Big Idea: HABITATS AND CHARACTERISTICS OF LIVING AND NON-LIVING THINGS
UNIT ONE
TEECS Multicultural Focus: ALBANIA/ SOUTH AFRICA
Content Area: Science
Essential
Questions
•What tools can
I use to make
scientific
inquiries?
• What do
animals need to
survive in their
environment/ha
bitat?
• How do living
things grow and
change?
Text
Harcourt
Science
A Rainforest
Habitat
(Introducing
Habitats)
Mary Aloian
Living or
Nonliving? My
First Science
Library
Kelli Hicks
Animal
Habitats
DK Publishing
Grade: Two
Content
Skills
• Different types of
tools used to study
science.
•Research and
report on one
scientific
inquiry tool.
•Living vs. nonliving things
•The conditions of
the environment
play a role in the
survival of plants
and animals.
•Organisms may
be classified based
upon
characteristics
• Living things can
become nonliving
things.
• Living things
reproduce.
•Investigate and
make
predication
about the
number of water
drops that can be
held on a coin
before run-off.
•Sort and classify
different living
and non-living
things using
similar and
different
characteristics.
•Compare and
contrast living
and non-living
things.
Unit Time Frame: September
Key Terms
inquiry skills,
science tools,
investigate.
living, oxygen,
nonliving,
survive, shelter,
nutrients.
Assessment
Inquiry tool
report
Insta-Lab: Drops
of water on a
penny (p.11)
Class discussion
Student
participation
Quizzes/tests
Completed Venn
diagrams
Performance
Rubric
KWL chart
College
and Career
Readiness
Standards
CCR - R1
CCR – R5
CCR – SL1
CCCS/
Language Arts
Integration
Science NJCCCS
RL.2.1. Ask and
answer such
questions as
who, what,
where, when,
why, and how
to demonstrate
understanding
of key details
in a text.
5.3.2.A Life
Science/Organiz
ation &
Development
1. Group living
and nonliving
things according
to the
characteristics
that they share.
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.,
5.3.2.D Life
Science/
Heredity &
reproduction
1. Record the
observable
characteristics of
plants and
animals to
determine the
similarities and
differences
between parents
and their
offspring.
•Create a KWL
chart on what
plants and
animals need to
survive
•Examine how
people and
pollution have
affected where
animals live.
captions, bold
print,
subheadings,
glossaries,
indexes,
electronic
menus, icons)
to locate key
facts or
information in
a text
efficiently.
SL.2.1.
Participate in
collaborative
conversations
with diverse
partners about
grade 2 topics
and texts with
peers and
adults in small
and larger
groups.
a. Follow
agreed-upon
rules for
discussions
(e.g., gaining
the floor in
respectful
ways, listening
to others with
care, speaking
one at a time
about the
5.4.2.G Earth
Systems Science/
Biogeochemical
Cycles
3. Identify and
categorize the
basic needs of
living organisms
as they relate to
the environment.
5.1.4.A. Science
Practices/
Understand
Scientific
Explanations
3. Use scientific
facts,
measurements,
observations,
and patterns in
nature to build
and critique
scientific
arguments.
5.1.4.C Science
Practices/
Reflect on
Scientific
Knowledge
1. Monitor and
reflect on one’s
own knowledge
regarding how
ideas change
over time.
2. Revise
predictions or
topics and
texts under
discussion).

explanations on
the basis of
learning new
information.
3. Present
evidence to
interpret and/or
predict causeand-effect
outcomes of
investigations.
Big Idea: THE LIFE CYCLE OF ANIMALS
UNIT TWO
TEECS Multicultural Focus: TEECS – ALBANIA
Content Area: Science
Essential
Questions
Text
•What makes
animals
unique?
Harcourt
Science
•Why is animal
classification
important?
•How is an
animal’s life
cycle the same
and different as
mine?
Animal Life
Cycles
By Jo Ellen
Moore
The Human
Life Cycle
(Time for Kids
Nonfiction
Reader by
Jennifer Prior
Old Mother
Bear by
Victoria Miles
Grade: Two
Content
•Organisms
reproduce,
develop, and have
predictable life
cycles.
• Heredity
•Survival
advantages
• Animals appear
in a variety of
cultures and
represent a variety
of things. In some
cases an animal
might symbolize
something good,
while in another
culture it might
symbolize
something bad.
Skills
•Compare and
contrast
vertebrates and
invertebrates.
•Illustrate life
cycle of a frog.
•Compare and
contrast life
cycles of frog and
turtle.
•Create a model
of a bird or
mammal using
pipe cleaners.
