Suggested Instructional Sequence 2nd Grade
Nature of Science RT 1, 2 and 3: There are two Big Ideas we will be working with throughout
the year.
Big Idea 1: We can use instruments to make Indirect Observations. In Kindergarten and 1st
grade, the students use their five senses to describe matter. Using the five senses to collect
data is called Direct Observation. The second grade units “Measuring Matter” and “Seasonal
Weather” are designed to integrate the use of instruments and the indirect observations that we
get from those instruments. Instruments standardize measurement. When using our senses
(direct observation) we may have difficulty deciding whether it is hot or cold outside, however;
when using an instrument we can all agree that it is 70 degrees outside. We may not agree if
the box is big, medium, or small based on our observations, but we can all agree that it is 36
inches tall. It is very important that your students understand the difference between direct and
indirect observations and can identify each as they participate in investigations and
experiments. (More on this below)
Big Idea 2: There is a formal process we use in science. At second grade, we introduce the
formal process of science by using the Nature of Science Template as the evidence piece for
RT1 – RT3. I would emphasize the word introductory. For our purposes, at second grade you
can think of this as an “activity log” for any science activity you do in your classroom. If you like
“Science Notebooks / Logs”, that is absolutely fine. Simply make sure that when you do an
activity or experiment your students use the format provided as the template.
When evaluating RT1 – RT3 keep in mind that this is more about the process than the content.
For our purposes at second grade, if the student has the appropriate information in the right
block, it is a solid three. The format of the information should match whatever you are trying to
do in Language Arts or Math. At the beginning of the year, you may expect to see a pictogram
or one or two words. At the end of the year, you may expect complete sentences. In the data
sections, you may progress from pictograms, to tallies, to charts, etc. The bottom line when
evaluating the science RTs is, “Does the information reflected under the questions relate to the
questions regardless of the format?” If the answer is yes, it is a three. If you are using the
Nature of Science Template as evidence for Language Arts or Math (which we would
encourage), the information under the questions should be evaluated according to those
standards (e.g. words versus complete sentence, tallies versus charts, etc.).
Physical Science: Measuring Matter RT 4
In Kindergarten students learn that everything is made of matter and they can use their five
senses to describe it (e.g. big / small, rough / smooth, hard / soft). First graders learn that
matter exists as solids, liquids or gasses which can be described by physical properties (e.g.
shape, size, color, weight). Big Idea: In second grade, we are now “formalizing” the definition
of matter as anything that has mass and takes up space and identifying some of matter’s
physical properties (mass, volume, density). It’s easier than it sounds!
We define matter as anything that has mass and takes up space. For a second grader, this is
pretty easy for solids and liquids. If they can see it, measure it and weigh it, its matter. Gas
gets to be a little trickier because they can’t see it or weigh it. At second grade, you do not have
to measure gas, however; you can easily demonstrate that it is possible by “catching air” in a
plastic garbage bag, measuring the bag and determining that air (a gas) does indeed take up
space.
Mass is how much "stuff" is in an object. Perhaps the best way to go about the idea is to take
equal sized objects such as a ping pong ball and a golf ball, or a Styrofoam ball and a base ball.
Have the students hold one in each hand. The one with the most mass is the one that feels
heavier. Weight is the way we tell how much mass something has on earth. Putting the paired
objects on a balance scale demonstrates which object has more mass. The key to cementing
the concept for your students is to continue to refer to the mass of the objects they are weighing
during the unit.
Teacher’s Note: Here on earth we tend to use the terms mass and weight synonymously.
Scientifically they are different. Mass is the amount of “stuff” an object contains. Weight is the
measure of the gravitation attraction between masses. Let’s say I’m composed of 4 quadrillion
atoms. Each of those atoms has a mass and all of them combined equal my mass. On earth
my mass (4 quadrillion atoms) are being attracted by earth considerably more atoms
(gravitational attraction between masses). The gravitational force that earth exerts on my mass
is my weight, let’s say 180 lbs. So my weight is my mass being pulled by earth’s gravity.
