Sand Creek Zone
Instructional Scope and Sequence
School: SRES, RES, EIES
Quarter/
Month
Q1
Grade Level: 2nd
Duration
Unit Title
Concepts
3-5 weeks
Unit
Strand:
Physical
Science
Concepts:
Force
Motion
Properties
Relationship
Variable
Change
Speed
(4-6 wks
per CDE)
Unit
Title:
Force &
Motion
Content Area/ Course: Science
Colorado Academic Standards/Common Core State Standards
Evidence Outcomes
Standard 1: Physical Science, GLE 1: Changes in speed or direction of motion are caused by
forces such as pushes and pulls.
Evidence Outcomes:
Students can:
a. Identify and predict how the direction or speed of an object may change due to an outside
force (DOK 1-2)
b. Analyze and interpret observable data about the impact of forces on the motion of objects
(DOK 1-2)
Guiding Questions: `
Academic Vocab: Collaborate, Analyze, Interpret
Technical Vocab: Force, Impact, Properties, Motion, Relationships, Constants, Variables, Distance
traveled
Resources: Take pictures of teachers on two different playground slides & or two different poles
(curly slide & straight slide/curly pole & straight pole.) Pictures will be used with the student
writing assessment.
Assessment Type: formative (observe students understanding during force & motion
experimentation.) & summative – key terms and the explanation of observable data. Also can
incorporate a writing assessment using the following prompt:
Take a look at the two pictures of slides (or poles). What is different about the two slides (or
poles)? How do their differences affect the speed and motion of the teacher sliding down?
Describe which teacher will have a greater speed and why.
Professional Development Needs:
Needs which need to be filled: Admin supporting access and use of the writing prompts.
1
Sand Creek Zone
Instructional Scope and Sequence
School: SRES, RES, EIES
Quarter/
Month
Q2 & Q3
Duration
8-10
weeks
Split
Standard (7-9 wks
into 2
per CDE)
quarters
??
* Fall
breakWinter
Break (Oct
27th-Dec
17th)
roughly 7
weeks
Split
standards
into 2
quarters??
Unit Title
Unit
Strand:
Life
Science
Unit
Title:
Plants
and
Animals
in
Habitats
Grade Level: 2nd
Content Area/ Course: Science
Concepts
Colorado Academic Standards/Common Core State Standards
Evidence Outcomes
Habitat
Organism
Biotic
Abiotic
Environment
Population
Structure/
function
Behaviors
Interaction
Survival
Standard 2: Life Science, GLE 1: Organisms depend on their habitat’s nonliving parts to satisfy
their needs
Evidence Outcomes:
Students can:
a. Use evidence to develop a scientific explanation about how organisms depend on their
habitat (DOK 2-3)
b. Analyze and interpret data about nonliving components of a habitat (DOK 1-2)
c. Assess and provide feedback on other scientific explanations regarding why an organism
can survive its habitat (DOK 1-3)
d. Use instruments to make observations about habitat components – for example, data can
be collected from a fish tank to assess the environmental health (dissolved oxygen, pH,
Nitrogen content.) (DOK 1-2)
Standard 2: Life Science, GLE 2: Each plant or animal has different structures or behaviors that
serve different functions.
Evidence Outcomes:
Students can:
a. use evidence to develop an explanation as to why a habitat is or is not suitable for specific
organism (DOK 1-3)
b. Analyze and interpret data about structures or behaviors of a population that help that
population survive (DOK 1-2)
Academic Vocab: scientific explanation, data, evidence, interpret, analyze, assess, collaborate,
observation, observations, feedback
Technical Vocab: organisms, habitat, living components, non-living components, environmental
health, basic need, structures, behaviours, survive, organism, advantages, unique, population,
2
Sand Creek Zone
Instructional Scope and Sequence
School: SRES, RES, EIES
Quarter/
Month
Duration
Unit Title
Grade Level: 2nd
Concepts
Content Area/ Course: Science
Colorado Academic Standards/Common Core State Standards
Evidence Outcomes
functions, environment, resources, suitable
Resources: field trip to the wildlife experience
Continued on the next page…
Unit Strand: Life Science – Continued from the previous page
Assessment Type: formative (observe students using “science talk” and review notes from the
wildlife experience field trip.) & summative – key terms and the explanation of observable data.
Also can incorporate a writing assessment using a prompt: (See RWC ILT writing prompt notes)
Professional Development Needs:
Needs which need to be filled: Admin supporting access and use of the writing prompts.
***Suggest that Q3 wrap up Habitat units and move into seasons/weather. Plant and Animal Habitat
standards tie in very closely with the seasons and weather standards.***
3
Sand Creek Zone
Instructional Scope and Sequence
School: SRES, RES, EIES
Grade Level: 2nd
Content Area/ Course: Science
Quarter/
Month
Duration
Unit Title
Concepts
Colorado Academic Standards/Common Core State Standards
Evidence Outcomes
Q3 & Q4
4-6 weeks
Unit
Title:
Weather
&
Seasons
Weather
Seasons
Environment
Organisms
Change
Environment
Survival
Atmosphere
Standard 3: Earth Systems Science, GLE 1: Weather and the changing seasons impact the
environment and organisms such as humans, plants, and other animals.
Evidence Outcomes:
Students can:
a. Use evidence to develop a scientific explanation for how the weather and changing
seasons impacts the organisms such as humans, plants, and other animals – and the
environment (DOK 1-3)
b. Analyze and interpret data such as temperatures in different locations (SUN or shade) at
different times and seasons as evidence of how organisms and the environment are
influenced by the weather and changing seasons. (DOK 1-3)
c. Analyze ways in which sever weather contributes to catastrophic events such as floods and
forest fires. (DOK 1-2)
(4-6 wks
per CDE)
Unit
Strand:
Earth
Systems
Science
Academic Vocab: analyze, interpret, evidence, scientific explanation, prediction
Technical Vocab: temperature, weather, seasons, severe, catastrophic, weather patters,
environment, organisms, impact, hemisphere
Resources: Use the curriculum sample located on the CDE website at:
http://www.cde.state.co.us/standardsandinstruction/sc2-weatherandseasons-pdf created by
the Rocky Ford School District.
Assessment Type: formative & summative –
Also can incorporate a writing assessment using a prompt: (See RWC ILT writing prompt notes)
Professional Development Needs:
4
Sand Creek Zone
Instructional Scope and Sequence
School: SRES, RES, EIES
Quarter/
Month
Duration
Unit Title
Grade Level: 2nd
Concepts
Content Area/ Course: Science
Colorado Academic Standards/Common Core State Standards
Evidence Outcomes
Needs which need to be filled: Admin supporting access and use of the writing prompts.
Course prerequisite: ____________________________________
5