Unit Time Frame: October
Key Terms
mammal, bird,
reptile,
amphibian, fish,
life cycle,
tadpole, trait,
reproduction,
offspring
Assessment
Life cycle
illustrations
Venn diagram
Insta-Lab: Make a
model (p.60)
Science Kit Lab
Class discussion
Student
participation
Quizzes/tests
Performance
Rubric
College
and Career
Readiness
Standards
CCR-R4
CCR-R5
CCR-R2
CCR-R7
CCR-SL3
CCCS/
Language Arts
Integration
Science NJCCCS
RL.2.4.
Describe how
words and
phrases (e.g.,
regular beats,
alliteration,
rhymes,
repeated lines)
supply rhythm
and meaning
in a story,
poem, or song.
5.3.2.D Life
Science/Heredity
& Reproduction
1. Record the
observable
characteristics of
plants and
animals to
determine the
similarities and
differences
between parents
and their
offspring.
2. Determine the
characteristic
changes that
occur during the
life cycle of
plants and
animals by
examining a
variety of
species, and
distinguish
between growth
and
RL.2.5.
Describe the
overall
structure of a
story,
including
describing how
the beginning
introduces the
story and the
ending
concludes the
action.
RI.2.2. Identify
the main topic
of a
multiparagrap
h text as well
as the focus of
specific
paragraphs
within the text
RI.2.7. Explain
how specific
images (e.g., a
diagram
showing how a
machine
works)
contribute to
and clarify a
text
SL.2.3. Ask and
answer
questions
about what a
speaker says in
order to clarify
comprehensio
n, gather
additional
information, or
deepen
understanding
of a topic or
issue

development.
5.3.2.E Life
Science/Evolutio
n & Diversity
1. Describe
similarities and
differences in
observable traits
between parents
and offspring.
2. Compare how
different animals
obtain food and
water.
5.1.4.C Science
Practices/
Reflect on
Scientific
Knowledge
1. Monitor and
reflect on one’s
own knowledge
regarding how
ideas change
over time.
2. Revise
predictions or
explanations on
the basis of
learning new
information.
3. Present
evidence to
interpret and/or
predict causeand-effect
outcomes of
investigations.
5.1.4.D. Science
Practices/
Participate
Productively in
Science
1.Actively
participate in
discussions
about student
data, questions,
and
understandings.
2. Work
collaboratively to
pose, refine, and
evaluate
questions,
investigations,
models, and
theories.
3. Demonstrate
how to safely use
tools,
instruments, and
supplies.
Big Idea: THE RELATIONSHIP BETWEEN ANIMALS AND HABITAT
UNIT THREE
TEECS Multicultural Focus: TEECS – ALBANIA
Content Area: Science
Essential
Questions
• What do
animals need to
survive in their
environment/ha
bitat?
• Why are
ecosystems
important?
•How do living
things depend
on one another
to survive?
Text
Grade: Two
Unit Time Frame: November
Content
Skills
Key Terms
Harcourt
Science
• Animals live in
different habitats.
Crinkleroots
Guide to
Knowing
Animal
Habitats by
Jim Arnosky
•Physical
structures which
aid survival in
differing habitats
• Research and
report on one
type of animal
habitat.
environment,
habitat, adapt,
desert,
rainforest,
grassland,
tundra, ocean,
pond, food chain,
food web,
ecosystem
Exploring
Ecosystems
with Max
Axiom, Super
Scientist
(Graphic
Science series)
by Agniesezka
Biskup
Our Wet
World:
Exploring
Earth's
Aquatic
Ecosystems
by Sneed
• The interactions
within an
ecosystem
• Factors that can
change an
ecosystem
•Tropical
Rainforests
presently give a
place to call home
for 50% - 90% of
all organisms.
Cutting down trees
in these areas
disrupts the
habitats of the
organisms that live
•Compare and
contrast 2 types
of habitats.
• List ways
animals survive
in their
environment.
•Illustrate
knowledge of
food web by
creating mobile.
•Identify the
cause and effect
of changes in
habitats.
Assessment
Animal habitat
diorama and
report
Mobiles
Venn diagrams
Animal survival
list
Class discussion
Student
participation
Quizzes/tests
Performance
Rubric
Cause and effect
T-chart
College
and Career
Readiness
Standards
CCR-SL5
CCR-R9
CCR-W1
CCR-R1
CCCS/
Language Arts
Integration
Science NJCCCS
SL.2.5. Create
audio
recordings of
stories or
poems; add
drawings or
other visual
displays to
stories or
recounts of
experiences
when
appropriate to
clarify ideas,
thoughts, and
feelings.
