WHCSD Scope and Sequence
Grade 2
Science
2016-2017
Grade 2 Science Scope and Sequence
COURSE OVERVIEW & TIMING
This section is designed to help you see the flow of the units/topics across the entire school year.
Unit
Unit Length
Unit 1:
Weather
1st Quarter
Unit 2:
Energy, Motion, and Force
2nd Quarter
Unit 3:
Solar System
3rd Quarter (Early)
Unit 4:
Plants and Animals
3rd Quarter (Late)
Unit 5:
Growing and Changing
4th Quarter
OVERALL COURSE TIMING
This section is designed to help you compare the number of available instructional days to the number of days accounted for in
the Scope and Sequence.
Course Length
Total number of instructional days in school year:
Total number of instructional days for all units included in Scope and Sequence:
176
92
Science Inquiry and Application (SIA)
During the years of PreK-4, all students must become proficient in the use of the following scientific processes, with
appropriate laboratory safety techniques, to construct their knowledge and understanding in all science content areas:
SIA 1. Observe and ask questions about the natural environment.
SIA 2. Plan and conduct simple investigations.
SIA 3. Employ simple equipment and tools to gather data and extend the senses.
SIA 4. Use appropriate mathematics with data to construct reasonable explanations.
SIA 5. Communicate about observations, investigations and explanations.
SIA 6. Review and ask questions about the observations and explanations of others.
WHCSD Scope and Sequence
Grade 2
Science
First Quarter: Weather
This unit focuses on air and water as they relate to weather and weather changes that can be
observed and measured. Scholars will learn the suns role in the water cycle, how temperature
and precipitation change, what tools measure and predict weather, that weather patterns occur
from day to day and season to season, and how to stay safe in severe weather.
2016-2017
Resources
UNIT 1 LENGTH:
Days/Weeks
20
UNIT 1 STANDARDS

2.ES.1 The atmosphere is made up of air.
Air has properties that can be observed and measured. The transfer of energy in the atmosphere causes
air movement, which is felt as wind. Wind speed and direction can be measured.

2.ES.2 Water is present in the air.
Water is present in the air as clouds, steam, fog, rain, ice, snow, sleet or hail. When water in the air cools
(change of energy), it forms small droplets of water that can be seen as clouds. Water can change from
liquid to vapor in the air and from vapor to liquid. The water droplets can form into raindrops. Water droplets
can change to solid by freezing into snow, sleet or hail. Clouds are moved by flowing air.

2.ES.3 Long- and short-term weather changes occur due to changes in energy.
Changes in energy affect all aspects of weather, including temperature, precipitation amount and wind.

Spiraling


Pearson Interactive
Science Chapter 4
Weather
Non Fiction Text
ODE Model Curriculum
Wonders Resources:
Interactive Read AloudWeather All Around,
Clouds All Around, How
Does Energy Make Your
Hair Stand Up?, We need
Energy, Energy Sources
Leveled Readers:
The Big Storm, Weather
All Around, Rain Forests,
The Fuel of the Future,
Wind Power, Family Night
Unplugged, Snow day,
Snow Shape
The Power of Water-audio
stream (on Level)



SIA: SIA.1, SIA. 2, SIA. 3, SIA.4, SIA.5, SIA.6 (Chapters 1 and 2)
*During this unit set up systems and routines about working in pairs and collaborative groups.


RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate
understanding of key details in a text.
RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries,
indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or
describe.
SECOND QUARTER: Energy, Motion and Force
This topic focuses on observing the relationship between forces and motion. Scholars will learn about
electricity, heat, and sound; the forces that make objects move; how magnets attract and repel
objects; and how gravity pulls objects towards Earth. Scholars will develop their comprehension of
informational text through questioning, discussing and studying about energy, motion and force.


Resources
UNIT 2 LENGTH:
Days/Weeks
20
UNIT 2 STANDARDS

2.PS.1 Forces change the motion of an object.
Motion can increase, change direction or stop depending on the force applied.
The change in motion of an object is related to the size of the force.
Some forces act without touching.


Spiraling

SIA: SIA.1, SIA. 2, SIA. 3, SIA.4, SIA.5, SIA.6




RI: RI. 2.1, RI. 2.5, RI. 2.6.
ES: 2.ES.1 Air takes up space (has volume) and has mass(weight).

Pearson Interactive
Science Chapter 6
Energy, Motion and
Force
Non Fiction Text
ODE Model Curriculum
Wonders Resources:
Leveled ReadersForces at Work,
Retelling Cards: Forces
at Work
Unit 3 Week 1 Apples
and Gravity
WHCSD Scope and Sequence
Grade 2
Science
2016-2017
THIRD QUARTER: Solar System
Resources
The focus for this chapter is for scholars to learn about the sun, moon and stars as well as the planets in
the solar system through informational text. Scholars will learn to use illustrations or graphics in
informational text to help them integrate knowledge and ideas gathered from multiple sources. These text
features help scholars focus on important relevant information as they read about the solar system. By
making connections across text, their critical thinking improves.
UNIT 3 LENGTH:
Days/Weeks
13
UNIT 3 STANDARDS

2.PS.1 Forces change the motion of an object.
Motion can increase, change direction or stop depending on the force applied.
The change in motion of an object is related to the size of the force.
Some forces act without touching.

RI.2.7-Explain how specific images (e.g., a diagram showing how a machine works)
contribute to and clarify a text.

