2nd Grade Pacing Guide

1ST Nine Weeks 2nd Nine Weeks 3rd Nine Weeks 4th Nine Weeks

Acknowledgements
We would like to thank the following teachers for their dedication to the students of Orangeburg Consolidated School District Five. These teachers gave time and professional knowledge to modify and enhance the curriculum pacing guides to move our students and district towards being a world-class organization.

Paula Hamilton (Bethune-Bowman) Donna Humes (Sheridan) Brenda Raysor (Marshall) Xennie Weeks (Dover) Mary Simon Williams (Mellichamp) Daisy Wolfe (Sheridan) Bessie Wright (Brookdale)

Reminder: This document is in draft form. Based on the most current and future data, the pacing may change. Please only print one semester at a time as changes may be made by the team as deemed necessary.

Academic Vocabulary to be used throughout the year: Science

accumulation amount analyze atmosphere balance change characteristics classify

conclusion condensation depend evaporation function mass matter measure

melting motion observe order pattern precipitation predict record

sort system tool unit water cycle weather

Week of Aug. 20th - Aug. 24th Aug. 20th - Aug. 24th Indicator 2-1.1 Carry out simple scientific investigations to answer questions about familiar objects and events Instructional Strategies See 2
nd

Grade Science Modules on S3 Curriculum at http://scde.mrooms.org/index.php?page=14495

Resources See 2
nd

Grade Science Modules on S3 Curriculum at http://scde.mrooms.org/index.php?page=14495

Assessment

Benchmark #1 Testing Window: Aug. 22nd - Aug. 31st

Week of Aug. 27th - Aug. 31st Aug. 27th - Aug. 31st Indicator 2-1.3 Represent and communicate simple data and explanations through drawings, tables, etc

Instructional Strategies See 2

nd

Grade Science Modules on S3 Curriculum at http://scde.mrooms.org/index.php?page=14495

Resources See 2
nd

Grade Science Modules on S3 Curriculum at http://scde.mrooms.org/index.php?page=14495

Assessment

Benchmark #1 Testing Window: Aug. 22nd - Aug. 31st

Week of Sept. 3 - Sept. 7 (Sept. 3 Labor Day Holiday) Sept. 4th - Sept. 7th Indicator 2-5.1 Use magnets to make objects move without being touched Instructional Strategies Enrichment 1. Students test the strength of various magnets. Explain that magnets lose strength over time and can also be weakened if they are dropped. 2. Enrichment Paper Clip Fishing Pole 3. Essential Students dip bar magnets into a paper bag containing various items (magnetic and non-magnetic). Students explore which items are attracted or repelled by the magnet. A. Distribute large and small paper clips, ring magnets, and string. Demonstrate how to make a fishing pole with ri ng magnets, string and a pencil. B. Predict, test and count how many and what size paper clips can be held by one ring magnet. C. The second part of this activity tests the strength of using more than one ring magnet to attract paper clips. Follow the predict, test, and conclude process. D. Students begin to predict and draw conclusions as more magnets and paper clips are added. Resources Text: MacMillan/McGraw-Hill South Carolina Science 240-243, 248-249, 258-259 MacMillan/McGraw-Hill South Carolina Science Activity Lab Book 101-102 Web Sites: 03/11/09 - ProTeacher: Magnets http://www.proteacher.com/110077.shtml www.studyisland.com nd See 2 Grade Science Modules on S3 Curriculum at http://scde.mrooms.org/index.php?page=14495 Science Kits/materials and Boxes Scott Foresman South Carolina Outline Maps Assessment See Science Kit Brain Pop Brain Pop Jr. nd 2 Grade Science Modules on S3 Curriculum at http://scde.mrooms.org/index.php?page=14495

rd

th

rd

Week of Sept. 10th - Sept. 14th Sept. 10th - Sept. 12th Indicator 2-5.2 Explain how the poles of magnets affect each other (they attract and repel one another

Instructional Strategies 1. Enrichment - Ask a student to demonstrate how to use one magnet to push another magnet along a racetrack. 2-1.1 Carry out simple scientific investigations to answer questions about familiar objects and events . 2. Enrichment - Let the students race each other using the magnets from start to finish. 2-1.1 Carry out simple scientific investigations to answer questions about familiar objects and events. Quadrant D

Finish
3.Enrichment - AIMS Mostly Magnets Where is a Magnet Strongest A. Hold a bar magnet horizontally. B. Hang paper clips or staples from various parts of it. C. Where can you hang the most? Where can you hang the least? 4. Enrichment - Direct students on how to tie a string in the center of two bar magnets and how to bring the two hanging bar magnets near each other. Tell them: Watch how they interact. Why do they attract sometimes and repel or swing away from each other at other times? (Students should mention the poles.) Sample Classroom Activity Resources MacMillan/McGraw-Hill South Carolina Science 240-243 Other Resources: AIMS Mostly Magnets Science Kits/Materials and Boxes Web Sites: United Streaming Video http://streaming.discoveryeducation.com/index.cfm Magnets: A First Look 03/11/09 - Magnet Man: Cool Experiments with Magnets - http://my.execpc.com/~rhoadley/magindex.htm 03/11/09 - Science Teachers Enhancement Model: Exploring Magnets and Magnetism http://www.nyu.edu/projects/mstep/lessons/magnets.html www.studyisland.com GT Extensions: Students investigate whether a magnets shape affects its magnetic force and present their hypothesis and findings to the class. Assessment See Science Kit Brain Pop Brain Pop Jr. nd 2 Grade Science Modules on S3 Curriculum at http://scde.mrooms.org/index.php?page=14495

Start

Week of Sept. 10th - Sept. 14th Sept. 13th - Sept. 14th Indicator 2-5.2 Explain how the poles of magnets affect each other (they attract and repel one another

Instructional Strategies 1. Enrichment - Ask a student to demonstrate how to use one magnet to push another magnet along a racetrack. 2-1.1 Carry out simple scientific investigations to answer questions about familiar objects and events. 2. Enrichment - Let the students race each other using the magnets from start to finish. 2-1.1 Carry out simple scientific investigations to answer questions about familiar objects and events. Quadrant D

Finish
3.Enrichment - AIMS Mostly Magnets Where is a Magnet Strongest A. Hold a bar magnet horizontally. B. Hang paper clips or staples from various parts of it. C. Where can you hang the most? Where can you hang the least? 4. Enrichment - Direct students on how to tie a string in the center of two bar magnets and how to bring the two hanging bar magnets near each other. Tell them: Watch how they interact. Why do they attract sometimes and repel or swing away from each other at other times? (Students should mention the poles.) Sample Classroom Activity Resources MacMillan/McGraw-Hill South Carolina Science 240-243 Other Resources: AIMS Mostly Magnets Science Kits/Materials and Boxes Web Sites: United Streaming Video http://streaming.discoveryeducation.com/index.cfm Magnets: A First Look 03/11/09 - Magnet Man: Cool Experiments with Magnets - http://my.execpc.com/~rhoadley/magindex.htm 03/11/09 - Science Teachers Enhancement Model: Exploring Magnets and Magnetism http://www.nyu.edu/projects/mstep/lessons/magnets.html www.studyisland.com GT Extensions: Students investigate whether a magnets shape affects its magnetic force and present their hypothesis and findings to the class. Assessment See Science Kit Brain Pop Brain Pop Jr. nd 2 Grade Science Modules on S3 Curriculum at http://scde.mrooms.org/index.php?page=14495

Start

Week of Sept. 17th - Sept. 21th Sept. 17th - Sept. 21st Indicator 2-5.3 Compare the effect of magnets on various material

Instructional Strategies 1. Essential - Discuss the characteristics of each object and determine why the object would be attracted to the magnet. Examples to use: Paper clip, pencil, nails, cotton ball, marble, staples, eraser, desk, filing cabinet, paper Use coins. Most students think coins will be attracted. Discuss that all metals are not attracted. Why do magnets not attract coins? 2-1.4 Infer explanations regarding scientific observations and experiences. 2. Essential - Students complete Exploring Magnets vocabulary activity, MacMillan/McGraw-Hill South Carolina Science Reading and Writing in Science, p. 114. 3. Enrichment - Students complete Exploring Magnets cloze activity, MacMillan/McGraw-Hill South Carolina Science Reading and Writing in Science, p. 115. 4.Enrichment - Students complete Everyday Magnets outline activity, MacMillan/McGraw-Hill South Carolina Science Reading and Writing in Science, p. 116.