5.3.2.B Life
Science/ Matter
and Energy
Transformations
2. Compare how
different animals
obtain food and
water.
RI.2.9.
Compare and
contrast the
most
important
points
presented by
two texts on
the same topic.
5.3.2.C Life
Science/Interdep
endence
1. Describe the
ways in which
organisms
interact with
each other and
their habitats in
order to meet
basic needs.
2. Identify the
characteristics of
a habitat that
enable the
habitat to
support the
growth of many
B.Collard III
there.
•There are many
organizations
around the world
who bring
knowledge and
understanding of
other cultures and
their ecosystems
and to help
preserve ecological
and cultural
heritage.
W.2.1. Write
opinion pieces
in which they
introduce the
topic or book
they are
writing about,
state an
opinion,
supply reasons
that support
the opinion,
use linking
words (e.g.,
because, and,
also) to
connect
opinion and
reasons, and
provide a
concluding
statement or
section.
RF.2.3. Know
and apply
grade-level
phonics and
word analysis
skills in
decoding
words.
c.Decode
regularly
spelled twosyllable words
with long
vowels.
different plants
and animals.
5.3.4.E Life
Science/
Evolution &
Diversity
2. Evaluate
similar
populations in an
ecosystem with
regard to their
ability to thrive
and grow.
5.1.4.C Science
Practices/
Reflect on
Scientific
Knowledge
1. Monitor and
reflect on one’s
own knowledge
regarding how
ideas change
over time.
2. Revise
predictions or
explanations on
the basis of
learning new
information.
3. Present
evidence to
interpret and/or
predict causeand-effect
outcomes of
investigations.

d.Decode
words with
common
prefixes and
suffixes.
5.1.4.D. Science
Practices/
Participate
Productively in
Science
1.Actively
participate in
discussions
about student
data, questions,
and
understandings.
2. Work
collaboratively to
pose, refine, and
evaluate
questions,
investigations,
models, and
theories.
3. Demonstrate
how to safely use
tools,
instruments, and
supplies.
Big Idea: UNDERSTANDING PLANTS
UNIT FOUR
TEECS Multicultural Focus: TEECS – ALBANIA
Content Area: Science
Essential
Questions
•How are plants
needs similar to
my needs?
•What role does
the environment
play in plant
growth?
•Where do
plants come
from?
Text
Grade: Two
Content
Harcourt
Science
•How organisms
obtain food
Wacky Plant
Cycles
by Valerie
Wyatt
•Survival needs of
plants
Our Tree
Named Steve
by Alan
Zweibel
From Seed to
Sunflower
by Gerald Legg
•The functions of
parts of plants
Different plants
thrive in different
parts of the world
•Trees improve the
quality of the air
that species
breathe by
trapping carbon
and other particles
produced by
pollution. Trees
determine rainfall
and replenish the
atmosphere.
•Characteristics of
Unit Time Frame: December
Skills
Key Terms
•Label and
illustrate the life
cycle of a plant.
roots, stems,
leaves, flowers,
trunk, shrub, life
cycle, germinate,
organism
•Make a model of
a flower
including all
parts.
•Compare and
contrast basic
needs of a plant
with our basic
needs.
• Group plants
according to
their structural
characteristics.
•Write about
the life of a
plant from 1st
person point of
view.
Assessment
Writing piece
(My Life as a
Plant)
Flower model
Life cycle
illustration
Venn diagram
Class discussion
Student
participation
Quizzes/tests
Performance
Rubric
College
and Career
Readiness
Standards
CCR-SL6
CCR-R6
CCR-W7
CCCS/
Language Arts
Integration
Science NJCCCS
SL.2.6. Produce
complete
sentences
when
appropriate to
task and
situation in
order to
provide
requested
detail or
clarification.
5.3.2.B Life
Science/ Matter
and Energy
Transformations
3. Explain that
most plants get
water from soil
through their
roots and gather
light through
their leaves.
RL.2.6.
Acknowledge
differences in
the points of
view of
characters,
including by
speaking in a
different voice
for each
character
when reading
dialogue aloud
5.3.2.D Life
Science/
Heredity and
Reproduction
2. Determine the
characteristic
changes that
occur during the
life cycle of
plants and
animals by
examining a
variety of
species, and
distinguish
plant offspring
W.2.7.
Participate in
shared
research and
writing
projects (e.g.,
read a number
of books on a
single topic to
produce a
report; record
science
observations).
•The life cycle of a
plant

between growth
and
development.
