) LS 29 Compare differences and similarities among a variety of seed plants ^SI A1,5, B4 Activity 3: It All Starts With A Plant p. 25 26 Learning Logs Science Learning Log Rubric Inquiry Activity: What do leaves need? pages 98-99 Quick Lab page 103 Focus on Skills pages 106-107 What do living things need? pages 100-101 Where do seeds come from? pages 104-105 SE-E-A2 Understanding the components of a food chain SE 45 Locate and identify plants and animals within an ecosystem SE 46 Illustrate and describe a simple food chain located within an ecosystem SE 47 Identify the Sun as the primary energy source in a food chain ^SI A1,3,5, B4 Activity 4: The Food Chain p. 26-27 Learning Logs Science Learning Log Rubric Unit Resource page3-11 Inquiry Activity: Where do animals live? pages 126-127 Differentiated Instruction Extra Support TM page 137 What is a habitat? pages 128-129 What is a food chain? pages 136-137 What is a food web? pages 138-139 22
SE-E-A2 Understanding the components of a food chain Unit: 3 Basic Needs of Living Things SE 45 Locate and identify plants and animals within an ecosystem ^SI A1, 3, 4,6,7 Activity 5: I m Home! I m Home! p. 27-28 How do plants survive? pages 102-103 Learning Logs Learning Log Rubric LS-E-A Recognizing the food groups necessary to maintain a healthy body LS 31 Identify and discuss the arrangement of the food pyramid LS 32 Analyze selected menus to determine whether they include representatives of all the required food groups Activity 6: Human Habitats and Food Sources p. 28 Learning Logs Health Link TM page 141 Quick Lab page 140 What foods should you eat? pages 140-141 ^SI A 2,5, B4 Food Pyramid Poster Science Learning Log Rubric Writing in Science page 142 23
Unit 4 Plants and Animals LS-E-A4 Recognizing that there is great diversity among organisms LS 30 Identify physical characteristics of organisms(e.g./mealworm, caterpillar, tadpole) Activity 7: Life Cycles p. 28-29 Graphic Organizer Inquiry Activity: How can we put animals into groups? pages 108-109 How do we group animals? pages 110-111 LS-E-B1 observing and describing the life cycles of some plants and animals LS 33 Compare the life cycles of selected organisms (e.g., mealworm, caterpillar, tadpole) ^SI A1,2,3,5,6, B4, Learning Log Science Learning Log Rubric Animal Accordion Booklet TM page 113 Inquiry Activity: How are babies and adults alike and different? pages 116-117 What are some animals without backbones? pages 112-113 What is a life cycle? pages 118-123 Quick Lab TM page 119 Inquiry Investigation: How does a mealworm grow? pages 124-125 Unit Resources page 3-33 24
Unit 4: Environment 25
Unit 4: Environment LS-E-C1 Examining the habitats of plants and animals and determining how basic needs are met within each habitat LS 35. Identify the components of a variety of habitats and describe how organisms in those habitats depend on each other ^SI A1, 2, 3, 5, 6 B4 Activity 1: A Home For Everyone p. 33-34 Questioning the Author Inquiry Activity: What is a forest like? pages 154-155 Quick lab TM page 160 Inquiry Activity: What lives in a saltwater habitat? pages 167 How are living things like their parents? pages 156-157 Forest Types pages 158-159, 160-161 Deserts pages 162-163 Quick Lab Tm page 169 What is an ocean like? pages 168-169 SE-E-A5 Understanding that most plant and animal species are threatened or endangered today due to habitat loss or change SE 50. Describe ways in which habitat loss or change can occur as a result of natural events or human impact ^SI A2, 3,7 Activity 2: Habitat for Survival p. 34-35 Math in Science TM page 173 What happens when habitats change? page 175 Quick Lab page 178 Activity: When habitats change TM page 181 What is a pond like? pages 170-171 How do habitats change? page 176-177 What happens when habitats change page 178-180 Read to review changing habitats pages 194-197 26
SE-E-A4 Understanding that the original sources of all material goods are natural resources and that the conserving and recycling of natural resources is a form of stewardship Unit 4: Environment SE 49 Describe how consumption of resources can be reduced by recycling, reusing, and conserving ^SI A1,2,4,5 B4 ^SE A3 Activity 3: Trash to Treasure p. 35-36 Brainstorm Inquiry Activity: How do we use Earth s resources every day? page 185 Quick Lab TM page 190 How do we use natural resources? pages 186-187 How should we care for Earth s resources? pages 188-189 How can we save Earth s resources? pages 190-191 LS-E-B3 Observing and recording how the offspring of plants and animals are similar to their parents LS 34 Describe inherited characteristics of living things LS 51 Describe and give examples of threatened or endangered species Activity 4: Endangered Animals and Plants p. 36-37 KWL chart What happens when habitats change? Pages 178-179 SE-E-A5 understanding that most plant and animal species are threatened or endangered today due to habitat loss or change ^SI A1,2,5, 6, B4,6 Literacy Strategy: RAFT Writing Endangered Species Report Rubric 27
