SCIENCE 2 08102009

OKALOOSA COUNTY SCHOOL DISTRICT

SCIENCE CURRICULUM GUIDE

GRADE 2

Okaloosa County School District

Curriculum Guide for Science – Grade 2

Mission Statement.................................................................................................................................................3Suggestions for Implementing Curriculum Guides................................................................................................3Florida Department of Education ∞ Office of Math and Science Essential Websites..........................................4OCSD Curriculum and Pacing Guide ∞ Overview...............................................................................................4Cognitive Complexity/Depth of Knowledge Rating for Science.............................................................................6Quarterly Benchmarks...........................................................................................................................................9Grade-level Curriculum Guide.............................................................................................................................12

Year-long Benchmarks.....................................................................................................................................12Quarter 1..........................................................................................................................................................19Quarter 2..........................................................................................................................................................24Quarter 3..........................................................................................................................................................32Quarter 4..........................................................................................................................................................37

Science Standards Crosswalk.............................................................................................................................42A Correlation of Scott Foresman Science............................................................................................................46Science Resources Guide...................................................................................................................................52Science Literature by Grade Level with Benchmarks..........................................................................................53Science Literature by Grade Level......................................................................................................................56Research.............................................................................................................................................................685 Questions to Deeper Understanding................................................................................................................69Standards-Based Instruction...............................................................................................................................70Backward by Design............................................................................................................................................70

2 Page OCSD School Board approved 08102009



Mission Statement

Develop the highest quality science instruction and maximize student achievement by aligning grade-level benchmarks to appropriate instructional practices, materials, resources, and pacing.

Suggestions for Implementing Curriculum Guides

The role of the teacher is to: Teach students the Next Generation Standards as dictated by state law for their grade level. Provide learning-rich classroom activities that teach the benchmarks in depth. Enhance the curriculum by using resources and instructional technology. Differentiate instruction by varying methods of instruction and frequently offering relevant lab activities. Regularly administer assessment to include higher-level questions and performance task assessment.

In addition, teachers should: Collaborate with other grade-level teachers to maximize school resources and teacher expertise. Consult with other grade levels to define absolute skill goals for each grade level. Document questions and suggestions for improvement of the Curriculum Guide. Integrate science into math and reading curriculum. Consider applying for a grant to support project-based learning for their school. Visit the Okaloosa Science Central Website at: http://www.okaloosa.k12.fl.us/science


http://www.okaloosa.k12.fl.us/science/



Florida Department of Education ∞ Office of Math and Science Essential Websites

Next Generation Sunshine State Standards: http://www.fldoestem.org/Uploads/1/docs/Science%20Standards%20Both-FINAL%203-20-08.pdf

Science Crosswalk: http://www.fldoestem.org/page362.aspx

OCSD Curriculum and Pacing Guide ∞ Overview

This document provides a science curriculum and pacing guide. It is designed to help teachers to efficiently pace the delivery of quality instruction for each nine-week period.

Purpose: This guide was created by a team of grade-level teachers to correlate to the Next Generation Standards with the goal of providing teachers ready access to resources for teaching those new standards and a pace for accomplishing benchmark mastery.

Description: The OCSD Science Curriculum Guide specifies the science content to be covered within each nine-week instructional period. Their guide identifies Next Generation Standards (NGS) Benchmarks. Furthermore, it allows teachers to input information specific to their students or school needs.

Top Block – Big Idea and Essential QuestionsIdentifies the Big Idea and the components of the Big Idea. Lists the Essential Questions addressed in the sections Benchmarks.

Column One – Benchmark/Text AlignmentLists the specific Benchmark by number and states the Benchmark. Cites the Scott Foresman Textbook, and/or Activity Book, pages that correlate to the Benchmark.


http://www.fldoestem.org/page362.aspx

http://www.fldoestem.org/Uploads/1/docs/Science%20Standards%20Both-FINAL%203-20-08.pdf



Column Two – FCAT InfoServes as a placeholder for future FCAT information; to include content limits, complexity, assessment status, and crosswalk correlation.

Column Three – Additional Resources/ActivitiesSuggests instructional activities, including media (DVD/Video/CD), websites, and student involvement tasks.

Column Four – Literacy Connection/Vocabulary/ReadingLists vocabulary words, Scott Foresman Science Leveled-Readers, and other books or stories connected to the Benchmark goals.

Column Five – Open: Specific to Teacher/Grade/Subject/SchoolServes as a placeholder for teachers to add information that is specific to their school’s or student’s needs.

Of note: Benchmarks drive instructional decisions; the text is a resource Results of assessment are used to adjust and revise instruction Hands-on science labs are an essential component of the science curriculum The inquiry process must be embedded within every big/supporting idea

NOTE:Addendums to this curriculum guide, as well as additional information/forms (i.e. elementary lab templates) will be posted at http://www.okaloosaschools.com/OkaloosaSchools/SchoolDistrict/CurriculumInstruction/CurriculumGuides/tabid/378/Default.aspx.


http://www.okaloosaschools.com/OkaloosaSchools/SchoolDistrict/CurriculumInstruction/CurriculumGuides/tabid/378/Default.aspx



Cognitive Complexity/Depth of Knowledge Rating for Science

Florida’s revised science standards emphasize teaching and learning the most important K-12 science concepts in depth at each grade level. After adoption of the new science standards, the Florida Center for Research in Science, Technology, Engineering and Mathematics (FCR-STEM) at Florida State University convened a group of Florida science teachers, district math supervisors, and science education faculty, and scientists to rate the cognitive demand of each benchmark. Meeting in teams for each body of knowledge, they reviewed and discussed each benchmark, then reached consensus on level of cognitive complexity using a classification system adapted from the “depth of knowledge” system developed by Dr. Norman Webb at the University of Wisconsin.

Cognitive complexity refers to the cognitive demand of tasks associated with the benchmark. The depth of knowledge levels (Webb, 1999) reflect the relative complexity of thinking that a given benchmark demands of students — what it requires the student to recall, understand, analyze, and do. Florida’s depth of knowledge rating system focuses on expectations of students at three levels:

Low Complexity Science low complexity items rely heavily on the recall and recognition of previously learned concepts and principles. Items typically specify what the student is to do, which is often to carry out a procedure that can be preformed mechanically. It is not left to the student to come up with an original method or solution. Skills required to respond correctly to a low complexity item might include the following.

Identify a common example or recognize a concept Retrieve information from a chart, table, diagram, or graph Recognize a standard scientific representation of a simple phenomenon Calculate or complete a familiar single-step procedure or equation using a reference sheet

Moderate Complexity Items in the moderate complexity category involve more flexible thinking and choice among alternatives than low complexity items. They require a response that goes beyond the habitual, is not specified, and ordinarily has more than a single step or thought process. The student is expected to decide what to do – using informal methods of reasoning and problem solving strategies – and to bring together skill and knowledge from various domains. Skills required to respond correctly to moderate complexity items might include the following.

Apply or infer relationships among facts, terms, properties, or variables Describe examples and non examples of scientific processes or concepts Predict or determine the logical next step or outcome

Compare or contrast structures or functions of different organisms or systems




Choose the appropriate formula or equation to solve a problem and then solve it Apply and use concepts from a standard scientific model or theory

High Complexity High complexity items make heavy demands on student thinking. Students must engage in more abstract reasoning, planning, analysis, judgment, and creative thought. The items require that the student think in an abstract and sophisticated way often involving multiple steps. Skills required to respond to high complexity items might include the following.

Construct models for research Generalize or draw conclusions Design an experiment, given data and condition Explain or solve a problem in more than one way Provide a justification for steps in a solution or process Analyze an experiment to identify a flaw and propose a method for correcting it Interpret, explain, or solve a problem involving complex spatial relationships Predict a long term effect, outcome, or result of a change within a system

Webb, N.L., 1999, Alignment Between Standards and Assessment, University of Wisconsin Center for Educational Research.

Source: Cognitive Complexity Classification of FCAT SSS Test Items, July, 2006 and revised January, 2008; Florida Department of Education.




2nd Grade Science Standards

Big Idea 1 – The Practice of Science

Big Idea 6 – Earth Structures

Big Idea 7 – Earth Systems and Patterns

Big Idea 8 – Properties of Matter

Big Idea 9 – Changes in Matter

Big Idea 10 – Forms of Energy

Big Idea 13 – Forces and Changes in Motion

Big Idea 14 – Organization and Development of Living Organisms

Big Idea 16 – Heredity and Reproduction

Big Idea 17 – Interdependence.

The numbering for the big ideas is consistent throughout the document. Not all big ideas are addressed at each grade level, so the numbering scheme is not consecutive for each grade level.

Benchmark Coding Scheme

SC. 5. N. 1. 1 Subject Grade Level Body of

Knowledge Big Idea Benchmark




Quarterly Benchmarks

Yearlong

HE.2.P.1.1 Demonstrate health behaviors to maintain or improve personal health

HE.2.P.1.2 Show behaviors that avoid or reduce health risks.

HE.2.P.2.1 Support peers when making positive health choices.

HE.2.C.2.3 Describe how the school and community influence health behaviors of children.

HE.2.B.3.1 Differentiate between situations when a health-related decision can be made individually or when assistance is needed.

HE.2.B.1.1 Select trusted adults and professionals who can help promote health.

HE.2.B.2.2 Demonstrate listening skills to enhance health.

HE.2.B.2.3 Demonstrate ways to tell a trusted adult if threatened or harmed.

HE.2.B.3.2 Name healthy options to health-related issues or problems.

HE.2.B.2.3 Demonstrate ways to tell a trusted adult if threatened or harmed.

HE.2.B.3.3 Compare the consequences of not following rules/practices when making safe decisions.

HE.2.P.2.1 Support peers when making positive health choices.

SC.2.N.1.1Moderate

Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations.

SC.2.N.1.2Moderate

Compare the observations made by different groups using the same tools.

SC.2.N.1.3High

Ask “how do you know” in appropriate situations and attempt reasonable answers when asked the same question by others.

SC.2.N.1.4High

Explain how particular scientific investigations should yield similar conclusions when repeated.




Quarter 1 Quarter 2SC.2.N.1.5Moderate

5 days

Distinguish between empirical observation (what you see, hear, feel, smell, or taste) and ideas or inferences (what you think

SC.2.P.8.2Low

SC.2.P.8.3Low

SC.2.P.8.4Low

5 days

Identify objects and materials as solid, liquid, or gas.

SC.2.N.1.6Moderate

5 days

Explain how scientists alone or in groups are always investigating new ways to solve problems.

Recognize that solids have a definite shape and that liquids and gases take the shape of their container.

SC.2.E.7.1Moderate10 days

Compare and describe changing patterns in nature that repeat themselves, such as weather conditions including temperature and precipitation, day to day and season to season.

Observe and describe water in its solid, liquid, and gaseous states.

SC.2.E.7.2Moderate

5 days

Investigate by observing and measuring that the Sun’s energy directly and indirectly warms the water, land, and air.

SC.2.P.8.6Moderate

5 days

Measure and compare the volume of liquids using containers of various shapes and sizes.

SC.2.E.7.3High

5 days

Investigate, observe and describe how water left in an open container disappears (evaporates), but water in a closed container does not disappear (evaporate).