5.1.4.A Science
Practices/
Understand
Scientific
Explanations
2. Use outcomes
of investigations
to build and
refine questions,
models, and
explanations.
3. Use scientific
facts,
measurements,
observations,
and patterns in
nature to build
and critique
scientific
arguments
5.1.4.B Science
Practices/
Generate
Scientific
Evidence
Through Active
Investigations
1. Design and
follow simple
plans using
systematic
observations to
explore
questions and
predictions.
2. Measure,
gather, evaluate,
and share
evidence using
tools and
technologies.
3. Formulate
explanations
from evidence.
4. Communicate
and justify
explanations
with reasonable
and logical
arguments.
5.1.4.C Science
Practices/
Reflect on
Scientific
Knowledge
1. Monitor and
reflect on one’s
own knowledge
regarding how
ideas change
over time.
2. Revise
predictions or
explanations on
the basis of
learning new
information.
3. Present
evidence to
interpret and/or
predict causeand-effect
outcomes of
investigations.
5.1.4.D. Science
Practices/
Participate
Productively in
Science
1.Actively
participate in
discussions
about student
data, questions,
and
understandings.
2. Work
collaboratively to
pose, refine, and
evaluate
questions,
investigations,
models, and
theories.
3. Demonstrate
how to safely use
tools,
instruments, and
supplies.
Big Idea: THE IMPORTANCE OF ROCKS, MINERALS AND SOIL
UNIT FIVE
TEECS Multicultural Focus: TEECS – ALBANIA
Content Area: Science
Essential
Questions
•How do we
know soil is
important to life
on earth?
• Why are rocks
and minerals
important to
me?
•What clues do
fossils give me
about the past?
Text
Harcourt
Science
Dirt: the Scoop
on Soil
(Amazing
Science) by
Natalie
Rosinsky
If you Find a
Rock
by Peggy
Christian
Everybody
Needs a Rock
by Byrd Baylor
Digging Up
Dinosaurs
(Let's-Readand-Find-Out
Science 2)
by Aliki
Grade: Two
Unit Time Frame: January
Content
Skills
Key Terms
• Composition of
soil determines its
usefulness.
• Sort different
soils by
properties, such
as particle size,
color, and
composition.
boulder, mineral,
soil, texture,
absorption,
humus, silt.
•Soil classification
• Components of
soil
•Organisms
dependence on
soil
•Fossils tell
stories from the
past.
•The importance of
rocks and minerals
to sustain life
Assessment
Lab Kit
Experiment
(Soils )
Hardness of Rock
Mini Lab (p.161)
• Compare and
contrast
different types of
soils
Soil journal
entries
•Investigate and
record
observations of
the hardness of a
rock
Student
participation
• Write,
exchange, and
answer lists of
questions about
minerals, rocks
and fossils.
• Compare and
contrast
Class discussion
Quizzes/tests
Performance
Rubric
Content
vocabulary
College
and Career
Readiness
Standards
CCR-R2
CCR-R6
CCR-SL5
CCCS/
Language Arts
Integration
RL.2.2.
Recount
stories,
including
fables and
folktales from
diverse
cultures, and
determine
their central
message,
lesson, or
moral.
RI.2.6. Identify
the main
purpose of a
text, including
what the
author wants
to answer,
explain, or
describe
SL.2.5. Create
audio
Science NJCCCS
5.4.2.C Earth
Systems Science/
Properties of
Earth Materials
1. Describe
Earth materials
using
appropriate
terms, such as
hard, soft, dry,
wet, heavy, and
light.
5.4.4.B Earth
Systems Science
1. Use data
gathered from
observations of
fossils to argue
whether a given
fossil is
terrestrial or
marine in origin.
5.4.4.C Earth
Systems Science/
Properties of
different types of
rocks.
recordings of
stories or
poems; add
drawings or
other visual
displays to
stories or
recounts of
experiences
when
appropriate to
clarify ideas,
thoughts, and
feelings.

Earth Materials
2. Categorize
unknown
samples as either
rocks or
minerals.
5.1.4.A Science
Practices/
Understand
Scientific
Explanations
2. Use outcomes
of investigations
to build and
refine questions,
models, and
explanations.
3. Use scientific
facts,
measurements,
observations,
and patterns in
nature to build
and critique
scientific
arguments
5.1.4.B Science
Practices/
Generate
Scientific
Evidence
Through Active
Investigations
1. Design and
follow simple
plans using
systematic
observations to
explore
questions and
predictions.
2. Measure,
gather, evaluate,
and share
evidence using
tools and
technologies.