Now I put on my space suit and head for the moon. The moon has 1/6th the mass of earth so it
exerts 1/6 as much gravitational force. I still have the same mass (4 quadrillion atoms) but the
gravitational attraction between the moon and I is 1/6th as much as the gravitational attraction
between the earth and I because the moon is 1/6th as massive as the earth. If I pull out my
trusty scale on the moon I would weigh 30lbs.
Weight, the measure of the force of gravity on my mass, changes with location. Mass, the
amount of stuff I contain does not. I will actually weigh less flying at 40,000 ft in an airplane
them I do at the airport because I am further away from earth. I still contain the same 4
quadrillion atoms I did at the airport so my mass didn’t change.
Mass is a really important idea in science because we use it to measure inertia. Inertia is how
hard it is to get something moving or stop it from moving (Newton’s first Law). A playground
kick ball and a bowling ball are about the same size. The bowling ball is a whole lot more
massive so it requires a lot more force to get it moving (because it is more massive it has more
inertia). You get a good running start and plant your best kick on the kick ball and it flies across
the play ground. Do the same with the bowling ball and you head for the hospital with a broken
foot. It is all about mass / inertia.
Volume is simply how much space something takes up. You can use different size balloons,
measure water in a beaker or cylinder, and measure different size boxes with a ruler. The key
idea is the amount of space an object takes up equals the volume.
Density is the amount of mass in the same amount of space. If the golf ball and the ping pong
ball are the same size (same amount of space / volume), but the golf ball is heavier it means
there is more “stuff” in the golf ball in the same amount of space. The golf ball is denser than
the ping pong ball.
The key with 2nd graders is to make sure we do this with "toys" they can play with. I don't think I
would approach this with "formal definitions". You might say “There are two boxes”. “Tell me
which one looks bigger”. “Use your ruler to measure them and tell me how much bigger one is
then the other”. “Which one takes up more ‘space’”? In science we call ‘space’ volume so
every time we talk about how much space something takes up, I want you to also refer to it as
volume.
You might propose, if you have a ping pong ball and a golf ball, are they both about the same
size? Hold one in each hand. Which one feels heavier? Let's put them on a scale and see if
the one we think is heavier actually is. If they are the same size (take up the same space /
have the same volume) and one is heavier, which one must have more "stuff" in it? Which one
has more mass?
For density, as well as confirming the mass idea, fill a small cup with Cheerios or some other
cereal. In another cup of the same size (the same amount of space / volume) fill it with
smashed Cheerios. Both cups are full, one with regular cereal and one with smashed cereal.
Put them on the balance scale. Which one has more mass (more Cheerios "stuff" in the same
area)? If we have more Cheerios in the same area we must have packed them in so they are
"more densely packed". That would mean the heavy cup is denser because we packed more
cereal into the same area.
To cement the idea, take some cereal (or anything else that works) and put it in a 12 x 12 Ziploc
bag and shake it around. Next, transfer it to a 6x9 bag, and then crush it into a 6X4 bag. The
amount of cereal stays the same, but we are forcing it into a smaller and smaller space
(volume). We are packing it more densely.
Much of what we are trying to accomplish here can be done with your Balancing and Weighing
Kit. The trick is to make sure we use the “Science Language” that goes along with the ideas
and concepts. The balance, the rulers, and the cups we are using to measure with are the
tools we are using during the investigation. Which cup has more volume (space)? If both
buckets are the same size and both are full, do they have the same volume? Which one
weighs more on the scale? If one weighs more than the other which one has more mass? If
they both have the same volume and one weighs more than the other, which one has more
“stuff” in it? Which one is denser?
Earth’s Cycles: Weather RT 8
We have a lot of latitude with this unit. The Big Idea: There is a relationship between the
season, the temperature and the weather. In Kindergarten, students learn there are four
seasons and each has characteristics. In first grade, students put those seasons in a cycle and
associate it with the calendar. Our piece is to build an understanding between the season, the
temperature and the weather so that in 3rd grade our students can understand why that happens
based on the position of the sun, moon and earth. The other Big Idea is that we use
instruments to measure the weather.
