Grade 2
Science
Unit: 01
Lesson: 01
Suggested Duration: 5 days
Science Grade 02 Unit 01 Exemplar Lesson 01: Thinking Like a Scientist
This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this
lesson by supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The
duration for this lesson is only a recommendation, and districts may modify the time frame to meet students’ needs. To better
understand how your district may be implementing CSCOPE lessons, please contact your child’s teacher. (For your convenience,
please find linked the TEA Commissioner’s List of State Board of Education Approved Instructional Resources and Midcycle State
Adopted Instructional Materials.)
Lesson Synopsis
In this lesson students will set up science notebooks to use throughout the year. In addition, they will be introduced to the skills
and processes scientists use.
TEKS
The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which
are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is
taught in a previous or subsequent unit. The TEKS are available on the Texas Education Agency website at
http://www.tea.state.tx.us/index2.aspx?id=6148.
2.3
Scientific investigation and reasoning. The student knows that information and critical thinking,
scientific problem solving, and the contributions of scientists are used in making decisions. The
student is expected to:
2.3C Identify what a scientist is and explore what different scientists do.
Scientific Process TEKS
2.4
Scientific investigation and reasoning. The student uses age-appropriate tools and models to
investigate the natural world. The student is expected to:
2.4A Collect, record, and compare information using tools, including computers, hand lenses, rulers, primary balances, plastic
beakers, magnets, collecting nets, notebooks, and safety goggles timing devices, including clocks and stopwatches
weather instruments such as thermometers, wind vanes, and rain gauges materials to support observations of habitats
of organisms such as terrariums and aquariums.
GETTING READY FOR INSTRUCTION
Performance Indicators
Grade 02 Science Unit 01 PI 01
Complete the booklet, “I am a Scientist!” to identify what a scientist is and what a scientist does.
Standard(s): 2.3C , 2.4A
ELPS ELPS.c.5B , ELPS.c.5F
Key Understandings
Scientists make careful observations.
— In what ways can a hand lens help us make careful observations?
Scientists communicate clearly.
— What are some ways we can communicate?
Scientists ask questions.
— What are some questions we could ask?
Vocabulary of Instruction
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page 1 of 12 Grade 2
Science
Unit: 01
Lesson: 01
Suggested Duration: 5 days
process skills
simple descriptive investigation
questions
selects
tools
measure
compare
graphs
charts
illustrate
sort
classify
investigate
communicate
Materials
book (describing what a scientist is and what a scientist does, 1 per class)
chart paper (per class)
colored pencils (per group)
composition books or spirals (to create science notebooks, 1 per student)
crayons or colored pencils (per group)
glue (sticks or liquid, per group)
hand lens (1 per student)
object (for measuring, 1 per student)
object (for students to draw, see Advance Preparation, 1 per student)
objects (for sorting and classifying, 2–3 objects per 2 students)
paper (drawing, 1 sheet per student)
ruler or non-standard measuring units (per student)
scissors (per group)
Attachments
All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or
student assessment, attachments that are connected with Performance Indicators or serve as answer keys are available in the
district site and are not accessible on the public website.
Handout: I am a Scientist! PI (1 per student)
Teacher Resource: Performance Indicator Instructions KEY
Resources
None Identified
Advance Preparation
1. Review the Teacher Resource: Creating the Science Notebook: A Tool for Evaluating Student Work, and determine
which pages will need to be copied for your class. The resource is located in the Instructional Resources section of the
website.
2. Prior to Day 1, print one copy of the Handout: I am a Scientist! PI. The booklets will need to be printed as 2-sided copies.
First, place the pages in the correct order. Then turn every other page (2/11, 4/9, and 6/7) upside down before placing in
the copier to make 2-sided copies. It might be helpful to practice printing one copy.
3. Gather drawing paper (1 sheet per student) for the Engage section.
4. Select a book about what a scientist is and what a scientist does. Collect a variety of objects for the students to draw and
measure (1 object per student). The objects can be anything a student can observe and draw.
5. Gather hand lenses so that you have enough for one per student.
6. Have scissors, glue, and colored pencils for each group of students.
7. It might be helpful to use the Teacher Resource: Performance Indicator Instructions KEY when facilitating the learning
activities for the Handout: I am a Scientist! PI.
8. Prepare attachment(s) as necessary.
Background Information
This lesson bundles student expectations that address safe practices and tools that students will learn how to use during the year. This lesson
focuses students on what it means to be a scientist. Students will set up a science notebook and begin the discussion “what is a scientist”?
Last Updated 05/06/2013
page 2 of 12 Grade 2
Science
Unit: 01
Lesson: 01
Suggested Duration: 5 days
Safety
Students have been taught safety rules and safe use of grade appropriate equipment in every grade since Kindergarten. While it is a good idea to
introduce and reinforce the importance of safety at the beginning of the course, safety is a concept that should be taught and reinforced every time the
students work in the laboratory or field setting.