3. Formulate
explanations
from evidence.
4. Communicate
and justify
explanations
with reasonable
and logical
arguments.
5.1.4.C Science
Practices/
Reflect on
Scientific
Knowledge
1. Monitor and
reflect on one’s
own knowledge
regarding how
ideas change
over time.
2. Revise
predictions or
explanations on
the basis of
learning new
information.
3. Present
evidence to
interpret and/or
predict causeand-effect
outcomes of
investigations.
5.1.4.D. Science
Practices/
Participate
Productively in
Science
1.Actively
participate in
discussions
about student
data, questions,
and
understandings.
2. Work
collaboratively to
pose, refine, and
evaluate
questions,
investigations,
models, and
theories.
3. Demonstrate
how to safely use
tools,
instruments, and
supplies.
Big Idea: EXPLORING MATTER
UNIT SIX
TEECS or Multicultural Focus: TEECS – ALBANIA
Content Area: Science
Essential
Questions
Text
•What is
matter?
Harcourt
Science
•What are the
things around
me made of?
What's the
Matter in Mr.
Whiskers'
Room?
by Michael
Elsohn Ross
and Paul
Meisel
• Why is matter
important?
What Is the
World Made
Of? All About
Solids,
Liquids, and
Gases (Let'sRead-andFind-Out
Science, Stage
2)
Kathleen
Weidner
Zoehfeld and
Paul Meisel
Grade: Two
Content
•Solids, liquids and
gases can be
characterized by
their properties.
•Properties of
matter affect
interaction
•Physics is the
science of matter
and energy and
their interactions.
•Tools which
measure matter
•A mixture is a
substance made of
two or more kinds
of matter.
•Physical changes
of matter
Skills
• Analyze
different states
of matter
•Compare and
contrast ways
different forms
of matter are
alike and
different.
Unit Time Frame: February
Key Terms
matter, property,
mass, solid,
texture,
centimeter,
liquid, volume,
milliliter, gas,
physics, mixture,
physical change
Assessment
ABC’s of Matter
book
Insta-Lab: Sort
classroom
objects (p.299)
Science Kit Lab
Venn diagram
•List things
around them and
their properties
of matter.
Content
vocabulary
•Create an ABC
book on matter
Student
participation
•Design an
informational
poster about a
tool that is used
to measure
matter. Give a
brief description.
Quizzes/tests
Class discussion
Performance
Rubric
College
and Career
Readiness
Standards
CCR-R6
CCR-R3
CCR-W2
CCCS/
Language Arts
Integration
Science NJCCCS
RI.2.6. Identify
the main
purpose of a
text, including
what the
author wants
to answer,
explain, or
describe.
5.2.2.A Physical
Science/Properti
es of Matter
1. Sort and
describe objects
based on the
materials of
which they are
made and their
physical
properties.
2. Identify
common objects
as solids, liquids,
or gases.
RI.2.3.
Describe the
connection
between a
series of
historical
events,
scientific ideas
or concepts, or
steps in
technical
procedures in
a text.
W.2.2. Write
informative/ex
5.2.2.B Physical
Science/
Changes in
Matter
1. Generate
accurate data
and organize
arguments to
show that not all
substances
respond the
planatory texts
in which they
introduce a
topic, use facts
and definitions
to develop
points, and
provide a
concluding
statement or
section.

same way when
heated or cooled,
using common
materials, such
as shortening or
candle wax.
5.1.4.A Science
Practices/
Understand
Scientific
Explanations
2. Use outcomes
of investigations
to build and
refine questions,
models, and
explanations.
3. Use scientific
facts,
measurements,
observations,
and patterns in
nature to build
and critique
scientific
arguments
5.1.4.B Science
Practices/
Generate
Scientific
Evidence
Through Active
Investigations
1. Design and
follow simple
plans using
systematic
observations to
explore
questions and
predictions.
2. Measure,
gather, evaluate,
and share
evidence using
tools and
technologies.
3. Formulate
explanations
from evidence.
4. Communicate
and justify
explanations
with reasonable
and logical
arguments.
5.1.4.C Science
Practices/
Reflect on
Scientific
Knowledge
1. Monitor and
reflect on one’s
own knowledge
regarding how
ideas change
over time.
2. Revise
predictions or
explanations on
the basis of
learning new
information.
3. Present
evidence to
interpret and/or
predict causeand-effect
outcomes of
investigations.
5.1.4.D. Science
Practices/
Participate
Productively in
Science
1.Actively
participate in
discussions
about student
data, questions,
and
understandings.