SC.2.P.9.1High

10 days

Investigate that materials can be altered to change some of their properties, but not all materials respond the same way to any one alteration.

SC.2.E.7.4High

5 days

Investigate that air is all around us and that moving air is wind.

SC.2.P.10.1Low

5 days

Discuss that people use electricity or other forms of energy to cook their food, cool or warm their homes, and power their cars.

SC.2.E.7.5Low

5 days

State the importance of preparing for severe weather, lightning, and other weather related events.

SC.2.P.13.1High

SC.2.P.13.3High

SC.2.P.13.4Moderate10 days

(Con’t into 3rd

Quarter)

Investigate the effect of applying various pushes and pulls on different objects.

Recognize that objects are pulled toward the ground unless something holds them up.

Demonstrate that the greater force (push or pull) applied to an object, the greater the change in motion.




Quarter 3 Quarter 4

(Con’t from 2nd

Quarter)

SC.2.P.13.1High

SC.2.P.13.2Low

SC.2.P.13.3Low

SC.2.P.13.4Moderate15 days,

Investigate the effect of applying various pushes and pulls on different objects.

SC.2.L.14.1Moderate15 days

Distinguish human body parts (brain, heart, lungs, stomach, muscles, and skeleton) and their basic functions.

Demonstrate that magnets can be used to make some things move without touching them


Observe and describe major stages in the life cycles of plants and animals, including beans and butterflies.

Recognize that objects are pulled toward the ground unless something holds them up.


Compare and contrast the basic needs that all living things, including humans, have for survival

Demonstrate that the greater force (push or pull) applied to an object, the greater the change in motion.


Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs

SC.2.E.6.1Moderate

5 days

Recognize that Earth is made up of rocks. Rocks come in many sizes and shapes.

SC.2.E.6.2High

5 days

Describe how small pieces of rock and dead plant and animal parts can be the basis of soil and explain the process by which soil is formed.

SC.2.E.6.3High

10 days

Classify soil types based on color, texture, size of particles, the ability to retain water, and the ability to support the growth of plants.




Grade-level Curriculum Guide

Year-long Benchmarks

Health Education Standards

Suggested Resources for all Health Topics: School District website at www.okaloosaschools.comClick on teachers and then instructional technology. Related websites under the instructional technology heading include unitedstreaming, brainpop Junior, and brainpop. Under instructional technology click on Instructional Technology Site. Scroll down and click on Free Science Online Resources for Elementary Teachers. Then click on view in frames. There are several resources there. Also, http://kidshealth.org/kid/

BenchmarkText Alignment

FCAT info: Content limits, Item specs, other assessments

Additional Resources/Activities Lit. ConnectionVocabularyReading

Open: Specific toTeacher, grade, subject, school

HE.2.P.1.1Demonstrate health behaviors to maintain or improve personal health.

Teacher or school nurse introduces and models proper hand washing technique, avoiding the spreading of germs (sneezing, coughing), etc. Students role-play and demonstrate comprehension of concepts related to health promotion and disease prevention to enhance health.Media Center: Books to introduce vocabulary and proper behaviors that affect personal health.Online resource:iptv.org/kidspbs.org/teachers/health fitness

Vocabulary:germssneezingcoughingsanitize

Literature Connections:Germs Make Me Sick by Melvin BergerMagic School Bus: Inside Ralphie (A Book About Germs) by Joanna Cole

Introduce vocabulary and topics: nutrition, exercise, prevention measures,

Vocabulary:nutritionexercise


http://kidshealth.org/kid/

http://www.okaloosaschools.com/



healthy lifestyle.

Explain and help students acquire the knowledge of proper nutrition, exercise, and disease prevention. Students’ demonstrate knowledge of multiple dimensions of health through writing and illustrations.Media Center: Books to introduce nutrition, exercise, prevention measures, and healthy lifestyles.

prevent

Literature Connections:Good Enough to Eat: A Kid's Guide to Food and Nutrition by Lizzy Rockwell

HE.2.P.1.2Show behaviors that avoid or reduce health risks.

Review and continue to monitor students’ demonstration of proper hand washing technique, avoiding the spreading of germs (sneezing, coughing, blood, body fluids, sanitary procedures, etc.)Students brainstorm to identify a list of common childhood injuries that can be prevented by practicing safety precautions such as wearing a helmet, swimming with buddies, etc. Students participate in whole group or small group discussions. Make posters to demonstrate knowledge of prevention of childhood injuries.Media Center: Books to introduce use of helmets, swimming with a buddy, first aid, etc.

Vocabulary:helmets

Literature Connections:Watch Out Near Water by Claire LlewellynI Can Be Safe: A First Look at Safety by Pat Thomas

HE.2.P.2.1Support peers when making positive health choices.

Write a letter to a peer or to a family member to demonstrate the ability to explain how to make positive health choices.Group discussions about positive health

Gregory the Terrible Eater by Mitchell Sharmat




choices demonstrating the ability to make a list of positive health choices.Suggestion: Share skills learned at school with peers at school and with family members at home.Media Center: Books to introduce vocabulary and promote positive health choices.

HE.2.C.2.3 Describe how the school and community influence health behaviors of children.

Students fill in a KWHL chart to access prior knowledge. Invite school support personnel to speak to students. Students analyze the need for school health support personnel and write about the need for such services.

Vocabulary:nursecounselor

HE.2.B.3.1Differentiate between situations when a health-related decision can be made individually or when assistance is needed.

Invite school nurse or local emergency personnel to discuss making health related decisions.Use a graphic organizer such as a Venn diagram to demonstrate the ability to differentiate between health related decisions made individually or with assistance.

Vocabulary:emergency

HE.2.B.1.1Select trusted adults and professionals who can help promote health.

Group discussions that demonstrate students’ knowledge of how to identify trusted adults at school and at home.Invite health care professionals to speak to students. (Nurse, physical education teacher, guidance counselor, doctors, dentists, health department representatives.)Media Center: Books to introduce health care professionals and community

Vocabulary:hospital doctordentist

Officer Buckle and Gloria in Macmillan/ McGraw-Hill Reading series




helpers.

HE.2.B.2.2Demonstrate listening skills to enhance health.

Students demonstrate the ability to repeat directions by mirroring teacher, using eye contact, demonstrating attentive body language, and creating questions about the topic.

Vocabulary:listencomprehension

HE.2.B.2.3Demonstrate ways to tell a trusted adult if threatened or harmed.

Role-play to demonstrate ways to tell a trusted adult if student is threatened or harmed. Students create charts to demonstrate ways to tell a trusted adult. Contact Sheriff’s Department about Pancho and the Stranger Danger Program

Vocabulary:threattrust

HE.2.B.3.2Name healthy options to health-related issues or problems.

Use visuals to demonstrate the ability to identify threatening conditions such as weather, fire, physical harm, strangers, etc.Students create display boards to demonstrate decision making skills for threatening weather, fire, etc.Group discussions about identifying situations when a health-related decision is made.Media Center: Books to introduce threatening weather conditions, threatening health decisions, and threatening adults.

Vocabulary:weatherharmfirerip tide

HE.2.B.3.3Compare the consequences of not following

Demonstrate the ability to compare healthy practices and behaviors using a graphic organizer.Write about and draw pictures depicting

Vocabulary:exercisenutritiondrugs




rules/practices when making safe decisions.

the cause and effect of healthy practices that improve personal health. Examples: exercise, nutrition, sanitary practicesUse songs and games to promote personal health.Media Center: Books to introduce vocabulary and health practices that maintain or improve personal health.

alcoholmedicine

Magic School Bus: Inside the Human Body by Joanna Cole and Bruce Degen

HE.2.P.2.1Support peers when making positive health choices.

Write a letter to a peer or to a family member to demonstrate the ability to explain how to make positive health choices.Group discussions about positive health choices demonstrating the ability to make a list of positive health choices.Suggestion: Share skills learned at school with peers at school and with family members at home.Media Center: Books to introduce vocabulary and promote positive health choices.

Gregory the Terrible Eater by Mitchell Sharmat




Big Idea 1: The Practice of ScienceA. Scientific inquiry is a multifaceted activity. The processes of science include the formulation of scientifically investigable questions,

construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation.

B. The processes of science frequently do not correspond to the traditional portrayal of the scientific method.C. Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific

knowledge.D. Scientific knowledge is based on observation and inference. It is important to recognize that these are very different things. Not only does

science require creativity in its methods and processes but also in its questions and explanations.

Essential Questions: What is the process of exploring the natural world? (1.1) How can scientists use observations to investigate questions in teams to come to a conclusion? (1.1) How can observations be explained based on exploration? (1.1) How are the observations of different groups who use the same tools similar? (1.2) How do you know if you have attempted to provide reasonable answers when asked the same question by others? (1.3) Why should scientists repeat investigations? (1.4)





SC.2. N.1.1 Raise questions about the natural world, investigate them in teams through free exploration and

Moderate Complexity

Readiness for FCAT tested benchmarks are

Conduct scientific inquiries in teams throughout year raising questions about the natural world. Collect and organize data, evaluate the meaning of data, and communicate evaluations in whole and small group discussions prior to and following experiments throughout year. Students write in science journals about all science

Vocabulary:questionhypothesistestdataconclusion




systematic observations, and generate appropriate explanations based on those explorations.

Textbook: Pages xxii – xxxii (Explains steps of scientific method.)

highlighted in Scott Foresman teacher’s edition.FCAT vocabulary in Scott Foresman FCAT Benchmark Mini-Lessons Teacher’s Guide

topics and investigations throughout year.

Scott Foresman Activity Book pages 1-26

Literature:What is a Scientist by Barbara LehnRookie Read About Science Series: Scientists Asks Questions by Ginger GarrettHenry Hikes to Fitchburg by D.B. Johnson

SC.2.N.1.2 Compare the observations made by different groups using the same tools.

Moderate Complexity

Compare similarities and differences among groups using the same tools. Students write in science journals about group comparisons throughout year.


Amelia Bedelia, Rocket Scientist by Herman Parish

SC.2.N.1.3 Ask “how do you know” in appropriate situations and attempt reasonable answers when asked the same question by others.

High Complexity Formulate “how to do you know” questions throughout year. Record answers to how do you know questions in science journals throughout year.


SC.2.N.1.4 Explain how particular scientific investigations should yield similar conclusions when repeated.

High Complexity Repeat scientific investigations and discuss similar conclusions. Analyze and record results of scientific inquiries in

Science journals throughout year.





Quarter 1

Big Idea 1: The Practice of ScienceA. Scientific inquiry is a multifaceted activity. The processes of science include the formulation of scientifically investigable questions,

construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation.

B. The processes of science frequently do not correspond to the traditional portrayal of the scientific method.C. Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific

knowledge.D. Scientific knowledge is based on observation and inference. It is important to recognize that these are very different things. Not only does

science require creativity in its methods and processes but also in its questions and explanations.

Essential Questions: What is the difference between empirical observations (evidence or consequences that are observable by the senses) and inferential

observations? (1.5) How do scientists solve problems in groups or when they are working alone? (1.6)





SC.2.N.1.5 Distinguish between empirical observation (what you see, hear, feel, smell, or taste) and ideas or inferences (what you think).

Moderate Complexity

Students write about investigations in science journals distinguishing between empirical and inferential investigations throughout year.