Resources Text: MacMillan/McGraw-Hill South Carolina Science 240-243, 248-249, 258-259 MacMillan/McGraw-Hill South Carolina Science Activity Lab Book 101-102 MacMillan/McGraw-Hill South Carolina Science Reading and Writing in Science 114-116 Web Sites: United Streaming Video http://streaming.discoveryeducation.com/index.cfm The Magic of Magnetism 03/11/09 - Science Lessons Plans: The Magnet Page Lessons and Links - http://web2.airmail.net/kboyle/Maglink.htm www.studyisland.com

GT Extensions: Students examine a box of common household items and predict the effect that a magnet will have if applied to each of them. Students record their predictions and results and analyze the accuracy of their magnet experiment. See 2
nd

Grade Science Modules on S3 Curriculum at http://scde.mrooms.org/index.php?page=14495

Assessment See Science Kit Brain Pop Brain Pop Jr. nd 2 Grade Science Modules on S3 Curriculum at http://scde.mrooms.org/index.php?page=14495

Week of Sept. 24th - Sept. 28th Sept. 24th - Sept. 28th Indicator 2-5.3 Compare the effect of magnets on various material

Instructional Strategies See September 17 Instructional Strategies See 2

nd

Grade Science Modules on S3 Curriculum at http://scde.mrooms.org/index.php?page=14495

Resources See September 17 Instructional Strategies See 2

nd

Grade Science Modules on S3 Curriculum at http://scde.mrooms.org/index.php?page=14495

Assessment See Science Kit Brain Pop Brain Pop Jr. nd 2 Grade Science Modules on S3 Curriculum at http://scde.mrooms.org/index.php?page=14495

Week of Oct. 1st - Oct. 5th Oct. 1st - Oct. 5th Indicator 2-5.4 Identify everyday uses of magnets

Instructional Strategies 1. Enrichment - Watch United Streaming Video Stage One Science: Magnets and Electricity. See 2
nd

Grade Science Modules on S3 Curriculum at http://scde.mrooms.org/index.php?page=14495

Resources Text: MacMillan/McGraw-Hill South Carolina Science 240-243, 248-249 Web Sites: United Streaming Video http://streaming.discoveryeducation.com/index.cfm Stage One Science: Magnets and Electricity

GT Extensions: Students conduct research on the use of magnets in medicine and in appliances for the home.

Assessment See Science Kit Brain Pop Brain Pop Jr. nd 2 Grade Science Modules on S3 Curriculum at http://scde.mrooms.org/index.php?page=14495

Week of Oct. 8th - Oct. 12th Oct. 8th - Oct. 12th Indicator 2-1.4 Infer explanations regarding scientific observations and experiences

Instructional Strategies See 2

nd

Grade Science Modules on S3 Curriculum at http://scde.mrooms.org/index.php?page=14495

Resources See 2
nd

Grade Science Modules on S3 Curriculum at http://scde.mrooms.org/index.php?page=14495

Assessment See Science Kit Brain Pop Brain Pop Jr. nd 2 Grade Science Modules on S3 Curriculum at http://scde.mrooms.org/index.php?page=14495

Week of Oct. 15th - Oct. 19th Oct. 15th - Oct. 19th Indicator 2-3.2 Recall weather terminology (including temperature, wind direction, wind speed, and precipitation as rain, snow, sleet and hail).

Instructional Strategies 1. Enrichment - Introduce the vocabulary using photos and/or videos. Stress that weather is constantly changing. Discuss how/why families check the weather report on TV, radio and newspaper. 2. Enrichment - Temperature is how hot or cold the air is. It is measured with a thermometer. Use changeable demonstration thermometer or a worksheet to read sample temps, for a hot, warm, cool and cold day. 3. Enrichment - Wind is moving air. Observe the school flag blow. Wind can be helpful when flying kites, drying clothes or as an energy source. 4. Enrichment - Fill a clear plastic cup halfway with warm water. Tape plastic wrap over the top of the cup. Put the cup in a sunny place for 30 minutes. Observe the changes. Compare the cup to the water cycle. 5. Enrichment - Students watch weather report segment of local TV news show. Read and discuss the weather report in the newspaper. Stress the way the TV and newspaper identifies rain, snow, clouds, fog and storms. Look at photographs of rain, snow, lightning and tornadoes. Draw symbols that resemble the photograph. Use a blank calendar to record the daily weather. Students should include a key to explain their symbols. Use the U.S. map to make pretend weather reports. Use symbols on map. 6. Enrichment - Watch United Streaming Video Weather: A First Look. 7. Enrichment - Watch United Streaming Video Investigating Weather. Resources Text: MacMillan/McGraw-Hill South Carolina Science 117, 122-127 Science Kits/Materials Boxes: STC, Weather Other Resources: AIMS Mostly Magnets Web Sites: United Streaming Video http://streaming.discoveryeducation.com/index.cfm Weather: A First Look Investigating Weather Weather Smart: The Water Cycle and Clouds 03/11/09 - Edheads: Weather - http://www.edheads.org/activities/weather/index.htm www.studyisland.com GT Extensions: Students design a classroom mural or write a story about various kinds of weather. They illustrate rain, snow, sleet and hail, placing them in the proper seasons. They explain the pictures to each other in small groups. Students discuss weather events they have experienced and write a creative story about one particular event.

Assessment See Science Kit Brain Pop Brain Pop Jr. nd 2 Grade Science Modules on S3 Curriculum at http://scde.mrooms.org/index.php?page=14495

Week of Oct. 22nd - Oct. 26th Oct. 22nd - Oct. 25th Indicator 2-3.2 Recall weather terminology (including temperature, wind direction, wind speed, and precipitation as rain, snow, sleet and hail).

Instructional Strategies See October 15 Instructional Strategies nd See 2 Grade Science Modules on S3 Curriculum at http://scde.mrooms.org/index.php?page=14495

Resources See October 15 Instructional Strategies nd See 2 Grade Science Modules on S3 Curriculum at http://scde.mrooms.org/index.php?page=14495

Assessment See Science Kit Brain Pop Brain Pop Jr. nd 2 Grade Science Modules on S3 Curriculum at http://scde.mrooms.org/index.php?page=14495

Oct. 26th (Professional Development/Workday)

Week of Oct. 29th - Nov. 2nd Oct. 29th - Nov. 2nd Indicator 2-3.5 Use pictorial weather symbols to record observable sky conditions

Instructional Strategies 1. Enrichment - Students watch the weather report segment of local TV news show. Read and discuss the weather report in the newspaper. Stress the way the TV and newspaper identifies rain, snow, clouds, fog and storms. Look at photographs of rain, snow, lightning and tornadoes. Draw symbols that resemble the photograph. Use a blank calendar to record the daily weather. Students include a key to explain their symbols. Use the U.S. map to make pretend weather reports. Use weather symbols on map. Enrichment - Watch United Streaming Video Clouds, Weather and Life. nd See 2 Grade Science Modules on S3 Curriculum at http://scde.mrooms.org/index.php?page=14495

2. 3.