2. Work
collaboratively to
pose, refine, and
evaluate
questions,
investigations,
models, and
theories.
3. Demonstrate
how to safely use
tools,
instruments, and
supplies.
Big Idea: CHANGES OF MATTER
UNIT SEVEN
TEECS or Multicultural Focus: TEECS – ALBANIA
Content Area: Science
Essential
Questions
Text
Grade: Two
Content
Skills
• Compare and
contrast
evaporation and
condensation
•How does
matter change?
Harcourt
Science
•Characteristics of
physical changes
•How does
matter affect
me?
Werewolves
and States of
Matter
(Monster
Science)
by Janet
Slingerland
Hammond
•Components of a
mixture
What Do You
Know about
States of
Matter? (20
Questions:
Physical
Science) by
Tilda Monroe
•In places such as
North Africa and
the Middle East,
where water is
more scarce, access
to clean drinking
water is a major
factor in human
development
•Can I control
matter?
Change It!:
Solids,
Liquids, Gases
and You
(Primary
Physical
•states of water
•Water plays an
important role in
the world economy
•The effect of
temperature on the
properties of water
• Provide
examples of how
matter can be
changed
(freezing,
burning, etc)
•Make a mixture
and a solution
•Conduct an
investigation on
chemical changes
(heating/cooling
)
•Making and
modifying
predictions
about changes in
states of matter
Unit Time Frame: March
Key Terms
mixture,
evaporation,
water vapor,
condensation,
burning, gas
Assessment
Chemical
changes mini
lab (p.327)
Science Kit lab
Venn diagram
Content
vocabulary
Class discussion
Student
participation
Quizzes/tests
Performance
Rubric
College and
Career
Readiness
Standards
CCR-SL4
CCR-L5
CCR-R4
CCCS/
Language Arts
Integration
SL.2.4. Tell a
story or
recount an
experience
with
appropriate
facts and
relevant,
descriptive
details,
speaking
audibly in
coherent
sentences.
L.2.5.
Demonstrate
understanding
of figurative
language, word
relationships
and nuances in
word
meanings.
a. Identify reallife
connections
Science NJCCCS
5.2.2.B Physical
Science/Changes
in Matter 1.
Generate
accurate data
and organize
arguments to
show that not all
substances
respond the
same way when
heated or cooled,
using common
materials, such
as shortening or
candle wax.
5.4.2.G Earth
Systems Science/
Biogeochemical
Cycles
1. Observe and
discuss
evaporation and
condensation
5.1.4.A Science
Science)
Adrienne
Mason
•Create an
illustration of the
water cycle
between
words and
their use (e.g.,
describe foods
that are spicy
or juicy).
RI.2.4.
Determine the
meaning of
words and
phrases in a
text relevant to
a grade 2 topic
or subject area.

Practices/
Understand
Scientific
Explanations
2. Use outcomes
of investigations
to build and
refine questions,
models, and
explanations.
3. Use scientific
facts,
measurements,
observations,
and patterns in
nature to build
and critique
scientific
arguments
5.1.4.B Science
Practices/
Generate
Scientific
Evidence
Through Active
Investigations
1. Design and
follow simple
plans using
systematic
observations to
explore
questions and
predictions.
2. Measure,
gather, evaluate,
and share
evidence using
tools and
technologies.
3. Formulate
explanations
from evidence.
4. Communicate
and justify
explanations
with reasonable
and logical
arguments.
5.1.4.C Science
Practices/
Reflect on
Scientific
Knowledge
1. Monitor and
reflect on one’s
own knowledge
regarding how
ideas change
over time.
2. Revise
predictions or
explanations on
the basis of
learning new
information.
3. Present
evidence to
interpret and/or
predict causeand-effect
outcomes of
investigations.
5.1.4.D. Science
Practices/
Participate
Productively in
Science
1.Actively
participate in
discussions
about student
data, questions,
and
understandings.
2. Work
collaboratively to
pose, refine, and
evaluate
questions,
investigations,
models, and
theories.
3. Demonstrate
how to safely use
tools,
instruments, and
supplies.
Big Idea: CHANGES HAPPEN IN SCIENCE
UNIT NINE
Content Area: Science
Essential
Questions
•What
connections are
there between
heat, light and
the
metamorphosis
of a butterfly?
• How does
energy affect my
everyday
activities?
•What changes
are happening
in the sky?
Text
Grade: Two
Content
Harcourt
Science
• Life cycle of
animals differ.
Lillibit's
Dream
by Melody
Sullivan and
Stanislav Grof
•The Sun is a star
that can only be
seen during the
day.