Unit 5: Earth and Beyond 28
Unit 5: Earth and Beyond ESS-E-A1 Understanding that earth materials are rocks, minerals, and soils ESS-E-A5 Observing and communicating that rocks are composed of various substances ESS 36. Observe and record the properties of rocks, minerals, and soils gathered from their surroundings (e.g., color, texture, odor) ESS 42. Identify and use appropriate tools to gather and study rocks, minerals, and fossils ^SI A1, 2, 3, 5, 7 B1, 3, 4 Activity 1: Rocks, Minerals, and Soils p. 40-42 Learning Logs Graphic Organizer Inquiry Activity: How we sort rocks? p205 Quick Lab page 208 Be a Scientist pages 210-211 Unit Resources p. 5-11 Inquiry Activity: What is in soil? page 213 What are rocks? pages 206-209 What is soil? pages 214-215 How is soil formed? pages 216-217 Quick Lab Tm p217 Be a Scientist Which soil holds more water? pages 218-219 ESS-E-A2 Understanding that approximately three-fourths of the Earth s surface is covered with water and how this condition affects weather patterns and climates ESS 37. Compare bodies of water found on Earth (e.g., oceans, seas, lakes, rivers, glaciers) ESS 38. Explain why most of the water on Earth cannot be used as drinking (potable) water ^SI A1, 3, 5 B4 Activity 2: Water on Earth s Surface p. 42-43 Learning Log Bubble Map Unit resources p 5-22 Inquiry Activity: How do people use water? page 221 Why is Earth s water important? pages 222-223 Where is most of Earth s water found? pages 224-225 29
Unit 5: Earth and Beyond ESS-E-A2 Understanding that approximately three-fourths of the earth s surface is covered with water and how this condition affects weather patterns and climates ESS 38 Explain why most of the water on Earth cannot be used as drinking (potable) water Activity3: What if... p.43-44 SPAWN Math in Science page 227 Quick Lab pages 224 Learning Logs ESS-E-B1 Observing and describing the characteristics of objects in the sky ESS 43 Describe characteristics of the Sun, stars, and Earth s moon (e.g., relative size, shape, color, production of light/heat) Activity 4: Beyond Earth p. 44-45 Inquiry Activity: How do we see the Moon at night? pages 228-229 Why can we see the moon from Earth? pages 230-231 ^SI A1, 5, 6 B4 KWL chart Graphic Organizer Quick lab: Observe the nigh sky page 234 Why does the Moon seem to change shape? page 232-233 What are stars? pages 234-235 30
Unit 6: Weather 31
Unit 6: Weather ESS-E-A4 Investigating, observing, measuring, and describing changes in daily weather patterns and phenomena ESS 40 Gather, record, and graph weather data (e.g., precipitation, wind speed, wind direction, temperature) using appropriate instruments ESS 41 Analyze recorded daily temperatures and weather conditions from newspapers, television, the Internet, and home/outdoor thermometers Activity 1: Measuring Weather p. 48-51 Graphic Organizer Vocabulary Cards Inquiry Activity: How does the weather change each day? pages 248-249 Quick Lab: How strong is the wind? TM page 252 Writing in Science page 254 What is weather? pages 250-251 What is wind? pages 252-253 ^SI A1,4,5, 6, B4 Math in Science page 255 Unit Resources pages 6-11; 6-13 32
Unit 6: Weather ESS-E-A3 Investigating, observing, and describing how water changes from one form to another and interacts with the atmosphere ESS 39 Design an experiment involving evaporation ^SI A1,2,4,5, B4 Activity 2: Evaporation p. 51-52 Learning Logs Inquiry Activity: Where did the water go? page 257 Skills Builder pages 262-263 Evaporation Investigation Unit Resource page 6-24 PS-E-A5 Creating mixtures and separating them based on differences in properties (salt, sand) PS 19 Describe and illustrate what remains after water evaporates from a salt or sugar solution ^SI A2,6,7, B3 Activity 3: Evaporation and Solutions p. 52 Learning Logs Quick Lab: Observe Evaporation TM page 261 What does the sun do to water? pages 260-261 Earth s water cycle pages 264-267 ESS-E-B5 Understanding that the sun, a star, is a source of heat and light energy and identifying its effects upon the earth ESS 44 Give examples of how the Sun affects Earth s processes (e.g., weather, water cycle) ^SI A1, 2,3,6 Activity 4: Important Patterns p. 53 What does the Sun do? pages 258-259 33