Notebooking
The science notebook plays a major role in documenting a scientist’s thoughts, observations, and data collected during scientific research and
investigations and is a recommended tool for use in the classroom. The design and format of science notebooks may vary considerably. Consider the
type of format you would like to use and the minimum requirements for your students’ science notebooks. Some educators suggest that a science
notebook must have a defined structure; however, it is noteworthy to mention that research notebooks are not structured in this manner. More typically,
a scientist’s notebook is written as a diary, where all of the information about the work is recorded as it is done. Throughout this course, the science
notebook is viewed from this perspective.
There are many websites with suggestions as to the different ways of setting up science notebooks and types of activities that might be included.
Some things to keep in mind include: 1.) how often you plan to collect the science notebook for grading, 2.) how you will encourage the students to
take ownership and responsibility for their science notebook, and 3.) how students will use their science notebook to document their science class
experience. As the classroom teacher, you might consider how you want your students to document laboratory investigations and how you want them
to organize and structure information from their daily lessons. Suggestions are provided throughout this course.
This lesson focuses on setting up the science notebook and serves as an introduction to safety in the laboratory.
STAAR Note:
Although this content is not marked as a Supporting Standard, it is foundational for Grade 5 Scientific Investigation and Reasoning Skills. These skills
will be incorporated into at least 40% of the test questions on the Grade 5 STAAR test from reporting categories 1–4.
INSTRUCTIONAL PROCEDURES
Instructional Procedures
Notes for Teacher
ENGAGE – What is a Scientist?
NOTE: 1 Day = 50 minutes
Suggested Day 1
1. Distribute a piece of drawing paper.
Materials:
2. Instruct students to draw a scientist. Collect these, and save them for
inserting into the science notebook later.
3. Facilitate a discussion on what students think a scientist does.
4. Record their thinking on a piece of chart paper (or other method of
recording student work).
5. Distribute the Handout: I am a Scientist! PI.
6. Provide students an object and a hand lens. Instruct students to turn to
page 4, “A Scientist Draws What They See.” Students should carefully
draw the object provided to them using the hand lens to provide details.
If the object has a color, students should use colored pencils to color
their illustration similarly.
paper (drawing, 1 sheet per student)
crayons or colored pencils (per group)
chart paper (per class)
object (for students to draw, see Advance
Preparation, 1 per student)
hand lens (1 per student)
Attachments:
Handout: I am a Scientist! (1 per student)
Teacher Resource: Performance
Indicator Instruction KEY
7. Facilitate a discussion:
In what ways can a hand lens help us make careful observations?
What are some ways we can communicate?
What are some questions we could ask?
Instructional Notes:
It might be helpful to use the Teacher Resource:
Performance Indicator Instructions KEY when facilitating
the learning activities for the Handout: I am a Scientist! PI.
When students draw a scientist, they will often draw
someone who looks like Albert Einstein. They rarely see
themselves as scientists. The first drawing of this lesson
Last Updated 05/06/2013
page 3 of 12 Grade 2
Science
Unit: 01
Lesson: 01
Suggested Duration: 5 days
is a way for teachers to see where students are in their
understanding of “scientists.” Later they will draw
themselves as a scientist. The booklet I am a Scientist
will be completed over several days and is used as the
Performance Indicator.
Misconceptions:
Students may think that all scientists wear
lab coats.
Students may think that there is one
“scientific method.”
Students may think that science answers all
questions.
EXPLORE/EXPLAIN/ELABORATE – Setting up the Science Notebook
Suggested Days 2 and 3
1. Read a book about what a scientist is and what a scientist does.
2. Inform students that they will be keeping a science notebook this year.
The notebook will hold all their data recording sheets, drawings, graphs,
charts; their questions; and their ‘thinking” about science concepts.
3. Ensure that each group has all of the materials assembled at their table
before beginning. The supplies should include scissors, colored pencils,
glue sticks or liquid glue, and whatever is being used as a notebook.
4. Provide each student with a notebook label for his or her science
notebook, or instruct students to put their name and the school year on
the front cover of their notebook.
5. Discuss your expectations for keeping a science notebook. The Teacher
Resource: Creating the Science Notebook: A Tool for Evaluating
Student Work has an example of guidelines. It might be helpful to
explain some of the terms students might not be familiar with, such as
“legibly” (neatly), ”entry” (something that is written in the notebook),
”mark through” (put one line through the word or sentence),
”communicate” (to tell someone else), ”resources” (other information that
might help us), and ”glossary” (a section of a book where we can find the
meaning of words). Inform students where you would like them to include
the information about your guidelines for keeping a science notebook.
6. It might be helpful to follow the guidelines in the Teacher Resource:
Creating the Science Notebook: A Tool for Evaluating Student
Work when facilitating the setting up of the science notebook.
Materials:
book (describing what a scientist is and
what a scientist does, 1 per class)
composition books or spirals (to create
science notebooks, 1 per student)
glue (sticks or liquid, 1 per group)
colored pencils (per group)
scissors (per group)
copies from the teacher-selected handouts
from the Teacher Resource: Creating the
Science Notebook: A Tool for
Evaluating Student Work (see Advance
Preparation)
Instructional Notes:
When students write in science notebooks, they reflect on
their thinking, come to a better understanding of what they
know, and can learn what gaps remain in their
knowledge.