SC.2.N.1.6 Explain how scientists alone or in groups are always investigating new ways to solve problems.

Moderate Complexity

Compare results from scientific investigations involving problem solving. Students write in science journals about group and independent scientific inquiries throughout year.


On-line resource:http://www.easy-kids-science-experiments.com/science-experiments-elementary.html

Professional Development:Mixing It Up: Integrated, Interdisciplinary, Intriguing Science in the Elementary Classroom Edited by: Susan Koba

Big Idea 7: Earth Systems and PatternsHumans continue to explore the interactions among water, air, and land. Air and water are in constant motion that results in changing conditions that can be observed over time.

Essential Questions: How does the sun impact planet Earth? How do you investigate, observe and describe the evaporation of water?





SC.2.E.7.1Compare and

Moderate Complexity

Introduce vocabulary using graphic organizers and text visuals. Access and build topic

Vocabulary:water cycle evaporate


http://www.nsta.org/store/product_detail.aspx?id=10.2505/9780873552318


http://www.easy-kids-science-experiments.com/science-experiments-elementary.html

http://www.easy-kids-science-experiments.com/science-experiments-elementary.html



describe changing patterns in nature that repeat themselves, such as weather conditions including temperature and precipitation, day to day and season to season.

SC.2.E.7.2 Investigate by observing and measuring that the Sun’s energy directly and indirectly warms the water, land, and air.

Textbook: Chapters 6, 9

Scott Foresman FCAT Science Test Prep Booklet pages 37-42 and pages 61-66

Scott Foresman Benchmark Mini-Lessons Book pages 32-38 and pages 47-51

High Complexity

background knowledge providing hands-on experiences. Demonstrate knowledge of impact of Sun’s energy on Earth through group discussions and observations. Conduct experiments to investigate the sun’s energy.Directed Inquiry on page 268 in Scott Foresman science textbook.Record observations and measurements in science journals.Scott Foresman Activity Book Chapter 6 pages 69-76; Chapter 9 pages 95-102Scott Foresman Quick Study Guide Chapter 6 pages 64-77;Chapter 9 pages 94-103Scott Foresman Every Student Learns Chapter 6 pages 38-44; Chapter 9 pages 56-60AIMS activity: Primarily Earth book: Air Temperature page 142Other Suggested Resources:Picture Perfect Book: Sunshine on my Shoulders p. 169

Scott Foresman Every Student Learns page 54; Chapter 8 Lesson 4; How can cooling and heating change matter?

condensemigratehibernatelightningtornadohurricane

Literature Connections:Cloudy with a Chance of Meatballs by Judi BarrettThunder Cake by Patricia PolaccoMagic School Bus at the Water Works by Joanna ColeMagic School Bus Kicks Up a Storm by Joanna ColeWhere Do Puddles Go? by Fay RobinsonBringing the Rain to Kapiti Plain by Verna Aardema

Chapter 6 Leveled Readers:Earth’s Weather and Seasons (Below Level)Earth’s Weather (On Level)How Clouds are Made (Advanced)

Chapter 9 Leveled Books:Energy (Below Level)




What is Energy? (On Level)Ships and Boats (Advanced)

SC.2.E.7.3 Investigate, observe and describe how water left in an open container disappears (evaporates), but water in a closed container does not disappear (evaporate)

SC.2.E.7.4Investigate that air is all around us and that moving air is wind.

SC.2.E.7.5State the importance of preparing for severe weather, lightning, and other weather related events.

Textbook: Chapters 6, 9

High Complexity

High Complexity

Low Complexity

Conduct experiment to observe how water left in an open container evaporates or water in a closed container does not evaporate. Record description of observations in science journals.

Scott Foresman Activity Book Chapter 6 pages 69-76; Chapter 9 pages 95-102Scott Foresman Quick Study Guide Chapter 6 pages 64-77;Chapter 9 pages 94-103Scott Foresman Every Student Learns Chapter 6 pages 38-44; Chapter 9 pages 56-60AIMS activity: Primarily Earth Book: p. 105 Covered and Uncoveredi Openers leveled readers with teaching plan by Pearson Education, Inc.

On-line Resources: http://www.nhc.noaa.gov/HAW2/english/

disaster_prevention.shtml http://www.oar.noaa.gov/k12/html/

forecasting2.html

Professional Development: http://www.internet4classrooms.com/

science_elem_weather.htm Air, Water, and Weather: Stop Faking It!

Finally Understanding Science So You Can Teach It by William C. Robertson, Ph.D.

Snowflake Bentley by Jacqueline Briggs Martin

Chapter 6 Leveled Readers:Earth’s Weather and Seasons (Below Level)Earth’s Weather (On Level)How Clouds are Made (Advanced)

Chapter 9 Leveled Books:Energy (Below Level)What is Energy? (On Level)Ships and Boats (Advanced)





http://www.internet4classrooms.com/science_elem_weather.htm

http://www.internet4classrooms.com/science_elem_weather.htm

http://www.oar.noaa.gov/k12/html/forecasting2.html

http://www.oar.noaa.gov/k12/html/forecasting2.html

http://www.nhc.noaa.gov/HAW2/english/disaster_prevention.shtml

http://www.nhc.noaa.gov/HAW2/english/disaster_prevention.shtml



Quarter 2

Big Idea 8: Properties of MatterA. All objects and substances in the world are made of matter. Matter has two fundamental properties: matter takes up space and matter has

mass.B. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or "stuff") in an object.

Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth.C. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of

"weight" is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately.

Essential Questions:




What are the states of matter? (8.2) How can you recognize a liquid or gas and conclude that it will take the shape of its container? (8.3) How can you recognize a solid? (8.3) How can you describe water in its various states? (8.4) How can you measure the volume of liquids? (8.6)





SC.2.P.8.2 Identify objects and materials as solid, liquid, or gas.

Textbook: Chapter 8

Low Complexity

Scott Foresman FCAT Science Test Prep Booklet pages 55-60Scott Foresman Benchmark Mini-Lessons Book pages 43-46

Introduce vocabulary using graphic organizers and text visuals. Access and build topic background knowledge providing hands-on experiences. Group classroom items according to physical characteristics. Classify and identify objects as solid, liquid or gas in science journals. Scott Foresman song page 238; They’re All Matter!Scott Foresman Activity Book pages 87-94Scott Foresman Quick Study Guide pages 86-93

Scott Foresman Every Student Learns pages 51-54

Vocabulary:mattermasspropertystates of mattersolidliquidgasmixture

Literature Connections:What Happened? By Rozanne Lanczak Williams

Chapter 8 Leveled Readers:Properties of Matter (Below Level)Matter (On Level)Air Is Everywhere (Advanced)

SC.2.P.8.3 Recognize that solids have a definite shape and

Low Complexity Investigate liquids: Guided Inquiry pages 256-257; How can water change?Science Activity Flip Chart: page 15; How are solids different from liquids?

Literature Connections:Solids, Liquids, Gases by Charnan SimonWhat is Mass by Don L.




that liquids and gases take the shape of their container.

Textbook: Chapter 8

Scott Foresman Teacher’s edition pages 244-245; Chapter 8; Scaffolded questions page 245 (science journal); Diagnostic check page 245; Scott Foresman Activity Book pages 87-94Scott Foresman Quick Study Guide pages 86-93Scott Foresman Every Student Learns pages 51-54

Curry


SC.2.P.8.4 Observe and describe water in its solid, liquid, and gaseous states.

Textbook: Chapter 8

Low Complexity Science Activity Flip Chart page 16, How can you make an ice cube melt faster?Write about observations and descriptions of water in science journals. Scott Foresman Teacher’s Edition pages 254-255; Heating Matter; Scaffolded questions; Lesson Checkpoint in science journalScott Foresman Teacher’s Edition page 253 Scaffolded Questions (science journal)Scott Foresman Activity Book pages 87-94Scott Foresman Quick Study Guide pages 86-93Scott Foresman Every Student Learns pages 51-54

Solid, Liquid or Gas by Fay RobinsonWhat is the World Made of: All About Solids, Liquids and Gases by Kathleen Weidner Zoehfeld


SC.2.P.8.6 Measure and compare the volume of liquids using containers of various shapes and sizes.

Textbook: Chapter 8

Moderate Complexity

Scott Foresman textbook guided inquiry: How Can Water Change?; Pages 256-257; Activity book page 89 recording sheet for guided inquiry. This is found on the website. Write about measurements and comparisons of water in science journals. Scott Foresman teacher’s edition page 257; Explain Your Results in science journalScott Foresman Activity Book pages 87-94

A Drop of Water: A Book of Science and Wonder by Walter WickMagic School Bus Wet All Over by Joanna Cole

Chapter 8 Leveled Readers:Properties of Matter




Scott Foresman Quick Study Guide pages 86-93

Scott Foresman Every Student Learns pages 51-54i Openers leveled readers with teaching plan by Pearson Education, Inc., Celebration Press; Tools for Measuring; DRA level 10 (F); Title: Encyclopedia of solid shapes DRA Level 16 (I)

Professional Development:http://www.canteach.ca/elementary/physical.html

(Below Level)Matter (On Level)Air Is Everywhere (Advanced Level)

Big Idea 9: Changes in MatterA. Matter can undergo a variety of changes.B. Matter can be changed physically or chemically.

Essential Question: How are different materials affected by various alterations? (9.1)





SC.2.P.9.1 Investigate that

High Complexity Introduce vocabulary using graphic organizers and text visuals. Access and build topic

Vocabulary:matter


http://www.canteach.ca/elementary/physical.html



materials can be altered to change some of their properties, but not all materials respond the same way to any one alteration.

Textbook: Chapter 8


background knowledge providing hands-on experiences. Scott Foresman teacher’s edition pages 248-251; How can matter be changed? Checkpoint page 249; Scaffolded Questions page 249; Art Link page 249 Conduct investigation to demonstrate how materials can be altered to change some of their properties and how the materials respond to the alterations. Write about investigations in science journals.Scott Foresman Activity Book pages 87-94Scott Foresman Quick Study Guide pages 86-93Scott Foresman Every Student Learns pages 51-54AIMS activity: #21 and #24 Primarily Physics; Water Precious Wateri Openers leveled readers with teaching plan by Pearson Education, Inc.

masspropertystates of mattersolidliquidgasmixture

Literature Connections:Nitrogen by Salvatore Tocci


Big Idea 10: Forms of EnergyA. Energy is involved in all physical processes and is a unifying concept in many areas of science.B. Energy exists in many forms and has the ability to do work or cause a change.

Essential Question: How do people use electricity?





SC.2.P.10.1Discuss that people

Low Complexity Introduce vocabulary using graphic organizers and text visuals. Access and build topic

Vocabulary:energy




use electricity or other forms of energy to cook their food, cool or warm their homes, and power their cars.

Textbook: Chapter 9


background knowledge providing hands-on experiences. Group discussions and investigations about how people use electricity and other forms of energy. Write about investigations in science journals.Scott Foresman Activity Flip Charts (teacher’s edition page 265E); How does electricity make a light bulb light up? And What gives off heat? Scott Foresman science song in teacher’s edition page 270; Where do we get energy?Scott Foresman Activity Book pages 95-102Scott Foresman Quick Study pages 94-103Scott Foresman Every Student Learn Teacher’s Guide pages 56-60i Openers leveled readers with teaching plan by Pearson Education, Inc., Celebration Press; Website: 1-800-321-3106

Professional Development: Energy: Stop Faking It! Finally Understanding

Science So You Can Teach It by William C. Robertson, Ph.D.