Resources MacMillan/McGraw-Hill South Carolina Science p. 117 Web Sites: United Streaming Video http://streaming.discoveryeducation.com/index.cfm Clouds, Weather and Life 03/11/09 - Edheads: Weather - http://www.edheads.org/activities/weather/index.htm See 2
nd

Grade Science Modules on S3 Curriculum at http://scde.mrooms.org/index.php?page=14495

Assessment See Science Kit Brain Pop Brain Pop Jr. nd 2 Grade Science Modules on S3 Curriculum at http://scde.mrooms.org/index.php?page=14495

Week of Nov. 5th - Nov. 9 th th Nov. 5 - Nov. 9 Indicator

th

(Nov 6 Election Day Holiday- No School )

th

2-3.1 Explain the effects of moving air as it interacts with objects Instructional Strategies 1. 2. 3. 4. Enrichment - Purchase a windsock and place outside the room. Observe trees and the windsock blowing in the wind. Notice the direction they lean. Observe the flag on campus. Enrichment - Read Gilberto and the Wind by Marie Hall Ets. Pay attention to the illustrations. Ask students to tell you how they know it is windy (by looking at the pictures). Enrichment - Watch United Streaming Video Weather: Changes and Measurement. Enrichment - Depending on the time of the year, use the poem Its Hot by Shel Silverstein (STC Weather Kit Lesson 1), The Snowy Day by Ezra Jack Keats, or Froggy Gets Dressed by Jonathan London as a comparison for the actual weather/season. Use a Venn diagram to compare and contrast the weather (This could be done independently in their science notebooks). As the students describe and graph their favorite weather (see STC Weather Kit Lesson 1) have them identify the season when their weather usually occurs. Sequence the seasons in order (spring, summer, fall, winter). Discuss how hats, clothing and sunscreen protect the skin. (Health I.2.d) Enrichment - Demonstrate how clouds form: Fill a 2-liter soda bottle 1/3 full of warm water. Tape black construction paper to the back of the bottle. Light a match and drop it in the container. Immediately cover the container with a bag of ice. The cloud will form inside the bottle. Explain that clouds are made when water evaporates (warm water) and forms drops on small pieces of dust (match smoke). This happens when the atmosphere is cool.

5.

Resources MacMillan/McGraw-Hill South Carolina Science 117, 122-127 Other Resources: Gilberto and the Wind by Marie Hall Ets The Snowy Day by Ezra Jack Keats Froggy Gets Dressed by Jonathan London Web Sites: United Streaming Video http://streaming.discoveryeducation.com/index.cfm Weather: Changes and Measurement
nd

See 2

Grade Science Modules on S3 Curriculum at http://scde.mrooms.org/index.php?page=14495

Assessment

Benchmark #2 Testing Window: Nov. 5th - Nov. 16th

Week of Nov. 12th - Nov. 16th Nov. 12th - Nov. 16th Indicator 2-3.1 Explain the effects of moving air as it interacts with objects

Instructional Strategies See November 5 Instructional Strategies

Resources See November 5 Instructional Resources

Assessment

Benchmark #2 Testing Window: Nov. 5th - Nov. 16th

Week of Nov. 19th - Nov. 23rd Nov. 19th - Nov. 20th Indicator 2-3.4 Carry out procedures to measure and record daily weather conditions (including temperature, precipitation, . amounts, wind speed as measured on the Beaufort scale and wind direction as measured with a windsock or wind vane. Instructional Strategies 1. Enrichment - Make a chart. Temperature F Monday Tuesday Wednesday Thursday Friday Measure the temperature daily in Celsius and Fahrenheit. Through class discussion and individual assignments, answer the following questions: Compare daily readings. How many degrees up or down? If possible, measure in a sunny and shady place, and measure soil, water and air. 2. Enrichment - Take temperature at the same time of day for one week. Create a graph (bar graph or line graph) 3. Enrichment - Collect precipitation in a rain gauge for several weeks. Create a graph. 4. Enrichment - Ask students how watching the weather tonight might affect their behavior tomorrow (determine how well dress, etc.). 5. Enrichment - Define cloud types: cumulus-puffy, stratus-flat gray blankets, cirrus-wispy-high in the sky. Have students use cotton balls to make each type. They should label each cloud. They should write a little about the weather that accompanies the cloud type. Stratus clouds may indicate rain is on the way. Drizzle may accompany stratus clouds. Cirrus clouds are often a sign that rain or snow is on the way. Can be fair weather. Cumulus clouds sunny skies (cumulonimbus-thunderstorms) 6. Enrichment - Read It Looked Like Spilt Milk by Charles G. Shaw or Little Cloud by Eric Carle. Observe shapes of clouds outside. Have students pick a cloud type and write a book about what they look like and what the weather is like as they float in the sky. Activity: After reading the story, have students make their own clouds. Use construction paper and white paint. Have them pour paint into the crack of the paper after folding the paper. Press the paper out and then unfold. Have students describe their cloud. What does it look like? What would the weather be like? Enrichment - Read The Wind Blew by Pat Hutchins and discuss the impact the wind had on the objects in the story. Resources MacMillan/McGraw-Hill South Carolina Science 117, 124-125 Other Resources: The Magic School Bus Wet All Over by Pat Relf It Looked Like Spilt Milk by Charles G. Shaw Little Cloud by Eric Carle The Wind Blew by Pat Hutchins Web Sites: 03/11/09 - Current Weather Conditions - http://camera.clemson.edu/weather/ United Streaming Video http://streaming.discoveryeducation.com/index.cfm Weather: Changes and Measurement See 2 Grade Science Modules on S3 Curriculum at http://scde.mrooms.org/index.php?page=14495 Assessment See Science Kit Brain Pop Brain Pop Jr. nd 2 Grade Science Modules on S3 Curriculum at http://scde.mrooms.org/index.php?page=14495
nd

Nov. 21st - Nov. 23rd (Thanksgiving Holidays)

Week of Nov. 26th - Nov. 30th Nov. 26th - Nov. 30th Indicator 2-3.4 Carry out procedures to measure and record daily weather conditions (including temperature, precipitation, . amounts, wind speed as measured on the Beaufort scale and wind direction as measured with a windsock or wind vane.