Sun, Moon and
Stars
(Beginners
Nature: Level
2)
Stephanie
Turnbull and
Kuo Kang Chen
All about Heat
(Rookie ReadAbout Science)
Lisa Trumbauer
•The Moon is not
a star and can be
seen sometimes at
night and
sometimes during
the day.
•Components of
the Solar System
•Objects in the
solar system are
constantly moving
and changing.
•Heat is a form of
energy that moves
between objects
with different
Unit Time Frame: May
Skills
Key Terms
• Illustrate the
life cycle of a
butterfly.
rotation, energy,
heat, light,
sound, solar
energy,
electricity, solar
system,
constellation,
star, planets,
reflect, friction,
temperature,
thermometer,
life cycle,
metamorphosis,
cocoon, pupa,
shadow
•List everyday
activities
altered by forms
of energy.
•Identify
sources of
energy.
•Examine the
planets in the
solar system
and report on
one.
•Connect life
cycle of
butterfly with
forms of energy
around us: heat
(temperature),
light (sun), etc.
Assessment
Butterfly
Science Kit
Life cycle
illustration
Solar system
project
Closed circuit
electricity
diagram (p.364
Venn diagram
Sources of
energy list
Content
vocabulary
Class discussion
Student
participation
Quizzes/tests
College and
Career
Readiness
Standards
CCR-R8
CCR-W3
CCR-W8
CCR-L2
CCCS/
Language Arts
Integration
Science NJCCCS
RI.2.8.
Describe how
reasons
support
specific points
the author
makes in a
text.
5.3.2.D Life
Science/Heredity
& Reproduction
2. Determine the
characteristic
changes that
occur during the
life cycle of
plants and
animals by
examining a
variety of
species, and
distinguish
between growth
and
development.
W.2.3. Write
narratives in
which they
recount a wellelaborated
event or short
sequence of
events, include
details to
describe
actions,
thoughts, and
feelings, use
temporal
words to signal
event order,
and provide a
sense of
5.4.2.A Earth
Systems Science/
Objects in the
Universe
1. Determine a
set of general
rules describing
when the Sun
and Moon are
temperatures.
•People of
different cultures
have been using
thermal energy to
cook food for tens
of thousands of
years.
•Light and heat
come from a
variety of sources.
•Label the path
of electricity in
a closed circuit.
closure.
Performance
Rubric
W.2.8. Recall
information
from
experiences or
gather
information
from provided
sources to
answer a
question
•Compare and
contrast
classroom
objects to
determine form
of energy
(batteries or
electricity).
L.2.2.
Demonstrate
command of
the
conventions of
standard
English
capitalization,
punctuation,
and spelling
when writing.
a. Capitalize
holidays,
product
names, and
geographic
names.

visible based on
actual sky
observations.
5.4.4.A Earth
Systems Science/
Objects in the
Universe
4. Analyze and
evaluate
evidence in the
form of data
tables and
photographs to
categorize and
relate solar
system objects
(e.g., planets,
dwarf planets,
moons, asteroids,
and comets).
5.2.2.C Physical
Science/ Forms
of Energy
3. Present
evidence that
represents the
relationship
between a light
source, solid
object, and the
resulting
shadow.
5.2.2.D Physical
Science/Energy
Transfer and
Conservation
1. Predict and
confirm the
brightness of a
light, the volume
of sound, or the
amount of heat
when given the
number of
batteries, or the
size of batteries.
5.1.4.A Science
Practices/
Understand
Scientific
Explanations
2. Use outcomes
of investigations
to build and
refine questions,
models, and
explanations.
3. Use scientific
facts,
measurements,
observations,
and patterns in
nature to build
and critique
scientific
arguments
5.1.4.B Science
Practices/
Generate
Scientific
Evidence
Through Active
Investigations
1. Design and
follow simple
plans using
systematic
observations to
explore
questions and
predictions.
2. Measure,
gather, evaluate,
and share
evidence using
tools and
technologies.
3. Formulate
explanations
from evidence.
4. Communicate
and justify
explanations
with reasonable
and logical
arguments.
5.1.4.C Science
Practices/
Reflect on
Scientific
Knowledge
1. Monitor and
reflect on one’s
own knowledge
regarding how
ideas change
over time.
2. Revise
predictions or
explanations on
the basis of
learning new
information.
3. Present
evidence to
interpret and/or
predict causeand-effect
outcomes of
investigations.
5.1.4.D. Science
Practices/
Participate
Productively in
Science
1.Actively
participate in
discussions
about student
data, questions,
and
understandings.