Electricity and Magnetism: Stop Faking It! Finally Understanding Science So You Can Teach It

solar energylightheatsourcefuelconductorreflectshadow

Literature Connections:What Happened? by Rozanne Lanczak WilliamsEnergy from the Sun by Allan FowlerElectricity and Magnets by Sarah AnglissMagic School Bus and the Electric Field Trip by Joanna Cole

Chapter 9 Leveled Readers:Energy (Below Level)What is Energy? (On Level)Ships and Boats (Advanced)









Big Idea 13: Forces and Changes in MotionA. It takes energy to change the motion of objects.B. Energy change is understood in terms of forces—pushes and pulls.C. Some forces act through physical contact, while others act at a distance.

Essential Questions: How do different amounts of force impact different objects? (13.1) How does gravity effect objects? (13.3) How does force impact the motion of an object? (13.4)








SC.2.P.13.1Investigate the effect of applying various pushes and pulls on different objects.

SC.2.P.13.2Demonstrate that magnets can be used to make some things move without touching them.

Textbook: Chapter 10

High Complexity

Scott Foresman FCAT Science Test Prep pages 67-72

Low Complexity

Scott Foresman FCAT Benchmark Mini-Lessons pages 52-56

Introduce vocabulary using graphic organizers and text visuals. Access and build topic background knowledge providing hands-on experiences. Conduct experiment to investigate effect of pushes and pulls on different objects. Write about investigations in science journals.Scott Foresman Activity Book pages 103-104Scott Foresman Quick Study pages 104-113Scott Foresman Every Student Learns pages 62-66i Openers leveled readers with teaching plan by Pearson Education, Inc. Publishing Company: Celebration Press; Title: Push and Pull DRA Level 8 (E); Playground Science DRA Level 34 (O)

Professional Development: Electricity and Magnetism: Stop Faking It!

Finally Understanding Science So You Can Teach It

Vocabulary:motionforcegravityworkfrictionsimple machineattractrepel

Literature Connections:Experiment with Movement by Bryan Murphy

Chapter 10 Leveled Readers:Forces and Motion (Below Level)Motion and Force (On Level)Magnet Fun (Advanced)

SC.2.P.13.3Recognize that objects are pulled toward the ground unless something holds them up.


Low ComplexitySequence the steps needed to throw a basketball into a hoop and write the steps in science journals. Write an explanation of how objects are pulled toward the ground unless something holds them up. Student demonstrations such as what happens when someone jumps into the air.Scott Foresman Activity Book pages 103-104Scott Foresman Quick Study pages 104-113Scott Foresman Every Student Learns pages 62-66

Forces by Graham PeacockForces and Motion by John Graham and David Le JarsAlexander and the Wind-Up Mouse by Leo LionniMagic School Bus Gains Weight by Joanna Cole

Chapter 10 Leveled







Readers:Forces and Motion (Below Level)Motion and Force (On Level)Magnet Fun (Advanced Level)

SC.2.P.13.4Demonstrate that the greater force (push or pull) applied to an object, the greater the change in motion.


Moderate Complexity

Demonstrate pushes and pulls applied to classroom objects. Scott Foresman science textbook directed inquiry on page 300. How can you measure force? Students write about and demonstrate knowledge about forces in science journals.Scott Foresman Activity Book pages 103-104Scott Foresman Quick Study pages 104-113Scott Foresman Every Student Learns pages 62-66

Professional Development:Force & Motion: Stop Faking It! Finally Understanding Science So You Can Teach It by William C. Robertson, Ph.D.

Magic School Bus Plays Ball by Joanna ColeForces Around Us by Sally Hewitt

Chapter 10 Leveled Readers:Forces and Motion ( Below Level)Motion and Force (On Level)Magnet Fun (Advanced)

Quarter 3

Big Idea 13: Forces and Changes in MotionD. It takes energy to change the motion of objects.E. Energy change is understood in terms of forces—pushes and pulls.F. Some forces act through physical contact, while others act at a distance.

Essential Questions: How do different amounts of force impact different objects? (13.1) How does gravity effect objects? (13.3) How does force impact the motion of an object? (13.4)










SC.2.P.13.1Investigate the effect of applying various pushes and pulls on different objects.



High Complexity

Scott Foresman FCAT Science Test Prep pages 67-72

Low Complexity

Scott Foresman FCAT Benchmark Mini-Lessons pages 52-56

Introduce vocabulary using graphic organizers and text visuals. Access and build topic background knowledge providing hands-on experiences. Conduct experiment to investigate effect of pushes and pulls on different objects. Write about investigations in science journals.Scott Foresman Activity Book pages 103-104Scott Foresman Quick Study pages 104-113Scott Foresman Every Student Learns pages 62-66i Openers leveled readers with teaching plan by Pearson Education, Inc. Publishing Company: Celebration Press; Title: Push and Pull DRA Level 8 (E); Playground Science DRA Level 34 (O)

Vocabulary:motionforcegravityworkfrictionsimple machineattractrepel

Literature Connections:Experiment with Movement by Bryan Murphy



Textbook:

Low ComplexitySequence the steps needed to throw a basketball into a hoop and write the steps in science journals. Write an explanation of how objects are pulled toward the ground unless something holds them up. Student demonstrations such as what happens when someone jumps into the air.Scott Foresman Activity Book pages 103-104

Forces by Graham PeacockForces and Motion by John Graham and David Le JarsAlexander and the Wind-Up Mouse by Leo LionniMagic School Bus Gains Weight by Joanna Cole




Chapter 10 Scott Foresman Quick Study pages 104-113Scott Foresman Every Student Learns pages 62-66

Chapter 10 Leveled Readers:Forces and Motion ( Below Level)Motion and Force (On Level)Magnet Fun (Advanced Level)

SC.2.P.13.4Demonstrate that the greater force (push or pull) applied to an object, the greater the change in motion.


Moderate Complexity

Demonstrate pushes and pulls applied to classroom objects. Scott Foresman science textbook directed inquiry on page 300. How can you measure force? Students write about and demonstrate knowledge about forces in science journals.Scott Foresman Activity Book pages 103-104Scott Foresman Quick Study pages 104-113Scott Foresman Every Student Learns pages 62-66

Magic School Bus Plays Ball by Joanna ColeForces Around Us by Sally Hewitt


Big Idea 6: Earth StructuresHumans continue to explore the composition and structure of the surface of Earth. External sources of energy have continuously altered the features of Earth by means of both constructive and destructive forces. All life, including human civilization, is dependent on Earth’s water and natural resources.

Essential Questions: What materials make up the Earth and how do they vary? (6.1) What is the basis of soil? (6.2) How is soil formed? (6.2) How can soil be classified? (6.3)








SC.2.E.6.1 Recognize that Earth is made up of rocks. Rocks come in many sizes and shapes.

Textbook: Chapter 5

Moderate Complexity

Scott Foresman FCAT Science Test Prep Booklet pages 31-36

Scott Foresman Benchmark Mini-Lessons Book pages 27-31

Introduce vocabulary using graphic organizers and text visuals. Access and build background knowledge providing hands-on experiences. Demonstrate knowledge of Earth’s composition through group discussions. Record acquired knowledge in science journals.Scott Foresman Activity Book pages 61-68Scott Foresman Quick Study Guide pages 54-63Scott Foresman Every Student Learns pages 32-36National Science Teachers Association More Perfect Science Lessons K-4: If You Find a Rock p. 157

Vocabulary:natural resourcebouldersandmineralserosionweatheringearthquakevolcanopollutionrecycleconservationrenewable resourcenonrenewable resource

Chapter 5 Leveled Readers:Earth’s Land, Air, and Water (Below level)The Earth (On level)Crystals and Gems (Advanced)

SC.2.E.6.2 Describe how small pieces of rock and dead plant and animal parts can be the basis of soil and explain the process by which soil is

High Complexity Observations of soil and rocks during whole and small group investigations.Write descriptions about soil and explain process by which soil is formed in science journals.Scott Foresman Activity Book pages 61-68Scott Foresman Quick Study Guide pages 54-63

Literature Connections:If You Find a Rock by Peggy ChristianRocks: Hard, Soft, Smooth and Rough by Natalie M. RosinkyLet’s Go Rock Collecting Let’s Read and Find Out




formed.

Textbook: Chapter 5

Scott Foresman Every Student Learns pages 32-36AIMS activity: Primarily Earth; Soil and its ContentsAIMS activity: Primarily Earth; How we can sort and group rocks?Conduct experiments to classify soil types. Example: Directed Inquiry page 140 in Science textbook. Write observations about experiment in science journals.

ScienceLife in a Bucket of Soil by Alvin SilversteinSylvester and the Magic Pebble by William StiegMagic School Bus Inside the Earth by Joanna Cole

Chapter 5 Leveled Readers:Earth’s Land, Air, and Water (Below level)The Earth (On level)Crystals and Gems (Advanced)

SC.2.E.6.3 Classify soil types based on color, texture, size of particles, the ability to retain water, and the ability to support the growth of plants.

Textbook: Chapter 5

High Complexity Group discussions of similarities and differences classifying soil types using color, texture, size of particles, the ability to retain water, and the ability to support the growth of plants. Write about soil classifications in science journals.Extension activity: Examine soil samples from schoolyard, home yards or gardens.Scott Foresman Activity Book pages 61-68Scott Foresman Quick Study Guide pages 54-63Scott Foresman Every Student Learns pages 32-36i Openers leveled readers with teaching plan by Pearson Education, Inc.; www.pearsonlearning.com 1-800-321-3106Titles: Soil DRA Level 8; The Changing Earth DRA Level N(30); At the Root DRA Level P (38); It’s all in the soil DRA Level P (38); Dig In DRA Level

Magic School Bus Meets the Rot Squad by Joanna ColeEverybody Needs a Rock by Byrd BaylorA Log’s Life by Wendy Pfeffer

How to Dig a Hole to the Other Side of the Earth by Faith McNulty

Chapter 5 Leveled Readers:Earth’s Land, Air, and Water (Below level)The Earth (On level)Crystals and Gems


http://www.pearsonlearning.com/



12Reading Power Works by Sundance TR 4350 Earth’s Changing Surface

Professional Development: http://kids.nationalgeographic.com/

(search “earth structures” and “rocks”) http://www.bbc.co.uk/schools/ks2bitesize/

science/

(Advanced)

Quarter 4

Big Idea 14: Organization and Development of Living OrganismsA. All plants and animals, including humans, are alike in some ways and different in others.B. All plants and animals, including humans, have internal parts and external structures that function to keep them alive and help them grow

and reproduce.C. Humans can better understand the natural world through careful observation.

Essential Question: How do the brain, heart, lungs, stomach, muscles and skeleton function?


http://www.bbc.co.uk/schools/ks2bitesize/science/

http://www.bbc.co.uk/schools/ks2bitesize/science/

http://kids.nationalgeographic.com/







SC.2.L.14.1 Distinguish human body parts (brain, heart, lungs, stomach, muscles, and skeleton) and their basic functions.