Instructional Strategies See November 19 Instructional Strategies

Resources See November 19 Resources

Assessment See Science Kit Brain Pop Brain Pop Jr. nd 2 Grade Science Modules on S3 Curriculum at http://scde.mrooms.org/index.php?page=14495

Week of Dec. 3rd - Dec. 7th Dec. 3rd - Dec. 7th Indicator 2-3.3 Illustrate the weather conditions of different seasons

Instructional Strategies 1. Enrichment - Show students photographs from different seasons. Have them discuss the sequence and place the photos in sequential order. 2. Enrichment - List the seasons on the board and have students write their names and birthdays on post-it notes. Allow each child to place his or her post-it-note under the correct seasonal heading. Have each child describe what the weather was like during their last birthday. Were there leaves on the trees? 3. Enrichment - Show students pictures (youve created or from the internet) of a tree in spring, summer, winter, fall. Have them tell you what season each picture represents and how they came to that conclusion. What seasonal clues are in the pictures? Read The Seasons of Arnolds Apple Tree by Gail Gibbons. Create an art project that shows an apple tree as it changes through the seasons. 4. Enrichment - Make a class book and divide the class into 4 groups. Each group will make a page of the book or posters and each group will be assigned a season. Have each page read My favorite thing to do in ________(season) is.. They should complete the sentence and illustrate it. When all groups have finished, take up the pages in order. I need the spring groups pages.. What group comes next? Then, read the book aloud and place in the classroom library. 5. Enrichment - Watch United Streaming Video Magical Mother Nature: The Four Seasons. 6. Enrichment - Student directions: A. Make four columns on your paper with the headings spring, summer, winter, autumn. B. List the weather patterns that are unique to that season in the columns. C. Share your list with another student and compare them. Do you agree on the seasons patterns? Would your list look the same if you lived in another part of the world? Resources MacMillan/McGraw-Hill South Carolina Science Science Kits/Materials Boxes: STC, Weather Other Resources: The Seasons of Arnolds Apple Tree by Gail Gibbons Web Sites: United Streaming Video http://streaming.discoveryeducation.com/index.cfm Magical Mother Nature: The Four Seasons See 2
nd

122-125, 132-133

Grade Science Modules on S3 Curriculum at http://scde.mrooms.org/index.php?page=14495

Assessment See Science Kit BrainPop Brain Pop Jr. nd 2 Grade Science Modules on S3 Curriculum at http://scde.mrooms.org/index.php?page=14495

Week of Dec. 10th - Dec. 14th Dec. 10th - Dec. 14th Indicator 2-3.6 Identify safety precautions that one should take during severe weather Instructional Strategies 1. Enrichment - Read from trade books that describe dangers during storms and how to protect yourself. 2. Enrichment - Students practice school procedures for tornado drills. 3. Enrichment - Students make posters/PowerPoint presentations that show safety rules such as: 1) Lightning storms: stay indoors or low to the ground. 2) Tornado stay indoors away from windows. 3) Flood stay on high ground. Complete cause/effect map describing the safety rules. Invite a weather person to visit or watch video. 4. Enrichment - Discuss items you might need to have in case of bad weather. Create a safety kit by drawing the items, making models, or cutting them out of magazines. Place them in shoeboxes or on a drawn box. Label it Weather Safety Kit. 5. Enrichment - Make a tornado in a bottle. Take two empty one-liter soft drink bottles, a steel washer that has a hole the same width as the bottle top, and a roll of plastic caulking tape. Fill one bottle full. Tape the washer to the top of one bottle. Crisscross the washer with tape. Cut a hole in the tape (the same size as the wa shers hole). Put the other bottle upside down on top of the other bottle. Tape them together. Quickly move the bottle in a big circle and you should have a tornado-shaped funnel. 6. Enrichment - Watch United Streaming Video Severe Weather Safety: Watch for the Warning. Enrichment - Read the book Magic School Bus Inside a Hurricane by Joanna Cole. Resources nd See 2 Grade Science Modules on S3 Curriculum at http://scde.mrooms.org/index.php?page=14495 MacMillan/McGraw-Hill South Carolina Science Other Resources: The Magic School Bus Inside A Hurricane by Joanna Cole

Web Sites: United Streaming Video http://streaming.discoveryeducation.com/index.cfm Severe Weather Safety: Watch for the Warning

03/11/09 - Federal Emergency Management Agency - http://www.fema.gov/kids/dizarea.htm 03/11/09 - Web Weather for Kids - http://eo.ucar.edu/webweather/ 03/11/09 - Dan's Wild Wild Weather Page: The Quiz Page - http://www.wildwildweather.com/quiz.htm Assessment See Science Kit BrainPop Brain Pop Jr. nd 2 Grade Science Modules on S3 Curriculum at http://scde.mrooms.org/index.php?page=14495

Week of Dec. 17 - Jan. 2 Dec. 17 - Jan. 2nd Indicator

th

th

nd

(Winter Break/Holidays)

Winter Break Instructional Strategies Winter Break Resources Winter Break Assessment Winter Break

Winter Break

Jan. 3rd - Jan. 4th Indicator 2-1.1 Carry out simple scientific investigations to answer questions about familiar objects and events. Winter Break Winter Break Instructional Strategies See 2
nd

Grade Science Modules on S3 Curriculum at http://scde.mrooms.org/index.php?page=14495

Winter Break Resources See 2

nd

Grade Science Modules on S3 Curriculum at http://scde.mrooms.org/index.php?page=14495

Winter Break Assessment See Science Kit BrainPop Brain Pop Jr. nd 2 Grade Science Modules on S3 Curriculum at http://scde.mrooms.org/index.php?page=14495

er Break Week of Jan. 7th - Jan. 11th Jan. 7th - Jan. 11th Indicator 2-2.2 Classify animals (including mammals, birds, amphibians, reptiles, fish, and insects) according to their physical characteristics.

Instructional Strategies

1. 2. 3.

Enrichment - Read Baby Animals by Margaret Wise Brown. Use story text and illustrations to notice how the baby animals resemble their parents. Quadrant B Enrichment - Make web for animal life cycles on the computer by using Kidspiration. Quadrant D Enrichment Students complete Arts Integration Lesson 2-24 Animals (located in the Arts Integration Section of curriculum). Quadrant B

Resources Text: MacMillan/McGraw-Hill South Carolina Science Chapter 1, Lesson 1, pp. 24-31 Chapter 1, Lesson 3, pp. 40-53

Other Resources: Baby Animals by Margaret Wise Brown

Web Sites: United Streaming Video http://streaming.discoveryeducation.com/index.cfm Animal Characteristics Animal Groups: Beginning Classification 03/11/09 Yahoo Kids- http://kids.yahoo.com/learn 03/11/09 First-School.ws: Animals Theme - http://www.first-school.ws/theme/animals.htm

Assessment See Science Kit BrainPop Brain Pop Jr. nd 2 Grade Science Modules on S3 Curriculum at http://scde.mrooms.org/index.php?page=14495

Week of Jan. 14th - Jan. 18th Jan. 14th - Jan. 17th Indicator 2-2.2 Classify animals (including mammals, birds, amphibians, reptiles, fish, and insects) according to their physical characteristics.

Winter Break Win Break Instructional Strategies

See January 7 Instructional Strategies

Winter Break Resources

See January 7 Resources

Winter Break Assessment See Science Kit BrainPop Brain Pop Jr. nd 2 Grade Science Modules on S3 Curriculum at http://scde.mrooms.org/index.php?page=14495

Break Jan. 18 (Professional Development/Workday)

th

Week of Jan. 21st - Jan. 25th st Jan. 21 (Martin Luther King Jr. Day Holiday) nd Jan. 22 (Professional Development /Workday)

3rd Nine Weeks

Jan. 23rd - Jan. 25th Indicator 2-2.1 Recall the basic needs of animals (including air, water, food, and shelter) for energy, growth, and protection.