2. Work
collaboratively to
pose, refine, and
evaluate
questions,
investigations,
models, and
theories.
3. Demonstrate
how to safely use
tools,
instruments, and
supplies.
Big Idea: FORCES AND GRAVITY AFFECT OUR LIVES
UNIT TEN
TEECS Multicultural Focus: TEECS – ALBANIA
Content Area: Science
Essential
Questions
Grade: Two
Text
Content
•How does force
affect objects?
Harcourt
Science
• Forces cause
change.
•What makes
things move?
Galileo's
Leaning
Tower
Experiment
(Junior Library
Guild
Selection)
by Wendy
Macdonald and
Paolo Rui
•Mass affects
movement
•What evidence
do we have of
forces that we
do not see
(gravity)?
Gravity Is a
Mystery (Let'sRead-andFind... Science
2)
by Franklyn M.
Branley and
Edward Miller
What Makes a
Magnet?
(Let's-Read-
•Properties and
uses of magnets
• The wheel is an
example of a
simple machine
that is used in
many different
cultures. It is used
in thousands of
ways in countless
different
mechanisms.
•The force of
gravity
Unit Time Frame: June
Skills
Key Terms
Assessment
•Identify
different kinds of
motion
motion, speed,
force, gravity,
friction, magnet,
pull, attract,
repel.
Insta-Lab: More
or less? (p. 427)
•Describe ways
things move.
•Identify cause
and effects of
motion.
•Discuss effects
if there was no
gravity on earth.
• Conduct an
experiment on
movement using
magnets and
paperclips.
•Identify ways
people use
magnets
•Invent and
describe a tool or
Cause and
effects chart
Magnetic
inventions
(p.439)
Writing piece
Insta-Lab:
Magnetic
Attraction(p.43
5)
Content
vocabulary
Class discussion
Student
participation
Quizzes/tests
Performance
College and
Career
Readiness
Standards
CCR-R10
CCR-R4
CCCS/
Language Arts
Integration
Science NJCCCS
RI.2.10. By the
end of year,
read and
comprehend
informational
texts, including
history/social
studies,
science, and
technical texts,
in the grades
2–3 text
complexity
band
proficiently,
with
scaffolding as
needed at the
high end of the
range.
5.2.2.E Physical
Science/ Forces
of Motion
1. Investigate
and model the
various ways
that inanimate
objects can
move.
2. Predict an
object’s relative
speed, path, or
how far it will
travel using
various forces
and surfaces
3. Distinguish a
force that acts by
direct contact
with an object
(e.g., by pushing
or pulling) from
a force that can
act without
direct contact
(e.g., the
attraction
RL.2.10. By the
end of the
year, read and
comprehend
literature,
including
and-Find...
Science 2)
by Franklyn M.
Branley and
True Kelley
toy that uses a
magnet
Rubric
stories and
poetry, in the
grades 2–3 text
complexity
band
proficiently,
with
scaffolding as
needed at the
high end of the
range.
Forces Make
Things Move
(Let's-Readand-Find-Out
Science
2) [Paperback]
Kimberly
Brubaker
Bradley
RI.2.4.
Determine the
meaning of
words and
phrases in a
text relevant to
a grade 2 topic
or subject area.

between a
magnet and a
steel paper clip).
5.1.4.A Science
Practices/
Understand
Scientific
Explanations
2. Use outcomes
of investigations
to build and
refine questions,
models, and
explanations.
3. Use scientific
facts,
measurements,
observations,
and patterns in
nature to build
and critique
scientific
arguments
5.1.4.B Science
Practices/
Generate
Scientific
Evidence
Through Active
Investigations
1. Design and
follow simple
plans using
systematic
observations to
explore
questions and
predictions.
2. Measure,
gather, evaluate,
and share
evidence using
tools and
technologies.
3. Formulate
explanations
from evidence.
4. Communicate
and justify
explanations
with reasonable
and logical
arguments.
5.1.4.C Science
Practices/
Reflect on
Scientific
Knowledge
1. Monitor and
reflect on one’s
own knowledge
regarding how
ideas change
over time.
2. Revise
predictions or
explanations on
the basis of
learning new
information.
3. Present
evidence to
interpret and/or
predict causeand-effect
outcomes of
investigations.
5.1.4.D. Science
Practices/
Participate
Productively in
Science
1.Actively
participate in
discussions
about student
data, questions,
and
understandings.
2. Work
collaboratively to
pose, refine, and
evaluate
questions,
investigations,
models, and
theories.
3. Demonstrate
how to safely use
tools,
instruments, and
supplies.