Big Idea: Scientists ask questions about the world around them. They find answers by investigating through many methods. Content: Science Essential Content Questions ● Ask and raise questions about the How do we world and use inquiry investigate skills? them by observing How do we ● Explain use science tools? difference between what What tools you observe can we use? and what you think How do ●
Identify scientists scientific tools think? for observing How do we and measuring solve a ● Identify and problem? demonstrate scientific processes ●
Similar results should occur when investigations are repeated ​
Grade: Second Skills Key Terms Compare and contrast Gather, record, display or interpret data Measuring objects Following steps Infer/predict observe Inquiry skills, scientific tools, thermometer, investigate, hypothesis, draw conclusions, communicate Unit 1: Work like a Scientist Time Frame: September to September 26 Assessment Comprehension: ● Unit 1 Lesson Test on 09/26 ● Teacher created assessments ● Teacher Observations ● Rubrics ● Projects ● Grade level texts and fluency passages ● 4 Quizzes in Unit 1 ● Experiments ● Activity 1​
: Do you see what I see? (Found in Lesson 1 flipchart) 9/12 ● Activity 2: Using scientific tool, hand lens, to observe certain objects. College and Career Readiness Standards Reading Key Ideas and Details: 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Craft and Structure: 4. Interpret words and phrases and they are used in a text, including determining technical, connotative, and figurative CCCS Ri.2.4 Ri.2.7 W.2.7 W.2.8 SL.2.2 SL.2.6 L.2.4c L.2.6 2.MP.5 2.OA.1 2.OA.2 2.MD.1 2.MD.9 Text ●
●
●
Science Fusion
Thinkcentral.com
Inquiry flip charts
( Lesson 3 found in flipchart) 9/18 ● Activity 3: Everything in Balance. Students make a hypothesis and then use balance to test their hypothesis ( Lesson 4) 9/24 ● Activity 4: ​
How do we solve a problem? Students will design and build a pencil organizer by using inquiry skills. ( Lesson 5) 9/30 meanings and analyze how specific word choices shape meaning or tone. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text relate to each other and the whole. 6. Assess how point of view or purpose shapes the content and style of a text. Integration of Knowledge and Ideas: 7. Integrate and evaluate content presented in diverse media formats, including visually and quantitatively, as well as in words. 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Range of Reading and Level of Text Complexity: 10. Read and comprehend complex literary and informational texts independently and proficiently. Writing Text Types and Purposes: 1. Write arguments and support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 2. Write informative/explanator
y texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. 3. Write narratives to develop real or imagined experiences or events using effective technique, well­chosen details, and well­structured event sequences. Production and Distribution of Writing: 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. Research to Build and Present Knowledge: 7. Conduct short as well as more sustained research projects based on focused questions demonstrating understanding of the subject under investigation. 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. 10. Write routinely over extend time frames and shorter time frames for a range of tasks, purposes, and audiences. Speaking and Listening Comprehension and Collaboration: 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively and orally. 3. Evaluate a speaker’s point of view, reasoning and use of evidence and rhetoric. Presentation of Knowledge and Ideas: 4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development and style are appropriate to task, purpose and audience. 5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. 6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. Language Conventions of Standard English: 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 2. Demonstrate command of the conventions of standard English capitalization and punctuation, and spelling when writing. Knowledge of Language: 3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Vocabulary Acquisition and Use: 4. Determine or clarify the meaning of unknown and multiple meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. 6. Acquire and use accurately a range of general academic and domain­specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or RRexpression. Big Idea: Engineers use a process to design new technology to meet human needs. Technology affects our everyday life and can affect the environment around us. Content: Science Essential Content Questions ● Explain that engineers use a What is the process to design solve problems process? ● Identify the steps in the How can we design process use the design ● Identify how process? technology What is influences technology? everyday life ● Explain how How can we technology can improve effect the technology? environment ● Recognize benefits and risks of new technology ● Explain how engineers always look for new ways to solve problems ​
Grade: Second Skills Key Terms Plan and conduct simple investigation Use models Experiment Communicate Test a hypothesis Design process, engineers, technology, environment Unit 2: Technology and Our World Time Frame: October 5 to October 26 Assessment Comprehension: ● Unit 2 Lesson Test on 10/31 ● Teacher created assessments ● Teacher Observations ● Rubrics ● Projects ● Grade level texts and fluency passages ● 4 Quizzes ● Experiments ● Activity 1: ​
How can we improve technology? Students will use flipchart to complete this activity. (Lesson 4) 10/7 ● Activity 2: Students will work like a scientist to College and Career Readiness Standards Reading Key Ideas and Details: 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Craft and Structure: 4. Interpret words and phrases and they are used in a text, including determining technical, connotative, CCCS Ri.2.2 RI.2.3 Ri.2.5 W.2.1 W.2.3 W.2.7 W.2.8 SL.2.1b SL.2.2 SL.2.3 SL.2.5 SL.2.6 L.2.5a 2.MP.1 2.OA.2 2.MD.10 2.G.3 Text ●