Perhaps the easiest way to do this is to have students keep a “Weather Journal”. On the day or
days of the week that work for your instructional calendar, simply have the students’ record the
date, time, outside temperature, and sky conditions. For example, have the students make
observations 5 minutes before lunch or recess on Tuesday and Thursday? If they keep this log
over the course of the school year they have longitudinal data they can chart and analyze. The
key is to use the SAME TIME OF DAY (e.g. always before lunch or always before afternoon
recess, etc.)
Month
100
Sept
90
80
70
60
50
40
30
20
10
0
Temperature
Oct
Nov
Dec
Jan
Feb
Mar
Apr
May
Sky Conditions
A simple graph / data table like the one shown above with the date, time and temperature
recorded, the appropriate weather icon for the day, etc., can give the student a holistic view of
the temperatures / weather associated with each season and the cycle over the course of the
year. You can also do something similar for the daily temperature cycles:
Activity:
Is there a pattern in the daily temperature?
During this activity, the students will determine if there is a pattern to the daily temperature.
The BIG IDEA is that light from the sun heats the earth. As a general rule, the longer the sun is
up during the day, the higher the temperature will rise.
Using their “Nature of Science” template, students (or a designated student) will take the outside
temperature at the beginning of the school day, mid-way through the school day (recess or
lunch), and at the end of the school day every day for a week. Students should record the
temperature, the month, the day, and the time. (M RT5: PS (a))
At the end of the week (or however long you wish to run this) have the students make a simple
graph to display their data. Compare the daily graphs and see if there is a pattern. (M RT11:
PS (a&b)
Example:
Day
Morning Noon end school
Monday
54
72
78
Tuesday
51
69
73
Wednesday
47
56
69
Thursday
56
70
82
Friday
60
73
85
90
80
70
60
50
40
Morning
30
Noon
20
end of school
10
0
Have the students discuss the data to see if there is a pattern.
See if the class can come up with an explanation for the pattern they observe. (M RT11:PS (c))
The activities above are fun and simple, however; they draw a connection between the sun,
daily temperature, seasonal temperatures and weather. If your kids conceptually “get” that
connection you have done them a great service.
If your kids get the key concept above the rest is fun. Pick the pieces and parts out of the Foss
Air and Weather kits that work for what you want your kids to understand. I would also highly
recommend you go to the links below on a regular basis when you are teaching weather.
This is the National Weather Service Boise link. This page gives you the NWS local forecast.
http://forecast.weather.gov/MapClick.php?minlon=-120.35&maxlon=113.7&minlat=41.8&maxlat=45.75&mapwidth=354&site=boi&map.x=221&map.y=161
Then I would encourage you to go to this link (or click on the satellite picture on the bottom left
of the link above):
http://www.wrh.noaa.gov/satellite/?wfo=boi
Scroll down to Infrared, Western US, 16km animation, and then look at the same under Water
Vapor. Your kids can actually see the weather coming and make the connections between the
forecast, 40% chance of rain tomorrow, and the actual weather system coming in. If you
discuss or teach air masses, pressure systems or fronts, your kids can visually see them with
these resources.
Living Systems: Plants, Animals, Habitats and Adaptation RT 4 & 5
Big Idea: Plants and animals have specific needs which habitats provide.
Big Idea: Plants and animals are adapted to their habitats.
Second graders should know that animals need food, water, air, shelter and space and plants
need water, air, light and space. They should also be able to identify how habitats provide for
those needs and how a particular plant or animal is adapted to their habitat.
(Note: There are some exceptions to this general rule. Ecosystems at deep sea geothermal
vents (Black Smokers) get their energy source from the gasses released from those vents, not
the sun. Students in second grade DO NOT need to know this however. If you’re curious go to
the link below. I’d recommend the Bill Nye and the David Attenborough clips.
http://www.youtube.com/watch?v=D69hGvCsWgA