Textbook: Chapter 4 Lesson 7: Page 118; How do people grow and change?

Moderate Complexity

Introduce vocabulary using graphic organizers and text visuals. Access and build topic background knowledge providing hands-on experiences. Students write about and demonstrate knowledge of the human body in science journals.Scott Foresman Activity Book pages 55-57Scott Foresman Quick Study pages 52-53Scott Foresman Every Student Learns pages 30Other suggested resources:Picture Perfect Book: Page 55 Hear Your HeartBooks in school library.i Openers leveled readers with teaching plan by Pearson Education, Inc., Publishing Company: Celebration PressWebsite: www.pearsonlearning.com 1-800-321-3106

Vocabulary:brainheartlungsstomachmusclesskeleton

Literature Connections:Magic School Bus Inside the Human Body by Joanna ColeMagic School Bus for Lunch by Joanna ColeMagic School Bus Flexes Its Muscles by Joanna ColeMagic School Bus Works Out by Joanna Cole

Big Idea 16: Heredity and ReproductionA. Offspring of plants and animals are similar to, but not exactly like, their parents or each other.B. Life cycles vary among organisms, but reproduction is a major stage in the life cycle of all organisms.

Essential Question: What are the major stages of the life cycles of plants and animals?









SC.2.L.16.1. Observe and describe major stages in the life cycles of plants and animals, including beans and butterflies.

Textbook: Chapter 4

Moderate Complexity

Scott Foresman student textbook FCAT Science Test Prep, at the end of Unit A.Scott Foresman FCAT Science Test Prep pages 19-24Scott Foresman FCAT Benchmark Mini-Lessons pages 20-26

Introduce vocabulary using graphic organizers and text visuals. Access and build topic background knowledge providing hands-on experiences.

Scott Foresman science textbook: Guided Inquiry p. 122; How does a caterpillar grow and change? *(Must send off coupon 2 weeks before inquiry to receive caterpillars.)

Write about observations and draw illustrations about life cycles in science journals. Scott Foresman textbook song page 102; Hi Little Turtle! Scott Foresman teacher’s edition pages 106-117; Scaffolded Questions and Lesson CheckpointsScott Foresman Activity Book pages 53-54Scott Foresman Quick Study pages 40-51Scott Foresman Every Student Learns Teacher’s Guide page 24-30

i Openers leveled readers with teaching plan by Pearson Education, Inc. Publishing Company: Celebration Press; Guide to Growing; DRA Level 10 (F)Website: www.pearsonlearning.com 1-800-321-3106

On-line Resources:http://www.canteach.ca/elementary/life.html

Vocabulary:life cyclenymphseed coatgerminateseedling

Literature Connections:Chickens Aren’t the Only Ones by Ruth HellerThe Tiny Seed by Eric CarleFrom Caterpillar to Butterfly by Deborah HeiligmanAn Extraordinary Egg by Leo Lionni

Chapter 4 Leveled Readers:1. How Living Things Grow and Change (Below Level)2. Growing and Changing (On Level)3. Animal Eggs (Advanced)


http://www.canteach.ca/elementary/life.html




Big Idea 17: InterdependenceA. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs.B. Both human activities and natural events can have major impacts on the environment.C. Energy flows from the sun through producers to consumers.

Essential Questions: What similar things do all living things, including humans, need to survive? (17.1) What do some living things need that others do not need in order to survive? (17.1)




Where can living things be found? (17.2) How do different habitats meet the basic needs of all living things? (17.2)





SC.2.L.17.1 Compare and contrast the basic needs that all living things, including humans, have for survival.

SC.2.L.17.2Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs.

Textbook: Chapter 3

Moderate Complexity

Scott Foresman FCAT Science Test Prep book pages 13-18

Moderate Complexity

Scott Foresman FCAT Benchmark Mini-Lessons book pages 15-19

Introduce vocabulary using graphic organizers and text visuals. Access and build topic background knowledge providing hands-on experiences. Compare and contrast basic needs of all living things by writing in science journals. Include illustrations of basic needs for living things. Scott Foresman science textbook

Directed inquiry on page 68: What does yeast need to grow?

Scott Foresman Activity Book pages 43-49Scott Foresman Quick Study pages 30-35Scott Foresman Every Student Learns pages 18-20i Openers leveled readers with teaching plan by Pearson Education, Inc. Publishing Company; Title: Animal Champions DRA Level 38 (P); It’s a Mammal DRA Level 38 (P)

On-line resources:http://www.bbc.co.uk/schools/scienceclips/ages/10_11/interdependence.shtml

Professional Development:Exploring Ecology: 49 Ready-to-Use Activities for Grades 4-8 by Patricia A. Warren and Janet R.

Vocabulary:producerconsumerfood chainpredatorpreyfood web

Literature Connections:The Great Kapok Tree: A Tale of the Amazon Rain Forest by Lynne CherryDairy of a Worm by Doreen CroninStellaluna by Jannell CannonMagic School Bus Gets Eaten by Joanna ColeMagic School Bus Dries UpMagic School Bus Desert Animal AdaptationA Harbor Seal Pup Grows Up

Chapter 3 Leveled Readers:


http://www.bbc.co.uk/schools/scienceclips/ages/10_11/interdependence.shtml

http://www.bbc.co.uk/schools/scienceclips/ages/10_11/interdependence.shtml



Galle How Plants and Animals Live Together (Below Level)Plants and Animals (On Level)Life in a Rain Forest (Advanced)

Science Standards Crosswalk

Crosswalk between FCAT assessed benchmarks from the 1996 Sunshine State Science Standards and the new Science Standards Grade 2

BM CODE Current SSS BenchmarkStrength of correlation




SC.A.1.2.1: AA The student determines that the properties of materials (e.g., density and volume) can be compared and measured (e.g., using rulers, balances, and thermometers). MC SC.2.P.8.1 Observe and measure objects in terms of their properties, including size, shape, color,

temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets.

M

SC.2.P.8.5 Measure and compare temperatures taken every day at the same time. M

SC.2.P.8.6 Measure and compare the volume of liquids using containers of various shapes and sizes. M

SC.B.2.2.1: CS The student knows that some source of energy is needed for organisms to stay alive and grow. MC


M

SC.C.2.2.2: AA (Assessed as C.2.2.4) The student knows that an object may move in a straight line at a constant speed, speed up, slow down, or change direction dependent on net force acting on the object. MC,SR,ER SC.2.P.13.1 Investigate the effect of applying various pushes and pulls on different objects. M

SC.2.P.13.3 Recognize that objects are pulled toward the ground unless something holds them up. M

SC.2.P.13.4 Demonstrate that the greater the force (push or pull) applied to an object, the greater the change in motion of the object.

S

SC.D.1.2.1: AA (Assessed as D.1.2.4) The student knows that larger rocks can be broken down into smaller rocks, which in turn can be broken down to combine with organic material to form soil. MC,SR,ER SC.2.E.6.2 Describe how small pieces of rock and dead plant and animal parts can be the basis of

soil and explain the process by which soil is formed. S

SC.D.1.2.3: CS The student knows that the water cycle is influenced by temperature, pressure, and the topography of the land. MC

SC.2.E.7.1 Compare and describe changing patterns in nature that repeat themselves, such as weather conditions including temperature and precipitation, day to day and season to season.

W

SC.2.E.7.3 Investigate, observe and describe how water left in an open container disappears (evaporates), but water in a closed container does not disappear (evaporate).

M

SC.E.1.2.1: AA The student knows that the tilt of the Earth on its own axis as it rotates and revolves around the sun causes changes in season, length of day, and energy available. MC,SR SC.2.E.7.1 Compare and describe changing patterns in nature that repeat themselves, such as

weather conditions including temperature and precipitation, day to day and season to season.

M




SC.2.E.7.2 Investigate by observing and measuring, that the Sun's energy directly and indirectly warms the water, land, and air.

M

SC.E.1.2.3: CS The student knows that the sun is a star and that its energy can be captured or concentrated to generate heat and light for work on Earth. MC

SC.2.E.7.2 Investigate by observing and measuring, that the Sun's energy directly and indirectly warms the water, land, and air.

S

SC.F.1.2.1: CS The student knows that the human body is made of systems with structures and functions that are related. MC

SC.2.L.14.1 Distinguish human body parts (brain, heart, lungs, stomach, muscles, and skeleton) and their basic functions.

S

SC.G.1.2.1: CS The student knows ways that plants, animals, and protists interact. MC


M

SC.2.L.17.2 Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs.

M

SC.G.1.2.2: AA The student knows that living things compete in a climatic region with other living things and that structural adaptations make them fit for an environment. MC,SR SC.2.L.17.1 Compare and contrast the basic needs that all living things, including humans, have for

survival. M


S

SC.G.1.2.4: CS (Assessed as G.1.2.6) The student knows that some organisms decompose dead plants and animals into simple minerals and nutrients for use by living things and thereby recycle matter. MC SC.2.E.6.2 Describe how small pieces of rock and dead plant and animal parts can be the basis of

soil and explain the process by which soil is formed. M

SC.2.E.6.3 Classify soil types based on color, texture (size of particles), the ability to retain water, and the ability to support the growth of plants.

W

SC.G.1.2.6: CS (Also assesses G.1.2.4) The student knows that organisms are growing, dying, and decaying and that new organisms are being produced from the materials of dead organisms. MC SC.2.E.6.2 Describe how small pieces of rock and dead plant and animal parts can be the basis of

soil and explain the process by which soil is formed. W

SC.G.1.2.7: CS The student knows that variations in light, water, temperature, and soil content are largely responsible for the existence of different kinds of organisms and population densities in an ecosystem. MC





M


S

SC.G.2.2.1: AA The student knows that all living things must compete for Earth’s limited resources; organisms best adapted to compete for the available resources will be successful and pass their adaptations (traits) to their offspring. MC,SR


S


M

SC.G.2.2.2: CS The student knows that the size of a population is dependent upon the available resources within its community. MC


M

SC.H.1.2.2: AA (Also assesses H.1.2.4 & H.3.2.2) The student knows that a successful method to explore the natural world is to observe and record, and then analyze and communicate the results. MC,SR,ER

SC.2.N.1.1 Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations.

S

SC.H.1.2.4: AA (Assessed as H.1.2.2) The student knows that to compare and contrast observations and results is an essential skill in science. MC,SR,ER

SC.2.N.1.2 Compare the observations made by different groups using the same tools. S

SC.H.3.2.1: AA (Also assesses H.3.2.3) The student understands that people, alone or in groups, invent new tools to solve problems and do work that affects aspects of life outside of science. MC,SR SC.2.N.1.6 Explain how scientists alone or in groups are always investigating new ways to solve

problems. S

SC.H.3.2.4: AA The student knows that through the use of science processes and knowledge, people can solve problems, make decisions, and form new ideas. MC,SR SC.2.N.1.6 Explain how scientists alone or in groups are always investigating new ways to solve

problems. S




MC = Multiple choice testing

SR = Short Response

ER = Extended Response

M = Moderate

S = Strong

W = Weak

A Correlation of




to the

FloridaScience Standards

Introduction

This document demonstrates how Scott Foresman Science meets the Florida Science Standards. Correlation page references are to the Teacher’s Edition with additional references to the FCAT Test Prep Booklet.