●
●
Science Fusion
Thinkcentral.com
Inquiry flip charts
design their own roller coaster by using design process. 10/15 and figurative meanings and analyze how specific word choices shape meaning or tone. 5. Analyze the structure of texts, including how specific sentences, paragraphs, ● Activity 3: and larger portions of Parachute the text relate to each Puzzle. Students other and the whole. make a 6. Assess how point of parachute that view or purpose shapes will stay in the the content and style of a text. air for 15 Integration of seconds. They Knowledge and Ideas: will test it 7. Integrate and outside. 10/21 evaluate content presented in diverse ● Activity 4: media formats, including visually and Technology quantitatively, as well introduction on as in words. SmartBoard with 8. Delineate and writing activity. evaluate the argument 10/30 and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Range of Reading and Level of Text Complexity: 10. Read and comprehend complex literary and informational texts independently and proficiently. Writing Text Types and Purposes: 1. Write arguments and support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 2. Write informative/explanator
y texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. 3. Write narratives to develop real or imagined experiences or events using effective technique, well­chosen details, and well­structured event sequences. Production and Distribution of Writing: 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. Research to Build and Present Knowledge: 7. Conduct short as well as more sustained research projects based on focused questions demonstrating understanding of the subject under investigation. 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. 10. Write routinely over extend time frames and shorter time frames for a range of tasks, purposes, and audiences. Speaking and Listening Comprehension and Collaboration: 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively and orally. 3. Evaluate a speaker’s point of view, reasoning and use of evidence and rhetoric. Presentation of Knowledge and Ideas: 4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development and style are appropriate to task, purpose and audience. 5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. 6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. Language Conventions of Standard English: 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 2. Demonstrate command of the conventions of standard English capitalization and punctuation, and spelling when writing. Knowledge of Language: 3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Vocabulary Acquisition and Use: 4. Determine or clarify the meaning of unknown and multiple meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. 6. Acquire and use accurately a range of general academic and domain­specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or RRexpression. Big Idea: There are many kinds of animals. Animas need certain things to live and grow. Fossils help us learn about animals that lived long ago. Content: Science Essential Content Questions ● Identify air, water, food, What are shelter, and animals space as the needs? basic needs of animals and What are humans some kinds ● Explain that of animals? living things How do will die if their body basic needs covering are not met helps ● Describe some animals? ways in which animals What are depend on some animal life cycles? plants to meet their basic What are needs fossils? ● Compare and contrast the How can we basic needs of model a plants and fossil? animals ● Describe and compare different types of animals ​
Grade: Second Skills Key Terms Observe Gather, record, display, or interpret data Draw conclusions Communicate Compare Formulate or use models Classify Compare and contrast Survive, lungs, gills, shelter, mammal, bird, reptile, amphibian, fish, insect, reproduce, life cycle, metamorphosis, tadpole, larva, pupa, dinosaur, extinct, fossil Unit 3: All About Animals ​
Time Frame: October 27th​
­November 13th Assessment Comprehension: ● Unit 3 Lesson Test on 12/5 ● Teacher created assessments ● Teacher Observations ● Rubrics ● Projects ● Grade level texts and fluency passages ● 4 quizzes for Unit 3 ● Experiments ● Activity 1: Students will observe hair and fur by using hand lenses. (Lesson 2) ​
11/7 ● Activity 2: Students will do an experiment called ​
How do College and Career Readiness Standards Reading Key Ideas and Details: 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Craft and Structure: 4. Interpret words and phrases and they are used in a text, including determining technical, connotative, CCCS Ri.2.1 RI.2.2 RI.2.3 Ri.2.4 RI.2.5 RI.2.7 W.2.2 W.2.5 W.2.7 W.2.8 SL.2.5 SL.2.6 L.2.4a L.2.4d L.2.4e L.2.5a 2.MP.1 2.MP.4 2.OA.1 2.NBT.7 2.MD.10 Text ●
●
●
Science Fusion
Thinkcentral.com
Inquiry flip charts
●
●
●
●
●
Know that the structural characteristics of animals are used to group them Observe and compare how the physical characteristics and behaviors of animals help them meet their needs Explain that different animals have different life cycles Explain how fossils can provide information about plants and animals that lived long ago Explain how fossils form Body coverings help animals. (Lesson 3) 11/12 ●
Activity 3 Students will write an animal story about an animal they learned in Lesson 4. They will share their stories. 11/21 and figurative meanings and analyze how specific word choices shape meaning or tone. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text relate to each other and the whole. 6. Assess how point of view or purpose shapes the content and style of a text. Integration of Knowledge and Ideas: 7. Integrate and evaluate content presented in diverse media formats, including visually and quantitatively, as well as in words. 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Range of Reading and Level of Text Complexity: 10. Read and comprehend complex literary and informational texts independently and proficiently. Writing Text Types and Purposes: 1. Write arguments and support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 2. Write informative/explanator
y texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. 3. Write narratives to develop real or imagined experiences or events using effective technique, well­chosen details, and well­structured event sequences. Production and Distribution of Writing: 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. Research to Build and Present Knowledge: 7. Conduct short as well as more sustained research projects based on focused questions demonstrating understanding of the subject under investigation. 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. 10. Write routinely over extend time frames and shorter time frames for a range of tasks, purposes, and audiences. Speaking and Listening Comprehension and Collaboration: 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively and orally. 3. Evaluate a speaker’s point of view, reasoning and use of evidence and rhetoric. Presentation of Knowledge and Ideas: 4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development and style are appropriate to task, purpose and audience. 5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. 6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. Language Conventions of Standard English: 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 2. Demonstrate command of the conventions of standard English capitalization and punctuation, and spelling when writing. Knowledge of Language: 3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Vocabulary Acquisition and Use: 4. Determine or clarify the meaning of unknown and multiple meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. 6. Acquire and use accurately a range of general academic and domain­specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or RRexpression. Big Idea: All plants need certain things to live and grow. Plants have parts that help them grow and change. Content: Science Essential Content Questions ● Identify sunlight, air, water, What are nutrients, and plants needs? space as the basic needs of What do plants plants need to ●
Explain that a grow? living thing must What are meet its basic some plant needs in order to parts? survive ● Identify the main What are parts of plants some plant and describe life cycles? their physical characteristics How does a bean plant ● Observe, record, grow? and compare how the physical characteristics of plants help them meet their basic needs ● Recognize that all plants have life cycles ● Explain that many plants ​
Grade: Second Skills Key Terms Observe Compare Identify and control variables Experiment Draw conclusions Plan and conduct a simple investigation Basic needs, nutrients, flower, seed, pollen, seed, germinate, seedling, cone Unit 4: All About Plants th​
Time Frame: November 16​
­December 8th Assessment Comprehension: ● Unit 4 Lesson Test on 01/16 ● Teacher created assessments ● Teacher Observations ● Rubrics ● Projects ● Grade level texts and fluency passages ● 4 Quizzes ● Experiments ● Activity 1: Students will cover 3 leaves with black paper and observe what will happen to leaves that are covered and that are not covered. (Lesson 1) 12/12 College and Career Readiness Standards Reading Key Ideas and Details: 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Craft and Structure: 4. Interpret words and phrases and they are used in a text, including determining technical, connotative, and figurative CCCS Ri.2.1 RI.2.2 RI.2.3 Ri.2.4 RI.2.5 RI.2.7 W.2.2 W.2.3 W.2.5 W.2.7 W.2.8 SL2.2 SL.2.5 SL.2.6 L.2.4a L.2.4e 2.MP.1 2.OA.1 2.OA.2 2.MD.1 2.MD.4 2.MD.10 Text ●
●
●
Science Fusion
Thinkcentral.com
Inquiry flip charts
●
●
begin life as a seed Compare the rates of which different plants grow and mature Distinguish between plants that make seeds in flowers and plants that make seeds in cones ●
Activity 2: Students will observe real plant and identify it parts. (Lesson 2) 12/18 Activity 3: Students will conduct an experiment to see what plants need to grow. (Lesson 3) 12/22 ● Activity 4: Students will create a song about plant growth. They will act it out. (Lesson 4) 01/15 ●
meanings and analyze how specific word choices shape meaning or tone. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text relate to each other and the whole. 6. Assess how point of view or purpose shapes the content and style of a text. Integration of Knowledge and Ideas: 7. Integrate and evaluate content presented in diverse media formats, including visually and quantitatively, as well as in words. 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Range of Reading and Level of Text Complexity: 10. Read and comprehend complex literary and informational texts independently and proficiently. Writing Text Types and Purposes: 1. Write arguments and support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 2. Write informative/explanator
y texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. 3. Write narratives to develop real or imagined experiences or events using effective technique, well­chosen details, and well­structured event sequences. Production and Distribution of Writing: 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. Research to Build and Present Knowledge: 7. Conduct short as well as more sustained research projects based on focused questions demonstrating understanding of the subject under investigation. 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. 10. Write routinely over extend time frames and shorter time frames for a range of tasks, purposes, and audiences. Speaking and Listening Comprehension and Collaboration: 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively and orally. 3. Evaluate a speaker’s point of view, reasoning and use of evidence and rhetoric. Presentation of Knowledge and Ideas: 4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development and style are appropriate to task, purpose and audience. 5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. 6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. Language Conventions of Standard English: 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 2. Demonstrate command of the conventions of standard English capitalization and punctuation, and spelling when writing. Knowledge of Language: 3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Vocabulary Acquisition and Use: 4. Determine or clarify the meaning of unknown and multiple meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. 6. Acquire and use accurately a range of general academic and domain­specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or RRexpression. Big Idea: Living things meet their needs in their environments. Environments change over time. Content: Science Essential Content Questions ● Understand how living How do plants organisms are and animals interdependent need one with their living another? and nonliving surroundings How are living ● Compare ways things adapted to their living environment? organisms depend on each Can plants other in food survive in chains different ●
Describe how environments? adaptations help living things How do environments survive in their change over environments time? ● Describe how environments change over time due to many influences ● Explain how natural events and living ​
Grade: Second Skills Key Terms Observe Formulate or use models Draw conclusions Plan and conduct a simple experiment Infer Communicate Predict Experiment Environment, pollen, food chain, adaptation, resource Unit 5: Environments for Living Things ​
Time Frame: December 28th​
– December 23rd Assessment Comprehension: ● Unit 5 Lesson Test on 02/13 ● Teacher created assessments ● Teacher Observations ● Rubrics ● Projects ● Grade level texts and fluency passages ● 4 Quizzes ● Experiments Activity 1: Students will design a bird and adaptations it needs. (Lesson 2) 01/27 Activity 2: Students will make animals’ adaptation cards with pictures. College and Career Readiness Standards Reading Key Ideas and Details: 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Craft and Structure: 4. Interpret words and phrases and they are used in a text, including determining technical, connotative, and figurative CCCS Ri.2.1 RI.2.2 RI.2.3 Ri.2.4 RI.2.5 RI.2.7 W.2.2 W.2.3 W.2.5 W.2.7 W.2.8 SL2.2 SL.2.5 SL.2.6 L.2.4c L.2.5a L.2.6 2.OA.1 2.OA.2 2.MD.1 Text ●
●
●
Science Fusion
Thinkcentral.com
Inquiry flip charts
things change environments (Lesson 2) 02/04 Activity 3: Students will create a plan to help the environment where they live. (Lesson 4) 02/10 Activity 4: Students will make a poster to show animals/plants in Lesson 2 in their environment. 02/13 meanings and analyze how specific word choices shape meaning or tone. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text relate to each other and the whole. 6. Assess how point of view or purpose shapes the content and style of a text. Integration of Knowledge and Ideas: 7. Integrate and evaluate content presented in diverse media formats, including visually and quantitatively, as well as in words. 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Range of Reading and Level of Text Complexity: 10. Read and comprehend complex literary and informational texts independently and proficiently. Writing Text Types and Purposes: 1. Write arguments and support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 2. Write informative/explanator
y texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. 3. Write narratives to develop real or imagined experiences or events using effective technique, well­chosen details, and well­structured event sequences. Production and Distribution of Writing: 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. Research to Build and Present Knowledge: 7. Conduct short as well as more sustained research projects based on focused questions demonstrating understanding of the subject under investigation. 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. 10. Write routinely over extend time frames and shorter time frames for a range of tasks, purposes, and audiences. Speaking and Listening Comprehension and Collaboration: 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively and orally. 3. Evaluate a speaker’s point of view, reasoning and use of evidence and rhetoric. Presentation of Knowledge and Ideas: 4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development and style are appropriate to task, purpose and audience. 5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. 6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. Language Conventions of Standard English: 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 2. Demonstrate command of the conventions of standard English capitalization and punctuation, and spelling when writing. Knowledge of Language: 3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Vocabulary Acquisition and Use: 4. Determine or clarify the meaning of unknown and multiple meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. 6. Acquire and use accurately a range of general academic and domain­specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or RRexpression. Big Idea: Changes can occur to Earth’s surface. People need Earth resources like rock, plants, and water. Content: Science Essential Content Questions ● Identify ways Earth’s surface What changes changes ● Compare and Earth? contrast fast and slow Earth What are changes natural ● Describe how resources? plants reduce How can we erosion classify plant ● Describe ways products? people use natural resources ●
Identify and classify important products that come from natural resources ●
Recognize that availability of natural resources affects the development of ​