This page may seem overwhelming to students. They
may think they should already know how to use all these
tools. Point out that the title of this page is Tools I Will
7. The safety contract should be read to students. Have a brief discussion
about each of the rules to ensure students are very clear about the
Learn How to Use. As students learn the use of each of
expectations. They should sign on the space that says “student
the tools, they could put a “smiley” face or some other
signature.” This page needs to go home in order to get the
symbol to mark their progress on leaning the tools.
parent/guardian signature. Once it is returned, cut off the “contract” part,
and save in a file. The top section “Grade 2 Science Safety Rules” will
be glued into the notebook.
8. Explain to students that there are several science tools they will learn
how to use this year. It might be helpful to share some images or some
of the actual tools the stuents will learn how to use.
EVALUATE – Performance Indicator
Suggested Days 4 and 5
Last Updated 05/06/2013
page 4 of 12 Grade 2
Science
Unit: 01
Lesson: 01
Suggested Duration: 5 days
Grade 02 Science Unit 01 PI 01
Materials:
Complete the booklet, “I am a Scientist!” to identify what a scientist is and what a
scientist does.
Standard(s): 2.3C , 2.4A
ELPS ELPS.c.5B , ELPS.c.5F
1. Refer to the Teacher Resource: Performance Indicator Instructions
KEY for information on administering the performance assessment.
object (for measuring, 1 per student)
ruler or non-standard measuring units (per
student)
objects (for sorting and classifying, 2–3
objects per 2 students)
colored pencils (per group)
glue (sticks, per group)
Attachments:
Handout: I am a Scientist! (from previous
activity)(1 per student)
Teacher Resource: Performance
Indicator Instructions KEY
Instructional Notes:
Students will complete the pages one at a time as
directions are presented to them. The order in which the
pages are completed is not critical. There are two days to
complete this. However, it may take some students
longer.
Last Updated 05/06/2013
page 5 of 12 Students may place glue on this
page and then affix the booklet into
their science notebook.
Image Credits:
CrossFit. (Producer). (2010). Composition book [Web Pho
to]. Retrieved from http://crossfitdelawarevalley.com/
wp-content/uploads/2012/02/compostion-book.jpg
Microsoft. (Designer). (2010). Clip art [Web Graphic]. Retrieved from http://office.microsoft.com/en-us/
images/. Used with permission from Microsoft.
Venegas, A. (Photographer) (2010). Primary balance [Print
Photo]. Used with permission.
12
I
Am
A
Scientist!
This is a scientist.
(Draw a picture of yourself below.)
Beaker
A scientist asks questions.
(List
some questions you could ask.)
Clock
Collecting net
Computer
Hand lens
Magnet
Notebook
Primary balance
Ruler
Safety goggles
Thermometer
Timer
2
11
A scientist investigates and uses
tools.
(Can you match the tool to its name?)
10
A scientist selects and uses
appropriate tools.
(Draw some science tools you know how to
use.)
3
A scientist draws what they see.
A scientist works with others.
(Carefully draw the object provided to you.)
(Draw a picture of you working with a
Partner.)
4
9
A scientist sorts and classifies.
(Sort the objects your teacher gives you.
Show the groups below.)
8
A scientist writes about what
happens.
5
A scientist makes comparisons by
measuring.
A scientist uses charts and graphs
to display data.
(Measure the object provided to you.)
6
7
Grade 2
Science
Unit: 01 Lesson: 01
Performance Indicator Instructions KEY
1. Students should first draw a picture of themselves on the front cover. They should be attaining the concept that
they are scientists and will use the tools and processes that are used by scientists in the “real world”.
2. What are some questions we could ask (about an object or an organism)? Allow students to respond. Write
these questions in a location where students can locate them, and write some of their responses into the booklet:
I am a Scientist!
3. On the next page, students should draw one or two tools they already know how to use.
4. The page A Scientists Writes About What Happens can be skipped for this assignment until students have
experienced a science activity. Once students have experienced this later in the year, it might be helpful to have
students go back and complete this section.
5. Distribute an object to each student along with a ruler or other non-standard measuring units. Students should
draw their object and then record the measurement of the object. This is a check to see where students are with
their understanding of measurement.
6. Distribute a selection of materials for students to sort and classify. Students will sort and classify the objects. Then
the students will draw the groups in the booklet I am a Scientist!
7. When one student in the pair is sorting and classifying, their partner can complete the page A Scientist Works
With Others.
8. The last page is a matching activity. Students draw a line from the tool to the name of the tools.
9. The entire booklet gets glued into the science notebook.
Instructional Notes:
Students will complete the pages one at a time as directions are presented to them. The order in which the pages are
completed is not critical. There are two days to complete this. However, it may take some students longer.
©2012, TESCCC
03/26/13
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