Instructional Strategies 1. 2. Essential - Students brainstorm basic needs of people and pets/animals. 2-1.3 Infer explanations regarding scientific observations and experiences. Quadrant A Essential - Students study a specific animals habitat through books/videos. 2-1.3 Represent and communicate simple data and explanations through drawings, tables, pictographs, bar graphs, and oral and written language. Quadrant C Essential - After the study, complete a semantic map. Identify how the basic needs of that animal are met. 21.3 Represent and communicate simple data and explanations through drawings, tables, pictographs, bar graphs, and oral and written language. Quadrant C Essential - Watch United Streaming Video, Living and Nonliving Things. Quadrant A

3.

4.

Resources Text: MacMillan/McGraw-Hill South Carolina Science Chapter 1, Lesson 1, pp. 24-31 Chapter 1, Lesson 3, pp. 40-53 Chapter 2, Lesson 1, pp. 56-63 Chapter 2, Lesson 2, pp. 64-79 Web Sites: United Streaming Video http://streaming.discoveryeducation.com/index.cfm Living and Non-Living Things

Assessment

See Science Kit Brain Pop Brain Pop Jr. nd 2 Grade Science Modules on S3 Curriculum at http://scde.mrooms.org/index.php?page=14495

Week of Jan. 28th - Feb. 1st Jan. 28th - Feb. 1st Indicator 2-2.5 Illustrate the various life cycles of animals (including birth and the stages of development). 2-1.3 Represent and communicate simple data and explanations through drawings, tables, pictographs, bar graphs, and oral and written language. 2-1.4 Infer explanations regarding scientific observations and experiences. Wireak Instructional Strategies 2-2.5 1. Essential - Use pictures to demonstrate various stages of animal life cycles. Quadrant A 2. Essential - Give students cut and paste pictures of animals from each classification and have them place the pictures in chronological order. Example: Give students a picture of a chick embryo in an egg, a picture of a chick curled up in an egg, a picture of a chick hatching, and a picture of a chick. Quadrant C 3. Essential - When making flowchart of life cycle of butterfly, use a popcorn kernel to represent the egg; a macaroni twist for the larva; a macaroni shell for the pupa; a macaroni bow-tie for the butterfly. Students draw the details such as a leaf for the egg to rest on, a flower for the butterfly, etc. Students will write facts about each stage of metamorphosis. (Can do this on drawing or construction paper sectioned into fourths). Brainstorm to recall facts about each stage before students do the writing component. Quadrant B 4. Essential - As a culminating activity for this strand, each student will present a report/flowchart on one of the animals studied. Review journal entries on butterflies, mealworms, etc. Make a flowchart on the life cycle present to classmates. Write a description (sentences) to summarize. Use pictures. Quadrant D 5. Essential - Watch United Steaming Video Animal Life Cycles (14:00). Quadrant A 6. Essential - Find a source for butterflies and/or moth larvae (caterpillars). Gather a large amount of food from the source at the same time. Keep charts and use pictures to describe growth and changes. Teach students to respect and care for any live creature. Gather information in a class big book. (STC Butterflies Kit) Quadrant D 7. Essential - Tell the students to do the following: A. Choose one animal, such as a frog or butterfly, and draw each stage of this animals life cycle on an index card. B. Shuffle your cards and trade with a classmate who chose a different animal. C. Put the new set of cards into the correct order. D. Talk to your classmate about how the life cycles are different for the two animals. Sample Classroom Activity Quadrant A 8. Essential - Watch United Streaming Video Insect Lifecycles: Metamorphosis (15:00). Quadrant A 9. Essential - Watch United Streaming Video Amphibians: Amazing Animals (22:34). Quadrant A 10. Enrichment Students complete Arts Integration Lesson 2-29 Habitats II (located in the Arts Integration Section of curriculum). Quadrant C 11. Enrichment Students complete Arts Integration Lesson 2-27 Life Cycle of a Butterfly (located in the Arts Integration Section of curriculum). Quadrant B 12. Enrichment Students complete Arts Integration Lesson 2-10 Life Cycles (located in the Arts Integration Section of curriculum). Quadrant C 2-1.3/2-1.4 1. Essential - Students brainstorm basic needs of people and pets/animals. 2-1.3 Infer explanations regarding scientific observations and experiences. Quadrant A 2. Essential - Students study a specific animals habitat through books/videos. 2-1.3 Represent and communicate simple data and explanations through drawings, tables, pictographs, bar graphs, and oral and written language. Quadrant C 3. Essential - After the study, complete a semantic map. Identify how the basic needs of that animal are met. 21.3 Represent and communicate simple data and explanations through drawings, tables, pictographs, bar graphs, and oral and written language. Quadrant C Essential - Watch United Streaming Video, Living and Nonliving Things. Quadrant Ainter Break Resources Text: MacMillan/McGraw-Hill South Carolina Science (Ch 1, Lesson 2, pp. 32-39 & Ch.2, Lesson 1, pp. 56-63) Web Sites: United Streaming Video http://streaming.discoveryeducation.com/index.cfm Animal Life Cycles 03/11/09 - Butterfly Cam: Lifecycle - http://www.dcboces.org/sufsd/nassau/vitek/butterfly/lifecycle.html 03/11/09 - Earth's Birthday: Hands-on Science Butterfies and Bugs - http://www.earthsbirthday.org/butterflies/index.asp 03/11/09 - The Ladybug Lady: Ladybug Q & A - http://www.ladybuglady.com/LadybugsFAQ.htm Break Assessment See Science Kit, BrainPop , Brain Pop Jr. 2
nd

Grade Science Modules on S3 Curriculum at

http://scde.mrooms.org/index.php?page=14495 Break

Week of Feb. 4th - Feb. 8th Feb. 4th - Feb. 8th Indicator 2-2.5 Illustrate the various life cycles of animals (including birth and the stages of development). 2-1.3 Represent and communicate simple data and explanations through drawings, tables, pictographs, bar graphs, and oral and written language. 2-1.4 Infer explanations regarding scientific observations and experiences. Instructional Strategies See January 28 Instructional Strategies

Resources

See January 28 Resources

Assessment See Science Kit Brain Pop Brain Pop Jr. nd 2 Grade Science Modules on S3 Curriculum at http://scde.mrooms.org/index.php?page=14495

Week of Feb. 11th - Feb. 15th Feb. 11th - Feb. 15th Indicator 2-2.4 Summarize the interdependence between animals and plants as sources of food and shelter. 2-1.3 Represent and communicate simple data and explanations through drawings, tables, pictographs, bar graphs, and oral and written language.

