2nd Grade Unit and Pacing Sequence
Unit 1 Properties of Materials and Mixtures
1st MP
Unit Abstract
In this physical science unit children are introduced to two major
concepts: the properties of materials and the properties of mixtures.
They identify and classify materials based on properties such as color,
size, shape, texture, hardness, liquid or solid, and sinking or floating.
Children use various objects for their classification such as copper,
wood, plastic, Styrofoam, water, milk, and juice. They investigate
both the properties of solids and liquids and the concept of sinking
and floating. Children also explore different mixtures such as salt
and pepper, sand and sugar, iron filings and sand, and rock and
wood chips. They then sort the mixtures into their component parts.
Grade Level Content Expectations
Students will:
• recognize that some objects are composed of a single substance (water, sugar, salt) and others
are composed of more than one substance (salt and pepper, mixed dry beans) (P.PM.02.41).
• plan and conduct simple investigations that compare the weight of objects using balances
(P.PM.02.15, S.IP.02.13).
• describe objects and substances according to their properties (e.g., color, size, shape, texture,
hardness, liquid or solid, sinking or floating) (P.PM.02.12).
• measure the volume of liquids using common measuring tools (graduated measuring cups,
measuring spoons, graduated cylinders, and beakers) (P.PM.02.14).
• generate questions based on observations of various objects (S.IP.02.12).
• recognize that when a science investigation is done the way it was done before, similar results
are expected (S.RS.02.13).
Unit 2 Water
2nd MP
Unit Abstract
In this earth science unit children explore water and its properties. They discover where it can be found,
its forms, how it can be used, and how it can change in form. Children learn about surface water such as
rivers, waterfalls, ponds, lakes, streams, and oceans and discuss the
differences between the various bodies of water.
They gain an understanding that water is in the air,
underground, and in the oceans. Children discuss
differences between fresh water and salt water and
learn that there is more salt water than fresh water,
thus making fresh water a valuable resource. They
compare the amount of land and water on earth.
Children identify sources of drinking water such as
wells, rivers, springs, and the Great Lakes. They investigate various uses of water including drinking,
cleaning, food preparation, generating electricity, recreation, irrigation, farming, transportation, and
industry. Children look at which uses consume more water than others, the misuses of water, and ways
water can be conserved. They explore how water changes form and learn about two of the three states
of water, solid and liquid (ice, liquid water). Children compare these different states and conduct an
experiment so they can see how the absence or presence of heat transforms water from one state to
another.
Grade Level Content Expectations
Students will:
•
identify water sources (e.g., wells, springs, lakes, rivers, oceans) (E.FE.02.11).
•
identify household uses of water (e.g., drinking, cleaning, food preparation) (E.FE.02.12).
•
describe the properties of water as a liquid (visible, flowing, shape of container) and
recognize rain, dew, and fog as water in its liquid state (E.FE.02.13).
•
describe the properties of water as a solid (hard, visible, frozen, cold) and recognize ice,
snow, and hail as water in its solid state (E.FE.02.14).
•
describe how rain collects on the surface of the earth and flows downhill into bodies of
water (e.g., streams, rivers, lakes, oceans) or into the ground (E.FE.02.21).
•
measure the volume of liquids using common measuring tools (graduated measuring cups,
measuring spoons, graduated cylinders, and beakers) (P.PM.02.14).
•
share ideas about water and its properties through purposeful conversation (S.IA.02.12).
•
construct simple charts and graphs from data and observations about water use (S.IP.02.16).
Unit 3 Landforms
3rd MP
Unit Abstract
In this earth science unit children use pictures, local walks,
and field trips to explore the variety of surface features
found in the nearby environment. Through exploration of
the local environment, they investigate surface features
such as hills, lakes, and rivers. Pictures, posters, and
informational texts help children compare their local
surface features with features found in other regions. They
explore features found in other locations such as
mountains, valleys, oceans, and deserts. Children learn
that land can be flat or hilly, with features such as
mountains, plains, or valleys. They also learn that there is water on earth, such as lakes, rivers, oceans,
streams, or ponds. To conclude the unit, children create models of surface features.
Grade Level Content Expectations
Students will:
• describe the major landforms of the surface of the earth (e.g., mountains, plains, plateaus,
valleys, hills) (E.SE.02.21).
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•
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describe the major bodies of water of the earth’s surface (e.g., lakes, ponds, oceans, rivers,
streams) (E.FE.02.22).
develop strategies and skills by gathering information about the features of the earth (e.g.,
books, Internet, ask an expert, observation, investigation, technology tools) (S.IA.02.14).
demonstrate how the earth’s surface features can be represented through various illustrations,
performances, models, and exhibits (S.RS.02.11).
identify technology used in the exploration of the earth’s surface (S.RS.02.16).
Unit 4 The Life Cycle of Plants 4th MP
Unit Abstract
In this life science unit children explore a variety of plant life and investigate the basic needs and the
growth and development of familiar plants. Children describe and group plants by observable
characteristics including leaf shape, flower type,
color, size, and seed type and explain the functions
of these parts. They examine how plants grow and
change and describe the sequence of events of the
life cycles of plants. Children plant seeds and
design systems that encourage plant growth. They
discover that plants go through predictable life
cycles, including growth, reproduction, and
death. Children observe and measure the
growth of their plants and graph this
information to begin to form conclusions about
what encourages plant growth and
development. They discover that plants need each of the following for proper growth:
water, light, air, and nutrients/minerals.
Grade Level Content Expectations
Students will:
• describe the life cycles of familiar flowering plants including the following stages: seed, plant,
flower, and fruit (L.OL.02.22).
• identify characteristics of plants (e.g., leaf shape, flower type, color, size) that are passed on
from parents to young (L.HE.02.13).
• identify the needs of plants (L.OL.02.14).
• make accurate length measurements of objects using rulers (centimeters) and meter sticks
(meters) (P.PM.02.13, S.IP.02.15).
• communicate and present findings of plant growth and function observations (S.IA.02.13).
• make purposeful observations of plant needs and plant growth using the appropriate senses
(S.IP.02.11).
• use evidence when communicating scientific ideas regarding the needs of plants (S.RS.02.15).
• manipulate simple tools (e.g., ruler, meter stick, measuring cups, hand lens, thermometer,
balance) that aid observation and data collection (S.IP.02.14).