RI.2.8 - Describe how reasons support specific points the author makes in a text
(focus: identify important points/facts in non-fiction text; ex. give scholars post-it notes to write
down important points/facts to write periodically while reading – connect how important points
lead to the main idea – teach with RI.2.6; tell the difference between an interesting detail and
an important idea; ex.– use a “big idea” think chart a.k.a circle chart – see example below ).






details/small idea
Pearson Interactive
Science
Non Fiction Text
ODE Model Curriculum
Wonders Resources:
Why the Sun and the
Moon Live in the Skyaudio stream, close
reading, ebook
Leveled Reader:
Mouse’s Moon Party,
Destination Saturn
Unit 3 Week 2- The
Hidden Sun
Big idea
RI.2.9 - Compare and contrast the most important points presented by two texts on the same topic
(focus: describe similarities and differences between two text on the same topic).
Spiraling



SIA: SIA.1, SIA. 2, SIA. 3, SIA.4, SIA.5, SIA.6
RI: RI. 2.1
ES: 2.ES.1 Air takes up space (has volume) and has mass(weight).
THIRD QUARTER: Plants and Animals
Resources
This unit focuses on how ecosystems work by observations of simple interactions between the biotic/living
and abiotic/nonliving parts of an ecosystem. Just as living things impact the environment in which they live,
the environment impacts living things. Scholars will learn that the environment is a combination of the
interactions between living and non-living components. They will develop an understanding that living
things that once lived on Earth no longer exist; their basic needs were no longer met.
UNIT 4 LENGTH:
Days/Weeks
13
UNIT 4 STANDARDS

2.LS.1 Living things cause changes on Earth.
Living things function and interact with their physical environments. Living things cause changes in
the environments where they live; the changes can be very noticeable or slightly noticeable, fast
or slow.
(Scholars should be exposed to the various ways that interactions can cause changes in
groups of living things and the physical environment – in nature or virtually).

2.LS.2 Some kinds of individuals that once lived on Earth have completely
disappeared, although they were something like others that are alive today.
Living things that once lived on Earth no longer exist; their basic needs were no longer met.



SIA: SIA.1, SIA. 2, SIA. 3, SIA.4, SIA.5, SIA.6
RI: RI. 2.1, RI. 2.5, RI. 2.7
ES: 2.ES.1







Spiraling

Pearson Interactive
Science Chapter 3
Plants and Animals
Non Fiction Text
ODE Model Curriculum
Wonders Resources:
Interactive Read AloudEarth Changes
Unit Opener- How Do
Animals Play a Part in
the World Around Us?
Weekly OpenerPreserving Our Earth,
Protecting the Earth,
Our Changing Earth,
The Earth Affects Us,
Baby Animals, Animals
Need Our Care
Unit 4 Week 2 Earth
Changes
Leveled Readers- Let’s
Carpool, A Speech to
Remember, Family
Night Unplugged, Rocky
Mountain National Park,
A Tree Full of Life,
Inspired by Nature, The
Ballgame Between the
Birds and the Animals:
A Cherokee Folktale
WHCSD Scope and Sequence
Grade 2
Science
2016-2017
FOURTH QUARTER: Growing and Changing
This unit will focus on the life cycles of different animals and plants through informational text. Scholars will
learn how living things are like their parents and what some parts of the body do all through reading
informational text. Scholars will learn to read with a purpose and expand an understanding of how living
things grow and change. Readers that engage in learning experiences with informational texts gain a deeper
understanding through questioning, discussing and studying the characteristics and features of texts.
Scholars will learn how reading informational texts provides them with information about the world around
them. By using text features, scholars will be introduced to the concept of nonlinear reading which will help
support summarizing text and determining the main idea.
(*Focus is on Reading for Information, spiraling in some science standards).
Resources
UNIT 5
LENGTH:
Days/Weeks
26
UNIT 5 STANDARDS

2.LS.1 Living things cause changes on Earth.
Living things function and interact with their physical environments. Living things cause changes in
the environments where they live; the changes can be very noticeable or slightly noticeable, fast
or slow.
(Scholars should be exposed to the various ways that interactions can cause changes in
groups of living things and the physical environment – in nature or virtually).

2.LS.2 Some kinds of individuals that once lived on Earth have completely
disappeared, although they were something like others that are alive today.
Living things that once lived on Earth no longer exist; their basic needs were no longer met.



Spiraling

RI.2.2 - Identify the main topic of a multi-paragraph text as well as the focus of specific
paragraphs within the text (Focus: Identify what is important information to remember after
listening to a section of information through oral and written response. ex. Scholars should
use the thinking frame “I remember…”; Identify the main idea of a text; ex. One way to
remember what you read is to read, cover, remember, retell – create anchor chart – see
example below.)

Read, Cover, Remember, Retell

Find a friend

Read a paragraph

Cover the paragraph with your hand

Consciously focus on remembering what you have read. This is a quiet moment of
thinking.

Tell your partner what you remember (go back to the text, if needed)

Read some more and follow the steps again.
SIA: SIA.1, SIA. 2, SIA. 3, SIA.4, SIA.5, SIA.6
RI: RI. 2.1 (Focus: thinking about your thinking while reading; making connections to a text;
asking questions before, during, and after reading; answering questions before, during and
after reading), RI. 2.5 (Focus: identify and give examples of text features, locate key facts
and information about a topic using text features), RI. 2.7, RI. 2.9
ES: 2.ES.1




Pearson Interactive
Science Chapter 3
Non Fiction Text
ODE Model Curriculum
Wonders Resources:
Leveled ReadersApples from Farm to
Table, Jungle
Treasures, The Sick
Tree, Penguins All
Around, A Tree’s Life