Grade: Second Skills Key Terms Observe Formulate or use models Compare Plan and conduct a simple investigation Communicate Gather, record, display or interpret data Natural resource, product, earthquake, volcano, flood, weathering, erosion, drought Unit 6: Earth and Its Resources Time Frame: January 4­January 27th Assessment Comprehension: ● Unit 6 Lesson Test on 03/06 ● Teacher created assessments ● Teacher Observations ● Rubrics ● Projects ● Grade level texts and fluency passages ● 4 Quizzes ● Experiments ● Activity 1: Students will perform an experiment where they will see how Earth shakes by using soil. (Lesson1) 02/24 ● Activity 2: Students will write a letter to a friend telling College and Career Readiness Standards Reading Key Ideas and Details: 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Craft and Structure: 4. Interpret words and phrases and they are used in a text, including determining technical, connotative, and figurative CCCS Ri.2.1 RI.2.2 RI.2.3 Ri.2.4 RI.2.5 RI.2.7 W.2.2 W.2.3 W.2.7 SL.2.1b SL2.2 SL.2.4 SL.2.6 L.2.4a L2.4c L.2.4e L.2.6 2.MP.1 2.MP.2 2.OA.1 2.NBT.7 Text ●
●
●
Science Fusion
Thinkcentral.com
Inquiry flip charts
a geographic area them what happened to their farm during drought. (Lesson 1) 02/27 ● Activity 3: Students will observe their lunch and identify which natural resources were used to make their lunch. ( Lesson 2) 03/04 ● Activity 4: Students will use picture cards to classify and identify plant pruducts. (Lesson 3) 03/06 meanings and analyze how specific word choices shape meaning or tone. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text relate to each other and the whole. 6. Assess how point of view or purpose shapes the content and style of a text. Integration of Knowledge and Ideas: 7. Integrate and evaluate content presented in diverse media formats, including visually and quantitatively, as well as in words. 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Range of Reading and Level of Text Complexity: 10. Read and comprehend complex literary and informational texts independently and proficiently. Writing Text Types and Purposes: 1. Write arguments and support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 2. Write informative/explanator
y texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. 3. Write narratives to develop real or imagined experiences or events using effective technique, well­chosen details, and well­structured event sequences. Production and Distribution of Writing: 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. Research to Build and Present Knowledge: 7. Conduct short as well as more sustained research projects based on focused questions demonstrating understanding of the subject under investigation. 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. 10. Write routinely over extend time frames and shorter time frames for a range of tasks, purposes, and audiences. Speaking and Listening Comprehension and Collaboration: 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively and orally. 3. Evaluate a speaker’s point of view, reasoning and use of evidence and rhetoric. Presentation of Knowledge and Ideas: 4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development and style are appropriate to task, purpose and audience. 5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. 6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. Language Conventions of Standard English: 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 2. Demonstrate command of the conventions of standard English capitalization and punctuation, and spelling when writing. Knowledge of Language: 3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Vocabulary Acquisition and Use: 4. Determine or clarify the meaning of unknown and multiple meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. 6. Acquire and use accurately a range of general academic and domain­specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or RRexpression. Big Idea: Weather changes from day to day and from season to season. It is important to measure and track weather over time. Content: Science Essential Content Questions ● Explain that air is all around us, and How does moving air is weather wind change? ● Observe, measure, describe, and How does graph weather the sun heat observations, such the earth? as cloud coverage, What are cloud type, and some type of weather precipitation, on a patterns? daily basis ●
Identify tools used How can we to measure and measure predict the precipitation
? weather conditions, such How do as precipitation, seasons temperature, wind affect living speed, and things? direction ●
Understand the How can we uses and prepare for severe importance of weather? measuring, recording, and ​
Grade: Second Skills Key Terms Observe Formulate or use models Compare Plan and conduct a simple investigation Communicat
e Gather, record, display or interpret data Measure Experiment Predict Draw conclusions Weather, precipitation, temperature, wind, weather pattern, water cycle, evaporate, condense, season, migrate, hibernate, thunderstorm
, lightning, tornado, hurricane Unit 7: All about Weather ​
Time Frame: January 28th​
­February 16th Assessment Comprehension: ● Unit 7 Lesson Test on 04/25 ● Teacher created assessments ● Teacher Observations ● Rubrics ● Projects ● Grade level texts and fluency passages ● 4 Quizzes ● Experiments ● Activity 1: Students will start their weather journal where they will observe how weather changes for two weeks. (Lesson 1) 03/13 ● Activity 2: Students will use cotton balls College and Career Readiness Standards Reading Key Ideas and Details: 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Craft and Structure: 4. Interpret words and phrases and they are used in a text, including determining technical, connotative, and figurative CCCS Ri.2.1 RI.2.2 RI.2.3 Ri.2.4 RI.2.5 RI.2.7 W.2.2 W.2.3 W.2.7 SL.2.1b SL2.2 SL.2.4 SL.2.6 L.2.4a L2.4c L.2.4d L.2.4e 2.MP.5 2.MP.8 2.OA.1 2.NBT.