Pearson is proud to introduce our Scott Foresman Science, Kindergarten through Grade Five. Extensive research and analysis is the foundation for Scott Foresman Science and guides the instructional design.

Scaffolded InquiryScott Foresman Science is built on three levels of inquiry: Directed Inquiry, Guided Inquiry, and Full Inquiry. All three levels engage students in activities that build a strong science foundation and help them develop a full understanding of the inquiry process.

How to Read SciencePowerful connections between reading skills and science process skills in every chapter advance science literacy for all students.

Differentiated InstructionLeveled Readers for every Student Edition chapter teach the same science concepts, vocabulary, and reading skills — at each student’s reading level.

Time-Saving StrategiesTime-saving strategies are built right into the Teacher’s Edition that will save the teacher hours of time in lesson preparation.

Quick Teaching Plans cover the standards even when class time is short. Everything needed for each activity comes in its own chapter bag. With the Activity Placemat and Tray, activity setup takes only 30

seconds. Premade Bilingual Bulletin Board Kits save time by creating attractive bulletin boards quickly and easily.

TechnologyScott Foresman Science brings teaching and learning together in one convenient spot—the computer. From sfsuccessnet.com to educational CDs and DVDs, this program provides a variety of interactive tools to help support, extend, and enrich classroom instruction.

The Online Teacher’s Edition provides access to the same printed content, so the teacher can plan lessons with the customizable Lesson Planner from home or school computers. The Online Student Edition allows students, teachers, and parents to access the content of the textbook from computers at school or at home.

Benchmark Code

Florida Sunshine State StandardsScott Foresman Science

SC.2.E.6.1 Recognize that Earth is made up of rocks. Rocks come in many sizes and shapes.SE/TE: 146–147

FCAT Test Prep: 33




Benchmark Code


SC.2.E.6.2Describe how small pieces of rock and dead plant and animal parts can be the basis of soil and explain the process by which soil is formed.

SE/TE: 146–149, 160–161

FCAT Test Prep: 34, 35, 49, 50, 107

SC.2.E.6.3Classify soil types based on color, texture (size of particles), the ability to retain water, and the ability to support the growth of plants.

SE/TE: 140, 148–149, 160–161, 228–229

FCAT Test Prep: 34

SC.2.E.7.1Compare and describe changing patterns in nature that repeat themselves, such as weather conditions including temperature and precipitation, day to day and season to season.

SE/TE: 176–177, 180–181, 182–183, 184–185, 186–187, 194–195

FCAT Test Prep: 37, 39, 40, 41, 51, 85, 90, 97, 108, 113

SC.2.E.7.2Investigate by observing and measuring, that the Sun's energy directly and indirectly warms the water, land, and air.

SE/TE: 194–195, 268, 272–273, 278–279

FCAT Test Prep: 61, 62, 64, 80, 111

SC.2.E.7.3Investigate, observe and describe how water left in an open container disappears (evaporates), but water in a closed container does not disappear (evaporate).

SE/TE: Grade 1: 228–229

SC.2.E.7.4 Investigate that air is all around us and that moving air is wind.

SE/TE: 144–145, 174–175, 190–193, 230–231

FCAT Test Prep: 66

SC.2.E.7.5State the importance of preparing for severe weather, lightning, and other weather related events.

SE/TE: 188–193

SC.2.L.14.1Distinguish human body parts (brain, heart, lungs, stomach, muscles, and skeleton) and their basic functions.

SE/TE: Grade 4: 140, 142–147, 148–151, 152–155

SC.2.L.16.1 Observe and describe major stages in the life cycles of plants and animals, including beans and butterflies.

SE/TE: 104–107, 108–109, 110–111, 114–115, 118–121, 122–123, 124–125




Benchmark Code


FCAT Test Prep: 19, 20, 21, 22, 23, 24, 29, 30, 104, 106

SC.2.L.17.1Compare and contrast the basic needs that all living things, including humans, have for survival.

SE/TE: 4, 6–9, 16–19, 20–21, 22–23, 24–25, 26–27, 42–43, 44–45, 46–47, 48–49, 50–51, 62–63, 68, 72–73, 94–95

FCAT Test Prep: 1, 2, 13, 15, 28, 103

SC.2.L.17.2Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs.

SE/TE: 14–15, 16–19, 20–21, 22–23, 24–25, 42–43, 44–45, 46–47, 48–49, 50–51, 62–63

FCAT Test Prep: 5, 6, 8, 9, 10, 11, 12, 14, 17, 25, 26, 27, 103, 104

SC.2.N.1.1Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations.

These are some of the many examples.

SE/TE: 26–27, 56–57, 68, 122–123, 132–133, 194–195, 204, 228–229, 236, 256–257, 290–291, 300, 332, 346–347, 420–421

SC.2.N.1.2 Compare the observations made by different groups using the same tools.SE/TE: 26–27, 90–91, 140, 160–161, 218–219, 256–257, 268, 290–291, 322–323, 332, 346–347, 356–357, 420–421

SC.2.N.1.3Ask "how do you know?" in appropriate situations and attempt reasonable answers when asked the same question by others.

SE/TE: 26–27, 56–57, 90–91, 132–133, 140, 160–161, 228–229, 268, 290–291, 300, 346–347, 364, 420–421

SC.2.N.1.4 Explain how particular scientific investigations should yield similar conclusions when repeated.

SE/TE: 4, 132–133, 194–195, 228–229, 346–347, 356–357, 420–421




Benchmark Code


FCAT Test Prep: 69

SC.2.N.1.5Distinguish between empirical observation (what you see, hear, feel, smell, or taste) and ideas or inferences (what you think).

SE/TE: 26–27, 56–57, 100, 122–123, 140, 194–195, 204, 228–229, 290–291, 300, 396, 410–411

SC.2.N.1.6Explain how scientists alone or in groups are always investigating new ways to solve problems.

SE/TE: 32, 62–63, 64, 128, 166–167, 168, 200, 224, 262–263, 264, 296, 328, 352, 390–391, 392, 416

SC.2.P.8.1Observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets.

SE/TE: 240–241, 258–259

FCAT Test Prep: 56, 57, 58, 79

SC.2.P.8.2 Identify objects and materials as solid, liquid, or gas.SE/TE: 242–247

FCAT Test Prep: 57, 59, 79, 110

SC.2.P.8.3Recognize that solids have a definite shape and that liquids and gases take the shape of their container.

SE/TE: 242–247

FCAT Test Prep: 57

SC.2.P.8.4 Observe and describe water in its solid, liquid, and gaseous states.

SE/TE: 242–247, 252–255, 256–257, 260–261

FCAT Test Prep: 60, 82, 112, 118

SC.2.P.8.5 Measure and compare temperatures taken every day at the same time. SE/TE: 194–195

SC.2.P.8.6Measure and compare the volume of liquids using containers of various shapes and sizes.

SE/TE: Grade 3: 284–285, 292–293; Grade 4: 324–325

SC.2.P.9.1Investigate that materials can be altered to change some of their properties, but not all materials respond the same way to any one alteration.

SE/TE: 248–251, 252–255, 264




Benchmark Code


FCAT Test Prep: 58, 60, 82, 83, 112, 118

SC.2.P.10.1Discuss that people use electricity or other forms of energy to cook their food, cool or warm their homes, and power their cars.

SE/TE: 272–273, 278–281, 286–289

SC.2.P.13.1 Investigate the effect of applying various pushes and pulls on different objects.

SE/TE: 300, 304–307, 308–309, 310–311

FCAT Test Prep: 67, 70, 83, 112


SE/TE: 318–321, 322–323

FCAT Test Prep: 70, 84


SE/TE: 306–307

FCAT Test Prep: 69, 112

SC.2.P.13.4Demonstrate that the greater the force (push or pull) applied to an object, the greater the change in motion of the object.

SE/TE: 300, 304–307, 308–309, 310–313

FCAT Test Prep: 68

Science Resources Guide

Read and Understand Science SeriesGrades 1-2, Grades 2-3, Grades 3-4, Grades 4-6; Evan-Moor Publishers




http://www.evan-moor.com/Series.aspx?CurriculumID=6&ClassID=175&SeriesID=104 Project Wild Activity Guide

Project Wild, PO Box 18060, Boulder, CO 80308, (303)444-2390http://www.projectwild.org/educators.htm

Digging Into FCAT Science – Inquiry Based ActivitiesFlorida Educational Tools, (904) 998-1918 or (800) 586-9940www.fledtools.com

Integrating Science with Reading Instruction Grades 5&6By Trisha Callella and Marilyn Marks, Creative Teaching Presshttp://www.creativeteaching.com/p-800-integrating-science-with-reading-instruction-gr-5-6.aspx

AIMS Education Foundation On-line StoreBooks, Free Resources and $1-2 E-Activitieshttp://wwws.aimsedu.org/aims_store/home.php

Picture-Perfect Science Lessons: Using Children's Books to Guide InquiryBy: Emily Morgan and Karen Ansberry, ISBN: 978-0-87355-243-1 http://www.nsta.org/store/product_detail.aspx?id=10.2505/9780873552431

More Picture-Perfect Science Lessons: Using Children's Books to Guide Inquiry, K-4By: Emily Morgan and Karen Ansberry, ISBN: 978-1-93353-112-0http://learningcenter.nsta.org/product_detail.aspx?id=10.2505/9781933531120

More Than Magnets: Exploring the Wonders of Science in Preschool and Kindergarten By Sally Moomaw, MEd , Brenda Hieronymus, MEd , ISBN: 978-188483433-2, Redleaf Presshttp://www.redleafpress.org/productdetails.cfm?PC=183

Science Literature by Grade Level with Benchmarks

Title Author Science Concept or SkillGrade Level

Benchmark

On the Way to the Beach Henry Cole Observation of nature K SC.K.N.1.1A Closer Look Mary McCarthy Observation of nature K SC.K.N.1.1The Snowy Day Ezra Jack Keats Matter can change K SC.K.P.9.1


http://www.redleafpress.org/productdetails.cfm?PC=183

http://www.redleafpress.org/contributorinfo.cfm?ContribID=2220

http://www.redleafpress.org/contributorinfo.cfm?ContribID=2337

http://learningcenter.nsta.org/product_detail.aspx?id=10.2505/9781933531120

http://www.nsta.org/store/search.aspx?author=Karen%20Ansberry

http://www.nsta.org/store/search.aspx?author=Emily%20Morgan


http://www.nsta.org/store/search.aspx?author=Karen%20Ansberry

http://www.nsta.org/store/search.aspx?author=Emily%20Morgan

http://wwws.aimsedu.org/aims_store/home.php

http://www.creativeteaching.com/p-800-integrating-science-with-reading-instruction-gr-5-6.aspx

http://www.fledtools.com/

http://www.projectwild.org/educators.htm

http://www.evan-moor.com/Series.aspx?CurriculumID=6&ClassID=175&SeriesID=104



Vibrations Lola M. Schaefer Sound vibrations K SC.K.P.10.1Sound: Loud, Soft, High, & Low Natalie M. Rosinsky Sound K SC.K.P.10.1Forest Bright, Forest Night Jennifer Ward Animals during the day/night K SC.K.E.5.2A Seed is Sleepy Dianna Aston Seeds K SC.K.L.14.3We’re Going on a Bear Hunt Michael Rosen Nature walk/Observing nature 1st SC.1.N.1.1Make Way For Ducklings Robert McCloskey Nature walk/Observing nature 1st SC.1.N.1.1Seven Blind Mice Ed Young Observation/Inference 1st SC.1.N.1.2

