TWS 2 Long Range Plan

I chose to do a science unit. The unit is on states of matter. The students learn about the properties of solids, liquids, and gases. There are three
learning goals for this unit.

The student will explain the definition of a solid and give an example.
The student will explain the definition of a liquid and give an example.
The student will explain the definition of a gas and give an example.

There were also two essential questions for this unit

1. What is matter?
2. How can matter be mixed together and separated again?
The standard that goes with my unit is:

Standard 2.P.3: The student will demonstrate an understanding of the observable properties of solids and liquids and the special properties of
magnets.
o 2.P.3A.1 Analyze and interpret data from observations and measurements to describe the properties used to classify matter as a solid
or a liquid.

Month
August

September

Reading

Writing/Grammar

Word Study

Math

Science

Social
Studies

**Artists

Taking Control of
Reading (Setting
Up Readers
Workshop)

*Narratives
-What is a
sentence?
-Capitalization/
Punctuation
-review print

-short vowels
-concept of a
syllable/closed
syllable

Add and Subtract to 20Place Value to add and

subtract to 99

Solids
and
Liquids

Our School
Community

Matisse (names)
Jasper Johns
(numbers of bday)

-Reading
Strategies
-Reading Portraits
-Getting to know
Characters and
Their Stories

Narratives
-What is a
sentence?
-Capitalization/
Punctuation
-review print

-qu with short vowels

-flsz rule (ff, ll, ss, zz)
-ck
-vowel team -ee,

Place Value to add and

subtract to 99Standard Units of Length

Solids
and
Liquids

*Our Local
Community

James Rizzi (urban)

Collagraphs of
urban, rural,
suburban

Getting to know
Characters and
Their Stories
(Predictions,
Making
Connections)

Opinions
-Nouns
-review print

-all chunk
-th unvoiced/ch
-sh/x
-consonant blends
(sp, cl, tr)
-consonant blends
(st, pl, dr)

Addition and Subtraction

with Length*Time

Pushes
and Pulls

*Our Local
Dali (clocks)
CommunityThe
Shane Bryant (clay)
Government
of our
Community

November

Reading the
World
(Informational
Text and
Features)

Informational
-Commas
-review print

-ng, -ft
-nk, -mp, -sk
-tch, -dge

*MoneyPlace Value to 999

Pushes
and Pulls

The
Government
of our
Community

December

Becoming a
Strategic Reader

Narratives (Mentor
Texts)
-adjectives
-review print

-ay
-silent e with a/i
-silent e with o/u/e

Problems with Three

Digit Numbers

*Pushes
and
PullsMagnets

The
K. Haring
Government (movement)
of our
Community

October

(Questioning,,
Inferences,
vocabulary, etc)

Klimt (money tree)

and
DeMuth (place
value)

January

-Becoming a
Strategic Reader
-Reading Across
Texts (Authors
Purpose,
characters POV,
compare/contrast)

Narratives (Mentor
Texts)
-verbs
-begin cursive

-wh, th voiced
-ost, -ind, -old
-ild, olt
-open syllable (v/cv)

Skip counting and mental

addition and subtractionMeasurement Data

*Weather The
Economy of
our
Community

Jasper Johns
(Seasons)

February

Reading Across
Texts (Authors
Purpose,
characters POV,
compare/contrast,
Reference
materials)

Fictional Narratives
- reflexive pronouns
-begin cursive

-y like e
-y like i
-vc/v syllable division
-s/z/-oy

*ShapesAdd and Subtract to

1,000

Weather

The
Economy of
our
Community

Klee and Kandinsky

(shapes)

March

Reading Across
Texts (..., cause
and effect, crafted
text structures)

Opinions
-commas
-begin cursive

-ow/ou sound
-soft c, soft g
-y, -ly, - ful (no
change)
-ed (ed, d, t sounds)

Add and Subtract to

1,000*ArraysEstimating and
Comparing lengths

WeatherAnimals

The
Economy of
our
CommunityThe Culture
of our
Community

Warhol (arrays- find

a symbol- not his)

April

Reading and Role

Poetry

-vowel team ea (long

e), oo like boot

*Estimating and

*Animals

The Culture

Mondrian and

May

Playing (Poetry)

-figurative language
-begin cursive

-or, -er, ar
-ow (long o sound), ai
words
-ph (f), -igh words

Comparing lengths

Reading to Learn
(Informational
Text)

Informational
-contractions
-possessive nouns
-begin cursive

-consonant le
-ghost (kn, wr, mb)
-oa (long o), ir (er)
-aw, -tion

Addition and Subtraction

Fluency

Shown above is the syllabus for second grade.

*Animals

of our
Community

Rousseau
(animals/length)

The Culture
of our
Community

MC Escher
(Animals/Geometry)

Stone Academy uses a program called Rubicon to design their curriculum. This chart shows what months these science subjects should be covered.
According to Rubicon, the students were supposed to research animals at the beginning of the year. However, the second grade team did not think
this was developmentally appropriate. They were given permission to start with the properties of solids and liquids instead.

I introduced the unit on Tuesday, October 4th. For the first lesson, I assessed the students prior knowledge. I asked them what they already
knew about matter. Some had heard of the three states of matter. We read the book Matter: See it, Touch it, Taste it, Smell it by Darlene Stille. I
thought this book fit well with the lesson and students enjoyed it. The students also started their matter booklet. On the first day, they wrote the
definition of matter. This correlates to essential question one. On day two, I introduced solids. As a class, we read a poem about solids from their
matter booklets and came up with a definition of a solid. We discussed that a solids particles are packed tight and close together. Then, we watched a
YouTube video to reinforce the definition of a solid. After the video, we made a class list of all of the solids we could think of. If a student was
struggling, I told them to find something in the classroom. This lesson correlates to standard 2.P.3A.1. After that, the students completed the second
page of their matter booklet. They wrote the definition of a solid and drew four examples. On day three, we did an experiment with solids. I showed
the students a jar with different solids in it (i.e. plastic animals, shapes, blocks). I demonstrated that the solids did not mix; we could see all of them
and pick them out. We discussed that if we mix solids together, they can be taken apart again. This part correlates to essential question 2 and standard
2.P.3A.1. On October 10th, we began discussing liquids. As a class, we read the poem about liquids in their booklets. Next, we watched the second
part of the video that discussed properties of liquids. This aligns with standard 2.P.3A.1. I had the students share what they thought a liquid was. As a
class, we came up with a definition for a liquid and discussed examples. Then, the students completed the liquids page in their matter booklet. On the
final day, the students watch a neat video that demonstrated multiple science experiments. After the video, the students did an experiment that
demonstrated liquids mixing. Each student colored a coffee filter with yellow and orange markers. Then, they painted water on the markers and
watched the liquids mix. This aligns with standard 2.P.3A.1.