4 2.NBT.
7 2.MD.5 2.MD.9 2.MD.1
0 Text ●
●
●
Science Fusion
Thinkcentral.com
Inquiry flip charts
●
●
●
●
●
●
●
interpreting weather data Understanding the importance and uses of tracking weather data over time Identify common weather phenomena Describe and compare weather patterns from season to season Understand how seasonal changes affect the growth and behavior of living things Identify the importance of weather and seasonal information to make choices in clothing, activities, and transportation Identify kinds of severe weather events Explain how scientists help people stay safe from severe weather conditions to make four types of clouds. (Lesson 1) 03/17 ● Activity 3: Students will use identify all parts of a water cycle. 03/25 ● Activity 4: Students will make weather posters for each season and glue pictures for each season. (Lesson 3) 03/30 meanings and analyze how specific word choices shape meaning or tone. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text relate to each other and the whole. 6. Assess how point of view or purpose shapes the content and style of a text. Integration of Knowledge and Ideas: 7. Integrate and evaluate content presented in diverse media formats, including visually and quantitatively, as well as in words. 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. ●
Describe hoe people prepare for severe weather Range of Reading and Level of Text Complexity: 10. Read and comprehend complex literary and informational texts independently and proficiently. Writing Text Types and Purposes: 1. Write arguments and support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 2. Write informative/explanator
y texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. 3. Write narratives to develop real or imagined experiences or events using effective technique, well­chosen details, and well­structured event sequences. Production and Distribution of Writing: 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. Research to Build and Present Knowledge: 7. Conduct short as well as more sustained research projects based on focused questions demonstrating understanding of the subject under investigation. 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. 10. Write routinely over extend time frames and shorter time frames for a range of tasks, purposes, and audiences. Speaking and Listening Comprehension and Collaboration: 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively and orally. 3. Evaluate a speaker’s point of view, reasoning and use of evidence and rhetoric. Presentation of Knowledge and Ideas: 4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development and style are appropriate to task, purpose and audience. 5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. 6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. Language Conventions of Standard English: 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 2. Demonstrate command of the conventions of standard English capitalization and punctuation, and spelling when writing. Knowledge of Language: 3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Vocabulary Acquisition and Use: 4. Determine or clarify the meaning of unknown and multiple meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. 6. Acquire and use accurately a range of general academic and domain­specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or RRexpression. Big Idea: Earth is a planet in our solar system. Changes happen on Earth and in the sky from day to night. Content: Science Essential Content Questions ● Determine what objects make up What are the solar system planets and ● Identify objects stars? in the sky that are only visible What causes at night day and ● Explain that night? stars and How can we planets are model day always in the and night? sky ● Explain that each time Earth completes one rotation, one 24­hour day has passed ● Recognize that sunrise and sunset are due to e\Earth’s rotation every 24 hours ● Observe how shadows change ​
Grade: Second Skills Key Terms Observe Formulate or use models Compare Plan and conduct a simple investigation Communicate Gather, record, display or interpret data Predict Draw conclusions Planet, solar system, orbit, star, constellation, rotate Unit 8: The Solar System ​
Time Frame: February 18th​
­March 24th Assessment Comprehension: ● Unit 8 Lesson Test on 04/30 ● Teacher created assessments ● Teacher Observations ● Rubrics ● Projects ● Grade level texts and fluency passages ● 4 Quizzes ● Experiments ● Activity 1: Students will work with their table to create Solar System. (Lesson 1) 04/2 ● Activity 2: Students will create a model of Earth’s rotation. College and Career Readiness Standards Reading Key Ideas and Details: 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Craft and Structure: 4. Interpret words and phrases and they are used in a text, including determining technical, connotative, and figurative CCCS RI.2.2 RI.2.3 Ri.2.4 RI.2.5 RI.2.7 W.2.3 W.2.7 W.2.8 SL.2.1c SL2.2 SL.2.6 L.2.4a L.2.4d L.2.4e L.2.5a 2.OA.1 2.OA.4 2.NBT.2 2.NBT.7 2.MD.4 2.MD.6 Text ●
●
●
Science Fusion
Thinkcentral.com
Inquiry flip charts
throughout the day (Lesson 3) 04/13 Activity 3: students will do an experiment, How can we model day and night?​
( Lesson 3) 04/16 ● Activity 4: Students will go outside to observe and measure their shadows. (Lesson 2) 04/17 ●