Let’s ExperimentThinking Like a Scientist Series by Newbridge

Experiments/Investigations 1st SC.1.N.1.3

Real Stuck, Way Up Benette W. Tiffault Gravity 1st SC.1.E.5.2All About Magnifying Glasses Melvin Berger Magnifying glasses 1st SC.1.E.5.3Stone Soup Jon J. Muth Sink or float 1st SC.1.P.8.1The Real Story of Stone Soup Ying Chang Compestine Sink or float 1st SC.1.P.8.1Cactus Soup Eric A. Kimmel Sink or float 1st SC.1.P.8.1Force Makes Things Move Kimberly Brubaker Bradley Force and motion 1st SC.1.P.13.1Trout Are Made of Trees April Pulley Sayre Ecosystems/Interdependence of nature 1st SC.1.L.14.1The Story of Jumping Mouse John Steptoe Using five senses for observation 1st SC.1.L.14.1What’s Alive? Kathleen Weidner Living vs. nonliving 1st SC.1.L.14.3Is it Alive? Kimberlee Graves Living vs. nonliving 1st SC.1.L.14.3Does a Kangaroo Have a Mother Too? Eric Carle Animal babies and parents 1st SC.1.L.16.1

You’re All My Favorites Sam McBratneyShows offspring of same parent can have differences

1st SC.1.L.16.1

The Magic School Bus Hops Home: A Book About Animal Habitats

Joanna Cole Animal habitats 1st SC.1.L.17.1

Red Leaf, Yellow Leaf Lois Ehlert Leaves/parts of a plant 1st SC.1.L.14.2Letting Swift River Go Jane Yolen Change in nature over time 2nd SC.2.N.1.1Who Made These Holes? Published by Newbridge Inference and observation 2nd SC.2.N.1.3Soil Robin Nelson Soil 2nd SC.2.E.6.2Rocks Robin Nelson Rocks 2nd SC.2.E.6.1

Rocks and Soil Maria Gordon Rocks and soil 2ndSC.2.E.6.1SC.2.E.6.2

Soil Rebecca Faulkner Soil 2nd SC.2.E.6.2The Pebble in My Pocket M. Hooper Rocks 2nd SC.2.E.6.1Sun S. Tomecek Sun/sunshine 2nd SC.2.E.7.2Matter: See It, Touch It, Taste It, Smell It Darlene R. Stille Matter and changing properties 2nd SC.2.P.9.1From Bean to Bean Plant Anita Ganen Life cycle of a bean plant 2nd SC.2.L.16.1Pumpkin Circle: The Story of a Garden George Levenson Life cycle of a pumpkin 2nd SC.2.L.16.1From Tadpole to Frog Wendy Pfeffer Life cycle of a frog 2nd SC.2.L.16.1




From Seed to Plant Allan Fowler Life cycle of a plant 2nd SC.2.L.16.1A Log’s Life Wendy Pfeffer Life cycle of a tree 2nd SC.2.L.16.1Little Lost Bat Sandra Markle Life of bats 2nd SC.2.L.16.1I Wonder If I’ll See a Whale Frances Ward Weller Observing the natural world/questioning 3rd SC.3.N.1.1Owl Moon Jane Yolen Observing the natural world/questioning 3rd SC.3.N.1.1Big Tracks, Little Tracks: Following Animal Prints

M.E. Selsam Observation/inference 3rd SC.3.N.1.1

The New Way Things Work David Macaulay Models 3rdSC.3.N.3.2SC.3.N.3.3

Telescopes Adele Richardson Telescopes 3rd SC.3.E.5.5The Sun Seymour Simon Sun 3rd SC.3.E.6.1Temperature Chris Woodford Measuring temperature 3rd SC.3.P.8.1Measuring Penny Loreen Leedy Measurement 3rd SC.3.P.8.2Sun Up, Sun Down Gail Gibbons Sun 3rd SC.3.E.6.1Rise the Moon Eileen Spinelli Moon 4th SC.4.E.5.2The Moon Book Gail Gibbons Moon 4th SC.4.E.5.2The Moon Seymour Simon Moon 4th SC.4.E.5.2What the Moon is Like F.M. Branley Moon 4th SC.4.E.5.2Prince William Gloria Rand Oil spills/human effects on nature 4th SC.4.E.6.3Pancakes, Pancakes! Eric Carle Chemical changes 4th SC.4.P.9.1One Tiny Turtle N. Davies Humans and the environment 4th SC.4.L.17.4Interrupted Journey: Saving Endangered Sea Turtles

K. Lasky Humans and the environment 4th SC.4.L.17.4

Almost Gone: The World’s Rarest Animals

Steve Jenkins Extinction 4th SC.4.L.17.4

Weather Forecasting Gail Gibbons Weather 5th SC.5.E.7.3Imaginative Inventions Charise Mericle Harper Inventions/Scientific method 5th SC.5.N.1.1Girls Think of Everything: Stories of Ingenious Inventions by Women

Catherine Thimmesh Inventions/Scientific method 5th SC.5.N.1.1

Mistakes That Worked C. Foltz Jones Inventions/scientific investigation 5th SC.5.N.1.5In the Blink of an Eye Dieter Wiesmuller Inference/animals 5th SC.5.N.1.6John Muir: America’s First Environmentalist

Kathryn Lasky Scientists/Biography of an environmentalist 5th SC.5.N.1.5

Rachel Carson: Preserving a Sense of Wonder

Thomas Locker Scientists/Biography of a biologist 5th SC.5.N.1.5

Science Verse Jon Scieszka Variety of topics in poem form 5th SC.5.N.1.1Earthlets, as Explained by Professor Xargle

Jeanne Willis Observation and Inference 5th SC.5.N.1.6




A Look at Pluto and Other Dwarf Planets Anna Kaspar Pluto/planets 5th SC.5.E.5.2Learning About the Water Cycle With Graphic Organizers

Isaac Nadeau Water cycle/using graphic organizers 5th SC.5.E.7.1

The Big Storm Bruce Hiscock Storms/effects of weather 5th SC.5.E.7.7Aliens from Earth: When Animals and Plants Invade Other Ecosystems

Mary Batten Ecosystems/change/survival 5th SC.5.P.15.1

And Then There Was One: The Mysteries of Extinction

Margery Facklam Extinction 5th SC.5.P.15.1

Science Literature by Grade Level**NOTE: Duplicate titles listed in red, and are appropriate for each grade level.