Brea Instructional Strategies Enrichment - Tell students to observe and draw a picture of an animal and then ask them, What kind of food does it eat? Do any other animals eat your animal for food? Can you predict what might happen to your animal if all the plants suddenly dies? Sample Classroom Activity Quadrant A 2. Enrichment - Read Red Eyes or Blue Feathers; Swing, Slither, or Swim; Stripes, Spots, or Diamonds by Patricia M. Strickland and Todd Ouren and discuss. Quadrant A 3. Enrichment - Read Animals Finding Food by Wendy Perkins and discuss. Quadrant A 4. Enrichment Students complete Arts Integration Lesson 2-29 Habitats II (located in the Arts Integration Section of curriculum). Quadrant C Winter Break Resources Text: MacMillan/McGraw-Hill South Carolina Science Chapter 2, Lesson 1, pp. 56-63 Chapter 2, Lesson 2, pp. 64-79 Chapter 3, Lesson 1, pp. 82-89 Chapter 3, Lesson 2, pp. 90-97 Chapter 3, Lesson 3, pp. 98-109 1. Other Resources: Red Eyes or Blue Feathers by Patricia M. Strickland and Todd Ouren Swing, Slither, or Swim by Patricia M. Strickland and Todd Ouren Stripes, Spots, or Diamonds by Patricia M. Strickland and Todd Ouren Animals Finding Food by Wendy Perkins Web Sites: United Streaming Video http://streaming.discoveryeducation.com/index.cfm The Food Chain Mystery 03/11/09 The Standards Site - http://www.standards.dfes.gov.uk/schemes2/science/sci6a/?view=get inter Break Assessment See Science Kit BrainPop Brain Pop Jr. nd 2 Grade Science Modules on S3 Curriculum at http://scde.mrooms.org/index.php?page=14495

Winter Break

Week of Feb. 18th - Feb. 22nd th Feb. 18 (Presidents Day /Holiday) Feb. 19th - Feb. 22nd Indicator 2-2.4 Summarize the interdependence between animals and plants as sources of food and shelter. 2-1.3 Represent and communicate simple data and explanations through drawings, tables, pictographs, bar graphs, and oral and written language

Instructional Strategies

See February 11 Instructional Strategies

Resources

See February 11 Resources

Assessment See Science Kit BrainPop Brain Pop Jr. nd 2 Grade Science Modules on S3 Curriculum at http://scde.mrooms.org/index.php?page=14495

Week of Feb. 25th - Mar. 1st Feb. 25th - Mar. 1st Indicator 2-2.3 Explain how distinct environments throughout the world support the life of different types of animals.

Winter Instructional Strategies 1. Enrichment - Students create animal cards. Write various habitats on the board. Students show animal card to the class and tell them its habitat. Place them on the board under habitat headings . 2-1.3 Represent and communicate simple data and explanations through drawings, tables, pictographs, bar graphs, and oral and written language. Quadrant A Enrichment - Read Deep, Deeper, Deepest; Old, Older, Oldest; High, Higher, Highest; Hot, Hotter, Hottest; Fast, Faster, Fastest; Cold, Colder, Coldest by Michael Dahl and discuss. Quadrant A Enrichment - Read Whose Nose is This?; Whose Eyes are These?; Whose Ears are These?; Whose Tail is This?; Whose Feet are These?; Whose Legs are These?; Whose Skin is This?; Whose Mouth is This? by Lisa Morris Key and discuss. Quadrant A Enrichment - Read Big and Small; Loud and Quiet; Long and Short; Fast and Slow; Wet and Dry by Lisa Bullard and discuss. Quadrant A Enrichment - Pick a habitat and an animal. Make a flip book with headings: food, water, shelter. List how that animals needs are met under each flap. Illustrate. 2-1.3 Represent and communicate simple data and explanations through drawings, tables, pictographs, bar graphs, and oral and written language. 2-1.4 Infer explanations regarding scientific observations and experiences. Quadrant B

2. 3.

4. 5.

Enrichment - Introduce research strategies. Enter the topic of habitat in Media Center computer. Locate 2 books. 21.3 Represent and communicate simple data and explanations through drawings, tables, pictographs, bar graphs, and oral and written language. 2-1.4 Infer explanations regarding scientific observations and experiences. Quadrant D 6. Enrichment - List characteristics of various habitats and discuss why the animals survive. 2-1.3 Represent and communicate simple data and explanations through drawings, tables, pictographs, bar graphs, and oral and written language. 2-1.4 Infer explanations regarding scientific observations and experiences. Quadrant A 7. Enrichment Students complete Arts Integration Lesson 2-24 Animals (located in the Arts Integration section of the curriculum). Quadrant A Winter Break Resources Text: MacMillan/McGraw-Hill South Carolina Science Chapter 2, Lesson 1, pp. 54-55, 58-61 Chapter 3, Lesson 1, pp. 82-89 Chapter 3, Lesson 2, pp. 90-95 Chapter 3, Lesson 3, pp. 98-111 MacMillan/McGraw-Hill South Carolina Science Assessment 36-38 Other Resources: Deep, Deeper, Deepest by Michael Dahl, Old, Older, Oldest by Michael Dahl, High, Higher, Highest by Michael Dahl Hot, Hotter, Hottest by Michael Dahl, Fast, Faster, Fastest by Michael Dahl,Cold, Colder, Coldest by Michael Dahl Whose Nose is This? by Lisa Morris Key,Whose Eyes are These? by Lisa Morris Key,Whose Ears are These? by Lisa Morris Key, Whose Tail is This? by Lisa Morris Key, Whose Feet are These? by Lisa Morris Key,Whose Legs are These? by Lisa Morris Key, Whose Skin is This? by Lisa Morris Key,Whose Mouth is This? by Lisa Morris Key,Big and Small by Lisa Bullard, Loud and Quiet by Lisa Bullard, Long and Short by Lisa Assessment See Science Kit BrainPop Brain Pop Jr. nd 2 Grade Science Modules on S3 Curriculum at http://scde.mrooms.org/index.php?page=14495

Week of Mar. 4th - Mar. 8th Mar. 4th - Mar. 8th Indicator 2-2.3 Explain how distinct environments throughout the world support the life of different types of animals. Instructional Strategies

See February 25 Instructional Strategies

Resources

See February 25 Resources

Assessment

Week of Mar. 11th - Mar. 15th Mar. 11th - Mar. 15th Indicator 2-4.1 Recall the properties of solids and liquids. 2-1.1 Carry out simple scientific investigations to answer questions about familiar objects and events. 2-1.3 Represent and communicate simple data and explanations through drawings, tables, pictographs, bar graphs, and oral and written language. 2-1.4 Infer explanations regarding scientific observations and experiences. 2-1.5 Use appropriate safety procedures when conducting investigations. inter Break Instructional Strategies 2-4.1 1. Enrichment - List examples of solids and liquids. Once the list is complete pick one state of matter and an example. Write a description of it. Represent and communicate simple data and explanations through drawings, tables, pictographs, bar graphs, and oral and written language. Quadrant B Solids Liquids Essential - Students complete Size and Shape quick lab, Macmillan/McGraw-Hill South Carolina Science Activity Lab Book, p. 66. Quadrant A 3. Enrichment - Students complete How can clay be changed? activity, Macmillan/McGraw-Hill South Carolina Science Activity Lab Book, p. 77. Quadrant A Enrichment - Read The Popcorn Book by Tomie de Paola. Teacher will use a hot plate or frying pan & burner rd (borrow burner from 3 grade Matter box). Add cooking oil to frying pan or hot plate and discuss that the oil is a liquid. Allow students to observe and use sense of touch with popcorn kernels. Put kernels in pan or on hot plate and observe. Discuss the changes in the solid. Quadrant A Enrichment - Review 3 states of matter and show examples from all 3 groups. Quadrant A Enrichment - Draw a bar graph on whiteboard divided into 3 sections and label them liquid, solid, gas. Title the graph Forms of Matter. Give each student a post-it note and have them write or draw an example of a gas, solid, or a liquid on the post-it note. Complete the graph by placing post-its into their correct categories and discuss graph and make comparisons. 2-1.3 Represent and communicate simple data and explanations through drawings, tables, pictographs, bar graphs, and oral and written language. Quadrant B Enrichment - Sing the Matter Song 2-1.3 Represent and communicate simple data and explanations through drawings, tables, pictographs, bar graphs, and oral and written language. Quadrant B Sung to the tune of Shell Be Comin Round the Mountain Chorus: Everything thats on this Earth is made of matter, Everything thats on this Earth is made of matter, Matter takes up space and has mass, Matter takes up space and has mass, Everything thats on this Earth is made of matter. 2. Anything that is a solid holds its shape, Anything that is a solid holds its shape, Solids take up space and have mass, Solids take up space and have mass, Solids take up space, have mass and hold their shape. Anything that is a liquid can be poured, Anything that is a liquid can be poured, Liquids take up space and have mass, Liquids take up space and have mass, Liquids take up space, have mass and can be poured. (Enrichment Verse) Gases spread around as far as they can go, Gases spread around as far as they can go, Gases take up space and have mass Gases take up space and have mass, Gases take up space, have mass and spread around

4.