meanings and analyze how specific word choices shape meaning or tone. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text relate to each other and the whole. 6. Assess how point of view or purpose shapes the content and style of a text. Integration of Knowledge and Ideas: 7. Integrate and evaluate content presented in diverse media formats, including visually and quantitatively, as well as in words. 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Range of Reading and Level of Text Complexity: 10. Read and comprehend complex literary and informational texts independently and proficiently. Writing Text Types and Purposes: 1. Write arguments and support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 2. Write informative/explanator
y texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. 3. Write narratives to develop real or imagined experiences or events using effective technique, well­chosen details, and well­structured event sequences. Production and Distribution of Writing: 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. Research to Build and Present Knowledge: 7. Conduct short as well as more sustained research projects based on focused questions demonstrating understanding of the subject under investigation. 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. 10. Write routinely over extend time frames and shorter time frames for a range of tasks, purposes, and audiences. Speaking and Listening Comprehension and Collaboration: 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively and orally. 3. Evaluate a speaker’s point of view, reasoning and use of evidence and rhetoric. Presentation of Knowledge and Ideas: 4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development and style are appropriate to task, purpose and audience. 5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. 6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. Language Conventions of Standard English: 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 2. Demonstrate command of the conventions of standard English capitalization and punctuation, and spelling when writing. Knowledge of Language: 3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Vocabulary Acquisition and Use: 4. Determine or clarify the meaning of unknown and multiple meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. 6. Acquire and use accurately a range of general academic and domain­specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or RRexpression. Big Idea: Matter can have different properties. Matter can be a solid, liquid, or a gas. The properties of matter can change. Content: Science Essential Content Questions ● Identify and describe What is properties of Matter? matter ● Classify matter How can we by its properties compare ●
Identify the volumes? distinguishing How does characteristics matter of solids, change? liquids, and gases How can ● Measure the water mass and change volume of states? solids and liquids ● Investigate how the addition or removal of heat affects water ​
Grade: Second Skills Key Terms Observe Formulate or use models Compare Measure Order Plan and conduct a simple investigation Communicate Gather, record, display or interpret data Predict Draw conclusions Experiment Matter, mass, property, solid, liquid, volume, gas, water vapor, evaporation, condensation Unit 9: Changes in Matter ​
Time Frame: April 4th​
­April 29th Assessment Comprehension: ● Unit 9 Lesson Test on 05/01 ● Teacher created assessments ● Teacher Observations ● Rubrics ● Projects ● Grade level texts and fluency passages ● 4 Quizzes ● Experiments ● Activity 1: Property of matter scavenger hunt. (Lesson 1) 04/21 ● Activity 2: Students will work with a partner where they will come up with ten objects and they College and Career Readiness Standards Reading Key Ideas and Details: 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Craft and Structure: 4. Interpret words and phrases and they are used in a text, including determining technical, connotative, and figurative CCCS RI.2.2 RI.2.3 Ri.2.4 RI.2.5 RI.2.7 W.2.7 W.2.8 SL2.2 SL.2.6 L.2.4a L.2.4d L.2.4e L.2.5a L.2.6 2.MP.1 2.MP.2 2.MP.4 2.MD.9 2.MD.10 Text ●
●
●
Science Fusion
Thinkcentral.com
Inquiry flip charts
will sort them as solids, liquids, and gases. (Lesson1) 04/24 ● Activity 3: Students will use the steps of the engineering process to a recipe for their favorite sandwich. (Lesson 3) 04/28 ● Activity 4: Students will write a story about a party on a summer day. They will include one example of something melting and something freezing. (Lesson 4) 04/30 meanings and analyze how specific word choices shape meaning or tone. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text relate to each other and the whole. 6. Assess how point of view or purpose shapes the content and style of a text. Integration of Knowledge and Ideas: 7. Integrate and evaluate content presented in diverse media formats, including visually and quantitatively, as well as in words. 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Range of Reading and Level of Text Complexity: 10. Read and comprehend complex literary and informational texts independently and proficiently. Writing Text Types and Purposes: 1. Write arguments and support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 2. Write informative/explanator
y texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. 3. Write narratives to develop real or imagined experiences or events using effective technique, well­chosen details, and well­structured event sequences. Production and Distribution of Writing: 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. Research to Build and Present Knowledge: 7. Conduct short as well as more sustained research projects based on focused questions demonstrating understanding of the subject under investigation. 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. 10. Write routinely over extend time frames and shorter time frames for a range of tasks, purposes, and audiences. Speaking and Listening Comprehension and Collaboration: 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively and orally. 3. Evaluate a speaker’s point of view, reasoning and use of evidence and rhetoric. Presentation of Knowledge and Ideas: 4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development and style are appropriate to task, purpose and audience. 5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. 6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. Language Conventions of Standard English: 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 2. Demonstrate command of the conventions of standard English capitalization and punctuation, and spelling when writing. Knowledge of Language: 3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Vocabulary Acquisition and Use: 4. Determine or clarify the meaning of unknown and multiple meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. 6. Acquire and use accurately a range of general academic and domain­specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or RRexpression. Big Idea: Heat, light, and sound are forms of energy. Magnets attract some objects and repel others. Content: Science Essential Content Questions ● Identify heat, light, and sound What is as forms of energy? energy ● Identify sources What are of heat, light, magnets? and sound ● Investigate the How strong is a magnet? effects on an object by increasing or decreasing amounts of light, heat, and sound energy ● Observe and demonstrate that magnets can move objects without touching them ●
Sort objects based on whether they are attracted by a magnet ​
Grade: Second Skills Key Terms Observe Compare Draw conclusions Measure Experiment Energy, sound, heat, light, vibrate, pitch, loudness, magnet, pole, repel, attract Unit 10: Energy and Magnets Time Frame: May 2nd
​​
– June 3 Assessment Comprehension: ● Unit 10 Lesson Test on 05/15 ● Teacher created assessments ● Teacher Observations ● Rubrics ● Projects ● Grade level texts and fluency passages ● 4 Quizzes ● Experiments ● Activity 1: Students will conduct an experiment where they will see how heat changes. (Lesson 1) 05/3 ● Activity 2: Students will do an experiment on finding why College and Career Readiness Standards Reading Key Ideas and Details: 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Craft and Structure: 4. Interpret words and phrases and they are used in a text, including determining technical, connotative, and figurative CCCS RI.2.1 RI.2.2 RI.2.3 Ri.2.4 RI.2.5 W.2.2 W.2.3 W.2.7 W.2.8 SL2.2 SL.2.5 L.2.4a L.2.4c L.2.5a L.2.6 2.MP.5 2.OA.1 2.OA.2 2.NBT.5 2.MD.1 2.MD.10 Text ●
●
●
Science Fusion
Thinkcentral.com
Inquiry flip charts
the magnet able to move paper clip without touching it. (Lesson 2) 05/8 ● Activity 3: Students will design a game or a toy where magnet will be included. (Lesson 3) 05/13 ● Activity 4: Students will test hos many sheets of paper a magnet can pull through. (Lesson 4) 05/14 meanings and analyze how specific word choices shape meaning or tone. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text relate to each other and the whole. 6. Assess how point of view or purpose shapes the content and style of a text. Integration of Knowledge and Ideas: 7. Integrate and evaluate content presented in diverse media formats, including visually and quantitatively, as well as in words. 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Range of Reading and Level of Text Complexity: 10. Read and comprehend complex literary and informational texts independently and proficiently. Writing Text Types and Purposes: 1. Write arguments and support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 2. Write informative/explanator
y texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. 3. Write narratives to develop real or imagined experiences or events using effective technique, well­chosen details, and well­structured event sequences. Production and Distribution of Writing: 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. Research to Build and Present Knowledge: 7. Conduct short as well as more sustained research projects based on focused questions demonstrating understanding of the subject under investigation. 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. 10. Write routinely over extend time frames and shorter time frames for a range of tasks, purposes, and audiences. Speaking and Listening Comprehension and Collaboration: 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively and orally. 3. Evaluate a speaker’s point of view, reasoning and use of evidence and rhetoric. Presentation of Knowledge and Ideas: 4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development and style are appropriate to task, purpose and audience. 5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. 6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. Language Conventions of Standard English: 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 2. Demonstrate command of the conventions of standard English capitalization and punctuation, and spelling when writing. Knowledge of Language: 3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Vocabulary Acquisition and Use: 4. Determine or clarify the meaning of unknown and multiple meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. 6. Acquire and use accurately a range of general academic and domain­specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or RRexpression.