Title Author Grade Level

5 Sense Ruis K

A Closer Look McCarthy, M. K

Amy Loves the Sun Hoban K

Amy Loves the Wind Hoban K




Be A Friend to Trees Lauber K

Bear Shadow Asch K

Bubble, Bubble Mayer, M. K

Cactus Hotel Guiberson K

Day Light, Night Light Branley K

Energy Makes Things Happen Bradley K

First Flight K

Forest Bright, Forest Night Ward, J. K

Freight Train Crew, D. K

From Seed to Pumpkin Pfeffer K

Goodnight Moon Brown K

Gravity (song) Wright Group Songbook K

Gravity is A Mystery Branley K

Groundhog Day (multiple) K

Happy Birthday Moon Asch K

Hearing Ruis, Parramon, Puig K

How Many Teeth? Showers K

I Have A Cold Maccarone K

In the Small, Small Pond Fleming K

Inch by Inch Lionni K

It Looked Like Spilt Milk Shaw K

Jack's Garden Cole K

Light: What is A Shadow? Holderness K

Little Blue, Little Yellow Lionni K

Little Cloud Carle K

Little Engine That Could Piper K

Magnification: A Closer Look Bender, L. K

Mike Mulligan & His Steam Shovel Burton K

Moon Jump Into Science Series K

Mouse Paint Walsh K




My Five Senses Aliki K

Napping House Wood K

On the Way to the Beach Cole, H. K

On the Way to the Beach Keats, E. K

Pop! A Book About Bubbles Bradley K

Science Safety: Being Careful Bender, L. K

Scruffy the Tugboat K

Shadow Play Fleischman K

Sight Ruis, Parramon, Puig K

Skeletons Wood K

Sky Fire Asch K

Smell Ruis, Parramon, Puig K

Sound: Loud, Soft, High, & Low Rosinsky, N. K

Sounds All Around Pfeffer K

Switch On, Switch Off Berger K

Taste Ruis, Parramon, Puig K

The Bubble Factory dePaola, T. K

The Moon Yusof K

The Skeleton Inside You Valestrino K

The Snowy Day Keats, E. K

The Sun Our Nearest Star Branlin K

The Very Busy Spider Carle, E. K

The Very Grouchy Ladybug Carle, E. K

The Very Hungry Caterpillar Carle, E. K

The Very Lonely Firefly Carle, E. K

The Very Quiet Cricket Carle, E. K

Touch Ruis, Parramon, Puig K

Trucks K

Vibrations Schaefer, L. K

What Is a Scientist? Lehn K




What is My Shadow Made Of? Morris K

What is Science? Dotlch, R. K. K

What Makes a Magnet? Branlyn K

What Makes A Shadow? Bulla & Otani K

When You Look Up At the Moon Rookie Reader K

Who Eats What? Lauber K

You Can't See Your Bones With Binoculars Ziefert K

Zoom Banyai K

A Parade of Plants Stewart 1

A Second is a Hiccup Hutchins 1

A Seed Is A Promise Merrill 1

Alexander and the Wind-Up Mouse Lionni 1

All About Magnifying Glasses Berger 1

And Everyone Shouted "Pull!" Llewellyn, C. 1

Animal Patterns Olson 1

Astronaut Living in Space Hayden 1

Bartholomew and the Oobleck Seuss 1

Butterflies Howard 1

Cactus Soup Kimmel, E. 1

Caps For Sale Stobodkina 1

Cracking Up: A Story About Erosion Bailey, Lilly 1

DK Series: Eye Wonder Holland, Stott 1

Does a Kangaroo Have a Mother Too? Carle 1

Edward in Deep Water Wells 1

Everybody Needs a Rock Baylor 1

Force Makes Things Kimberly 1

Forces and Movement Llevellyn 1

From Seed to Plant Gibbons 1

From Seed to Sunflower Legg 1

From Seeds to Flower Legg 1




Help I Can't Swim Leaney 1

Hill of Fire Lewis 1

How Heavy? How Long? How Hot? Eboch, C. 1

How Mountains Are Formed Zoehfeld 1

I Am Water Marzollo 1

I Fall Down Cobb, V. 1

I Wonder Why Stars Twinkle Stott 1

If You Find a Rock Christian 1

If You Hopped Like a Frog Schwartz 1

Is it Alive? Graves 1

Is It Rough? Hoban 1

It All Makes Sense: A First Look at the Senses Godwin 1

John Denver's Sunshine On My Shoulders Canyon 1

Let's Experiment Thinking like a scientist series 1

Let's Go Rock Collecting Gans 1

Living In a Biome Series: Life In a Desert Lindeen 1

Looking Through a Telescope Bullock, Vargus, Larwa 1

Magic School Bus Hops Home Cole 1

Magic School Bus Plays Ball Cole 1

Magic School Bus Ups and Downs Cole 1

Magnets: Pulling Together, Pushing Apart Rosinsky 1

Make Way for Ducklings McCloskey 1

Man on the Moon Suen 1

Math Series: Sorting Pluckrose 1

Moths Rustad 1

Motion: Push and Pull, Fast and Slow Stille, D. 1

My Eyes Can See (poem, song) Gazlay 1

Near Water Llewellyn, C. 1

Oh Say Can You Seed? Worth 1

Planets Around the Sun Simon 1




Plant Cycle James 1

Plants and Flowers Cooper 1

Push and Pull (big book) Freeman, M. 1

Real Stuck, Way Up Tiffault 1

Red Leaf, Yellow Leaf Ehlert 1

Rocks In His Head Hurst 1

Rocks: Hard, Soft, Smooth, and Rough Rosinsky, John 1

Roller Coaster Frazee, M. 1

Rolling Whitehouse 1

Science Tools: Using Machines and Instruments Eboch, C. 1

Senses Glover 1

Seven Blind Mice Young, E. 1

Shape of Me and Other Stuff Seuss 1

Sheep In a Jeep Shaw 1

Short, Tall, Big or Small? Gold 1

Sink and Floating Rosinsky 1

Sink or Float Khisty 1

Sort It Out Mariconda, Rogers 1

Sorting Plants: What is a Flower? Hewitt 1

Spots of Light Rau and Shea 1

Stone Soup Muth 1

Sunshine On My Shoulders Ansberry, Morgan 1

Sunshine: A Book About Sunlight Sherman 1

Tadpole Diary Literacy Tree Series 1

The Bears' Vacation Berenstein 1

The Gift of the Sea Tresselt 1

The Grand Canyon Bauer 1

The Magnetic Dog Whatley 1

The Real Story of Stone Soup Compestine 1

The Reason For a Flower Heller 1




The Rocky Mountain Bauer 1

The Story of Jumping Mouse Steptoe 1

The Tiny Seed Carle 1

The Very Hungry Caterpillar Carle 1

There's No Place Like Space Rabe 1

Tops and Bottoms Stevens 1

Treasure at Sea for Dragon and Me Pendziwol 1

Trout Are Made of Trees Sayre 1

Waiting for Wings Ehlert 1

Water's Journey Robinson 1

We Need Water Frost 1

We're Going On a Bear Hunt Rosen, M. 1

What Is the World Made Of? Zoehfeld 1

What Makes Day and Night? Branley 1

What's Alive? Weidner 1

When I Heard the Learn'd Astronomer Whitman 1

You Can Use a Magnifying Glass Blevins, Vargus, Larwa 1

You're All My Favorites McBratney 1

A Drop of Water: A Book of Science Wonder Wick 2

A Log's Life Pfeffer 2

Alexander and the Wind-Up Mouse Lionni 2

Amelia Bedelia, Rocket Scientist Parish 2

An Extraordinary Egg Lionni 2

Bringing the Rain to Kapiti Plain Aardema 2

Chickens Aren't the Only Ones* Heller 2

Cloudy With a Chance of Meatballs Barrett 2

Diary of a Worm Cronin 2

Electricity and Magnets Angliss 2

Energy From the Sun Fowler 2

Everybody Needs a Rock Baylor 2




Forces and Motion Graham 2

Forces Around Us Hewitt 2

From Bean to Bean Plant Ganen 2

From Caterpillar to Butterfly Heiligman 2

From Seed to Plant Fowler 2

From Tadpole to Frog Pfeffer 2

Henry Hikes to Fitchburg Johnson 2

How to Dig a Hole to the Other Side of the Earth McNulty 2

If You Find a Rock Christian 2

Let's Go Rock Collecting Gans 2

Letting Swift River Go Yolen 2

Life In a Bucket of Soil Silverstein 2

Little Lost Bat Markle 2

Magic School Bus and the Electric Field Trip Cole 2

Magic School Bus at the Water Works Cole 2

Magic School Bus Desert Animal Adaptation Cole 2

Magic School Bus Dries Up Cole 2

Magic School Bus Flexes Its Muscles Cole 2

Magic School Bus For Lunch Cole 2

Magic School Bus Gains Weight Cole 2

Magic School Bus Gets Eaten Cole 2

Magic School Bus Inside the Earth Cole 2

Magic School Bus Inside the Human Body Cole 2

Magic School Bus Kicks Up a Storm Cole 2

Magic School Bus Meets the Rot Squad Cole 2


Magic School Bus Wet All Over Cole 2

Magic School Bus Works Out Cole 2

Matter: See It, Touch It, Taste It, Smell It Stille, D. 2

Nitrogen Tocci 2




Pumpkin Circle: The Story of a Garden Levenson 2

Rocks: Hard, Soft, Smooth, and Rough Rosinsky 2

Scientists Ask Questions Garrett, Rookie Reader 2

Snowflake Bentley Martin 2

Soil Faulkner 2

Solid, Liquid, or Gas Robinson 2

Solids, Liquids, Gases Simon 2

Sun Tomecek 2

Sunshine On My Shoulders Ansberry, Morgan 2

Sylvester and Magic Pebble Stieg 2

The Great Kapok Tree Cherry 2

The Pebble in My Pocket Hooper 2

The Tiny Seed Carle 2

Thunder Cake Polacco 2

What Happened? Williams 2

What Is a Scientist? Lehn 2

What is Mass? Curry 2

What is the World Made Of? Zoehfeld 2

When Winter Comes Neuman 2

Where Do Puddles Go? Robinson 2

Who Made These Holes? Published by Newbridge 2

A Drop Around the World McKinney 3

Big Tracks, Little Tracks: Following Animal Prints Selsam 3

Day Light, Night Light Branley 3

Energy Makes Things Happen* Bradley 3

Gravity Is A Mystery Branley 3

How a Plant Grows Kalman 3

I Fall Down Cobb, V. 3

I See Myself Cobb, V. 3

I Wonder If I'll See a Whale Weller 3




Magic School Bus and the Electric Field Trip Cole 3

Magic School Bus Gets a Bright Idea Cole 3

Magic School Bus Gets Cold Feet Cole 3

Magic School Bus Gets Planted Cole 3

Magic School bus in the Arctic Cole 3

Magic School Bus in the Haunted Museum Cole 3

Magic School Bus Makes a Rainbow Cole 3

Magic School Bus Plants a Seed* Cole 3


Magic School Bus Sees Stars Cole 3

Magic School Bus Wet All Over Cole 3

Measuring Penny Leedy 3

Owl Moon Yolen 3


Spots of Light Rau and Shea 3

Sun Up, Sun Down Gibbons 3

Sunshine: A Book About Sunlight Sherman 3

Telescopes Richardson 3

Temperature Woodford 3

The New Way Things Work Macaulay 3

The Sky is Full of Stars Branley 3

The Snowflake: A Water Cycle Story Waldman 3

The Sun Simon 3

Water Dance Locker 3

What is a Bird? Kalman 3

What is a Fish? Kalman 3

What is a Mammal? Snedden 3

What is a Plant? Kalman 3

What is a Reptile? Kalman 3

What is an Amphibian? Kalman 3




What is the Animal Kingdom? Kalman 3

Where are the Stars During the Day? Berger 3

Almost Gone: The World's Rarest Animals Jenkins 4

Bartholomew and the Oobleck* Seuss 4

Caves Morris 4

Eye Wonder Science Series: Magnets 4

Forces and Movement Riley 4

Galaxies, Galaxies Gibbons 4

Galileo Fisher 4

Girls Think of Everything: Women Inventors Thimmesh 4

Glaciers Gallant 4

Grand Canyon: A Trail Through Time Vieira 4

Imaginative Inventions Harper 4

Interrupted Journey: Saving Endangered Sea Turtles Lasky 4

Magic School Bus Animal Habitats Cole 4

Magic School Bus Plants a Seed Cole 4

Oil Spill Berger 4

One Tiny Turtle Davies 4

Pancakes, Pancakes! Carle 4

Prince William Rand 4

Rise the Moon Spinelli 4

River Ran Wild Cherry 4

Seasons of Arnold's Apple Tree Gibbons 4


Sound Karpelenia 4

Star Tales: North American Indian Stories About the Stars Mayo 4

The Big Wave Buck 4

The Great Kapok Tree Cherry 4

The Moon Simon 4

The Moon Book Gibbons 4




The Night Sky Stott 4

The Remarkable Farkle McBride Lithgow 4

Turtle Bay Pirotta 4

Turtle, Turtle, Watch Out! Sayre 4

What the Moon is Like Branley 4

Who Eats What? Lauber 4

Wild Babies Simon 4

1000 Facts About Space Beasant 5

A Drop of Water: A Book of Science Wonder Wick 5

A Look at Pluto and Other Dwarf Planets Kaspar 5Aliens from Earth: When Animals and Plants Invade Other Ecosystems

Batten 5

And Then There Was One: The Mysteries of Extinction Facklam 5

Do Tornadoes Really Twist? Berger 5

Earthlets, as Explained by Professor Xargle Willis 5

Girls Think of Everything: Women Inventors* Thimmesh 5

Hurricanes Roydhouse 5

Imaginative Inventions* Harper 5

In the Blink of an Eye Wiesmuller 5

John Muir: America's First Environmentalist Lasky 5

Learning About the Water Cycle With Graphic Organizers Nadeau 5

Magic School Bus Lost In the Solar System Cole 5

Mistakes That Worked Jones 5

Rachel Carson: Preserving a Sense of Wonder Locker 5

Science Verse Scieszka 5

Sound, Heat, and Light Energy at Work Berger 5

Storms Wood 5

The Big Storm Hiscock 5

Weather Forecasting Gibbons 5

Weather Words and What They Mean Gibbons 5




What Do You Do With a Tale Like This? Jenkins, Page 5

Research


As students progress through the three

stages of inquiry, support from the teacher

diminishes and student ownership increases.

This developmental process is crucial for

students to reach the ultimate goal of

conducting science investigations

independently-engaging in Full Inquiry.

Inquiry prepares students to answer visual

analysis and critical interpretation questions.



5 Questions to Deeper Understanding


Direct Data -a question that requires the student to look at his/her data/measurements

Mathematical Interpretation -requires the student to compare, contrast or make a calculate using two or more of his/her measurements

Hypothesis Revisit –student is asked to infer from observations, measurements, and results

Application to Other Context-question that requires the students to apply knowledge to a different context/setting

World Connection-requires the students to consider the impact of human/social system



Standards-Based InstructionStandards-Based Instruction means designing instruction to help

students understand the science outlined in the standards It is NOT linking a standard to what you already do or to a favorite

lesson.




Backward by DesignA way to design lessons/units of instruction consistent with

standards-based instruction Consists of three main steps…

1. Identify what students need to know or what they need to be able to do (What is worthy of understanding?)

2. Identify assessment (What is evidence of this understanding?)3. Design instruction (What learning experiences and teaching will promote this type of

understanding?)


SCIENCE 2 08102009

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