5. 6.

7.

Repeat ChorusWi Break Continue- Week of Mar. 11th - Mar. 15th Resources Text: Macmillan/McGraw-Hill South Carolina Science 172-175, 179-181, 190-191 Macmillan/McGraw-Hill South Carolina Science, Activity Lab Book 63-64, 66, 72-75, 77 Macmillan/McGraw-Hill South Carolina Science, Math in Science 7-8 Macmillan/McGraw-Hill South Carolina Science, Assessment 52 Other Resources: The Popcorn Book by Tomie de Paola Web Sites: United Streaming Video http://streaming.discoveryeducation.com/index.cfm Properties of Matter Part I and Part II Solids, Liquids, Gases: A First Look 03/11/09 - The MathMol Hypermedia Textbook - http://www.nyu.edu/pages/mathmol/textbook/text_contents.html Winter Break Assessment

Week of Mar. 18th - Mar. 22nd Mar. 18th - Mar. 22nd Indicator 2-4.1 Recall the properties of solids and liquids. 2-1.1 Carry out simple scientific investigations to answer questions about familiar objects and events. 2-1.3 Represent and communicate simple data and explanations through drawings, tables, pictographs, bar graphs, and oral and written language. 2-1.4 Infer explanations regarding scientific observations and experiences. 2-1.5 Use appropriate safety procedures when conducting investigations. inter Break Winter Break Instructional Strategies See March 11 Instructional Strategies

Winter Break Resources See March 11 Resources

Winter Break Assessment See Science Kit BrainPop Brain Pop Jr. nd 2 Grade Science Modules on S3 Curriculum at http://scde.mrooms.org/index.php?page=14495

Winter Break

Week of Mar. 25th - Mar. 29 (Professional Development/Workday) Mar. 25th - Mar. 28th Indicator 2-4.2 Exemplify matter that changes from a solid to a liquid and from a liquid to a solid. 2-1.1 Carry out simple scientific investigations to answer questions about familiar objects and events. 2-1.3 Represent and communicate simple data and explanations through drawings, tables, pictographs, bar graphs, and oral and written language. 2-1.4 Infer explanations regarding scientific observations and experiences. 2-1.5 Use appropriate safety procedures when conducting investigations. Winter Break Instructional Strategies 1. 2. 3. Enrichment - Ask students to predict what would happen to a glass of ice left outside on a hot day. Sample Classroom Activity Quadrant A Essential - Students brainstorm a list of ways that they can demonstrate the change of a liquid to a solid and a solid to a liquid. They draw each of the ways using crayons or paint. Quadrant B Essential - Divide class into groups. Provide each group with a bowl of ice cubes. Have students identify it as a solid. (Early in the day, let students see the water in the ice tray before its frozen.) 2-1.1 Carry out simple scientific investigations to answer questions about familiar objects and events. 2-1.5 Use appropriate safety procedures when conducting investigations. Quadrant A Essential - Place ice cubes into pan and heat on a hot plate. Students observe a solid changing into a liquid. 21.1 Carry out simple scientific investigations to answer questions about familiar objects and events. 21.5 Use appropriate safety procedures when conducting investigations. Quadrant A Enrichment - Students attempt to identify strong fragrances (perfume, vinegar, ammonia, etc.) while blindfolded and standing at various distances from the demonstration area. They use a hand signal when they can identify the smell. (demonstration of liquid to gas transition). Quadrant C

th

4.

5.

Winter Break Resources Text: Macmillan/McGraw-Hill South Carolina Science 202-209, 196-199(TE) Macmillan/McGraw-Hill South Carolina Science, Activity Lab Book 83

Web Sites: United Streaming Video http://streaming.discoveryeducation.com/index.cfm Changes in the Properties of Matter Winter Break Assessment See Science Kit BrainPop Brain Pop Jr. nd 2 Grade Science Modules on S3 Curriculum at http://scde.mrooms.org/index.php?page=14495

4th Nine Weeks

Week of Apr. 8th - Apr. 12th Indicator 2-4.2 Exemplify matter that changes from a solid to a liquid and from a liquid to a solid. 2-1.1 Carry out simple scientific investigations to answer questions about familiar objects and events. 2-1.3 Represent and communicate simple data and explanations through drawings, tables, pictographs, bar graphs, and oral and written language. 2-1.4 Infer explanations regarding scientific observations and experiences. 2-1.5 Use appropriate safety procedures when conducting investigations.reak Winter Break Instructional Strategies See March 25 Instructional Strategies

Winter Break Resources See March 25 Resources

Winter Break Assessment See Science Kit BrainPop Brain Pop Jr. nd 2 Grade Science Modules on S3 Curriculum at http://scde.mrooms.org/index.php?page=14495

Winter Break

Week of Apr. 15th - Apr. 19th Apr. 15th - Apr. 19th Indicator 2-4.3 Explain how matter can be changed in ways such as heating or cooling, cutting or tearing, bending or stretching. 2-1.1 Carry out simple scientific investigations to answer questions about familiar objects and events. 2-1.3 Represent and communicate simple data and explanations through drawings, tables, pictographs, bar graphs, and oral and written language. 2-1.4 Infer explanations regarding scientific observations and experiences. 2-1.5 Use appropriate safety procedures when conducting investigations.

Instructional Strategies

1.

Enrichment - Students observe steam as water is heated and identify it as a gas. 2-1.4 Infer explanations regarding scientific observations and experiences. 2-1.5 Use appropriate safety procedures when conducting investigations. Quadrant A 2. Enrichment - Hold a glass plate above steam so students observe steam changing into a liquid. 2-1.4 Infer explanations regarding scientific observations and experiences. Quadrant A 3. Enrichment - Melt chocolate bars and put them into molds. Let them sit and harden to make candy. Quadrant A 4. Enrichment - Cut and tear paper to make colorful collages. Quadrant A 5. Enrichment - Make sculptures by bending and connecting pipe cleaners. Quadrant A 6. Enrichment Students make instant pudding. Quadrant C 7. Enrichment - Explore with modeling clay to make shapes then change by stretching. Quadrant A 8. Enrichment - Tell students youre going to investigate the effect of freezing on different objects. Ask them, For example, what happens to a container of milk that is put in the freezer? What happens to a pencil? Sample Classroom Activity Quadrant A 9. Enrichment - Make ice cream in a bag Materials: milk or cream (2 oz for each student) vanilla extract or chocolate syrup sugar (1 tsp for each student) ice salt plastic freezer baggies (large and small sizes) newspaper spoons Procedure: 1) Put sugar, milk, and dash of vanilla extract or tsp chocolate syrup in a small baggie for each student. 2) Seal bags and squish everything to mix it up. 3) Place 3 or 4 student baggies into a large baggie filled with ice and 5 oz salt. 4) Wrap the large bag in newspaper and twist the ends. 5) 2 students grab each end of the newspaper and shake. Quadrant C Resources Text: MacMillan/McGraw-Hill South Carolina Science 196-199, 202-207

Assessment See Science Kit Brain Pop Brain Pop Jr. nd 2 Grade Science Modules on S3 Curriculum at http://scde.mrooms.org/index.php?page=14495

Week of Apr. 22nd - Apr. 26th Apr. 22nd - Apr. 26th Indicator 2-4.3 Explain how matter can be changed in ways such as heating or cooling, cutting or tearing, bending or stretching. 2-1.1 Carry out simple scientific investigations to answer questions about familiar objects and events. 2-1.3 Represent and communicate simple data and explanations through drawings, tables, pictographs, bar graphs, and oral and written language. 2-1.4 Infer explanations regarding scientific observations and experiences. 2-1.5 Use appropriate safety procedures when conducting investigations. nter Break Winter Break Instructional Strategies See April 15 Instructional Strategies

Winter Break Resources See April 15 Resources

Winter Break Assessment See Science Kit BrainPop Brain Pop Jr. nd 2 Grade Science Modules on S3 Curriculum at http://scde.mrooms.org/index.php?page=14495

Winter Break

Week of Apr. 29th - May 3rd Apr. 29th - May 3rd Indicator 2-4.4 Recognize that different materials can be mixed together and then separated again. 2-1.1 Carry out simple scientific investigations to answer questions about familiar objects and events. 2-1.3 Represent and communicate simple data and explanations through drawings, tables, pictographs, bar graphs, and oral and written language. 2-1.4 Infer explanations regarding scientific observations and experiences. 2-1.5 Use appropriate safety procedures when conducting investigations. Break Winter Break Instructional Strategies 1. Essential - Predict what will happen when pouring various materials into water. 2-1.1 Carry out simple scientific investigations to answer questions about familiar objects and events. 2-1.4 Infer explanations regarding scientific observations and experiences. Quadrant C Enrichment - Kit Lesson 11, Separating a Mystery Mixture STC Changes kit. 2-1.1 Carry out simple scientific investigations to answer questions about familiar objects and events. 2-1.2 Use tools (including thermometers, rain gauges, balances, and measuring cups) safely, accurately, and appropriately when gathering specific data. 2-1.3 Represent and communicate simple data and explanations through drawings, tables, pictographs, bar graphs, and oral and written language. 2-1.4 Infer explanations regarding scientific observations and experiences. 2-1.5 Use appropriate safety procedures when conducting investigations. Quadrant D Enrichment - Using various materials, change the materials to create a snowman. Step 1 - Devise a written plan. Step 2 - Create the snowman. Step 3 - Revise plan according to what changed.

2.

3.

inter Break Resources Text: Macmillan/McGraw-Hill South Carolina Science 210-219(TE) Macmillan/McGraw-Hill South Carolina Science, Reading and Writing in Science 101, 103

Science Kits/Materials Boxes: STC Changes Winter Break Assessment See Science Kit BrainPop Brain Pop Jr. nd 2 Grade Science Modules on S3 Curriculum at http://scde.mrooms.org/index.php?page=14495

Winter Break

Week of May 6th - May 10th May 6th - May 10th Indicator 2-4.4 Recognize that different materials can be mixed together and then separated again. 2-1.1 Carry out simple scientific investigations to answer questions about familiar objects and events. 2-1.3 Represent and communicate simple data and explanations through drawings, tables, pictographs, bar graphs, and oral and written language. 2-1.4 Infer explanations regarding scientific observations and experiences. 2-1.5 Use appropriate safety procedures when conducting investigations. Winter Break Winter Break Instructional Strategies See April 29 Instructional Strategies

Winter Break Resources See April 29 Resources

Winter Break Assessment See Science Kit BrainPop Brain Pop Jr. nd 2 Grade Science Modules on S3 Curriculum at http://scde.mrooms.org/index.php?page=14495

inter Break

Week of May 13th - May 17th May 13th - May 17th Indicator 2-4.4 Recognize that different materials can be mixed together and then separated again. 2-1.1 Carry out simple scientific investigations to answer questions about familiar objects and events. 2-1.3 Represent and communicate simple data and explanations through drawings, tables, pictographs, bar graphs, and oral and written language. 2-1.4 Infer explanations regarding scientific observations and experiences. 2-1.5 Use appropriate safety procedures when conducting investigations.

inter Break Winter Break Instructional Strategies See April 29 Instructional Strategies

Winter Break Resources See April 29 Instructional Strategies

Winter Break Assessment See Science Kit Brain Pop Brain Pop Jr. nd 2 Grade Science Modules on S3 Curriculum at http://scde.mrooms.org/index.php?page=14495

Winter Break

Week of May 20th - May 24th May 20th - May 24th Indicator 2-4.4 Recognize that different materials can be mixed together and then separated again. 2-1.1 Carry out simple scientific investigations to answer questions about familiar objects and events. 2-1.3 Represent and communicate simple data and explanations through drawings, tables, pictographs, bar graphs, and oral and written language. 2-1.4 Infer explanations regarding scientific observations and experiences. 2-1.5 Use appropriate safety procedures when conducting investigations.

Winter Break Winter Break Instructional Strategies See April 29 Instructional Strategies

Winter Break Resources See April 29 Instructional Strategies

Winter Break Assessment See Science Kit BrainPop Brain Pop Jr. nd 2 Grade Science Modules on S3 Curriculum at http://scde.mrooms.org/index.php?page=14495

Winter Break

Week of May 27th - May 31st May 27th - May 31st Indicator 2-4.4 Recognize that different materials can be mixed together and then separated again. 2-1.1 Carry out simple scientific investigations to answer questions about familiar objects and events. 2-1.3 Represent and communicate simple data and explanations through drawings, tables, pictographs, bar graphs, and oral and written language. 2-1.4 Infer explanations regarding scientific observations and experiences. 2-1.5 Use appropriate safety procedures when conducting investigations.

Winter Break Winter Break Instructional Strategies See April 29 Instructional Strategies

Winter Break Resources See April 29 Resources

Winter Break Assessment See Science Kit BrainPop Brain Pop Jr. nd 2 Grade Science Modules on S3 Curriculum at http://scde.mrooms.org/index.php?page=14495

inter Break

Week of Jun. 3 Jun. 7 rd th Jun. 3 Jun. 6 Indicator

rd

th

2-4.4 Recognize that different materials can be mixed together and then separated again. 2-1.1 Carry out simple scientific investigations to answer questions about familiar objects and events. 2-1.3 Represent and communicate simple data and explanations through drawings, tables, pictographs, bar graphs, and oral and written language. 2-1.4 Infer explanations regarding scientific observations and experiences. 2-1.5 Use appropriate safety procedures when conducting investigations.

Winter Break Winter Break Instructional Strategies See April 29 Instructional Strategies

Winter Break Resources See April 29 Resources

inter Break Assessment

See Science Kit BrainPop Brain Pop Jr. nd 2 Grade Science Modules on S3 Curriculum at http://scde.mrooms.org/index.php?page=14495

Winter Break Jun. 7 - (Teacher Workday /End of School Year)

th