accumulation
amount
analyze
atmosphere
balance
change
characteristics
classify / conclusion
condensation
depend
evaporation
function
mass
matter
measure / melting
motion
observe
order
pattern
precipitation
predict
record / sort
system
tool
unit
water cycle
weather
Week of Aug. 20th - Aug. 24th
Aug. 20th - Aug. 24th
Indicator
2-1.1 Carry out simple scientific investigations to answer questions about familiar objects and events
Instructional Strategies
See 2nd Grade Science Modules on S3 Curriculum at
Resources
See 2nd Grade Science Modules on S3 Curriculum at
Assessment
Benchmark #1 Testing Window: Aug. 22nd - Aug. 31st
Week of Aug. 27th - Aug. 31st
Aug. 27th - Aug. 31st
Indicator
2-1.3 Represent and communicate simple data and explanations through drawings, tables, etc
Instructional Strategies
See 2nd Grade Science Modules on S3 Curriculum at
Resources
See 2nd Grade Science Modules on S3 Curriculum at
Assessment
Benchmark #1 Testing Window: Aug. 22nd - Aug. 31st
Week of Sept. 3rd - Sept. 7th (Sept. 3rd – Labor Day Holiday)
Sept. 4th - Sept. 7th
Indicator
2-5.1 Use magnets to make objects move without being touched
Instructional Strategies
Enrichment
1. Students test the strength of various magnets. Explain that magnets lose strength over time and can also be weakened if they are dropped.
2. Enrichment – Paper Clip Fishing Pole
3. Essential – Students “dip” bar magnets into a paper bag containing various items (magnetic and non-magnetic). Students explore which items are attracted or repelled by the magnet.
A. Distribute large and small paper clips, ring magnets, and string. Demonstrate how to make a “fishing pole” with ring magnets, string and a pencil.
B. Predict, test and count how many and what size paper clips can be held by one ring magnet.
C. The second part of this activity tests the strength of using more than one ring magnet to attract paper clips. Follow the “predict, test, and conclude process”.
D. Students begin to predict and draw conclusions as more magnets and paper clips are added.
Resources
Text: MacMillan/McGraw-Hill South Carolina Science
240-243, 248-249, 258-259
MacMillan/McGraw-Hill South Carolina Science Activity Lab Book
101-102
Web Sites:
03/11/09 - ProTeacher: Magnets
See 2nd Grade Science Modules on S3 Curriculum at
Science Kits/materials and Boxes
Scott Foresman South Carolina Outline Maps
Assessment
- See Science Kit
- Brain Pop
- Brain Pop Jr.
- 2nd Grade Science Modules on S3 Curriculum at
Week of Sept. 10th - Sept. 14th
Sept. 10th - Sept. 12th
Indicator
2-5.2 Explain how the poles of magnets affect each other (they attract and repel one another
Instructional Strategies
1. Enrichment - Ask a student to demonstrate how to use one magnet to push another magnet along a racetrack. 2-1.1 Carry out simple scientific investigations to answer questions about familiar objects and events.
2. Enrichment - Let the students race each other using the magnets from start to finish. 2-1.1 Carry out simple scientific investigations to answer questions about familiar objects and events. Quadrant D
3.Enrichment - AIMS Mostly Magnets “Where is a Magnet Strongest”
A. Hold a bar magnet horizontally.
B. Hang paper clips or staples from various parts of it.
C. Where can you hang the most? Where can you hang the least?
4. Enrichment - Direct students on how to tie a string in the center of two bar magnets and how to bring the two hanging bar magnets near each other. Tell them: “Watch how they interact. Why do they attract sometimes and repel or swing away from each other at other times?” (Students should mention the poles.) Sample Classroom Activity
Resources
MacMillan/McGraw-Hill South Carolina Science
240-243
Other Resources:
AIMS Mostly Magnets
Science Kits/Materials and Boxes
Web Sites:
United Streaming Video –
“Magnets: A First Look
03/11/09 - Magnet Man: Cool Experiments with Magnets -
03/11/09 -Science Teachers Enhancement Model: Exploring Magnets and Magnetism -
GT Extensions:
Students investigate whether a magnet’s shape affects its magnetic force and present their hypothesis and findings to the class.
Assessment
- See Science Kit
- Brain Pop
- Brain Pop Jr.
- 2nd Grade Science Modules on S3 Curriculum at
Week of Sept. 10th - Sept. 14th
Sept. 13th - Sept. 14th
Indicator
2-5.2 Explain how the poles of magnets affect each other (they attract and repel one another
Instructional Strategies
1. Enrichment - Ask a student to demonstrate how to use one magnet to push another magnet along a racetrack. 2-1.1 Carry out simple scientific investigations to answer questions about familiar objects and events.
2. Enrichment - Let the students race each other using the magnets from start to finish. 2-1.1 Carry out simple scientific investigations to answer questions about familiar objects and events. Quadrant D
3.Enrichment - AIMS Mostly Magnets “Where is a Magnet Strongest”
A. Hold a bar magnet horizontally.
B. Hang paper clips or staples from various parts of it.
C. Where can you hang the most? Where can you hang the least?
4. Enrichment - Direct students on how to tie a string in the center of two bar magnets and how to bring the two hanging bar magnets near each other. Tell them: “Watch how they interact. Why do they attract sometimes and repel or swing away from each other at other times?” (Students should mention the poles.) Sample Classroom Activity
Resources
MacMillan/McGraw-Hill South Carolina Science
240-243
Other Resources:
AIMS Mostly Magnets
Science Kits/Materials and Boxes
Web Sites:
United Streaming Video –
“Magnets: A First Look
03/11/09 - Magnet Man: Cool Experiments with Magnets -
03/11/09 -Science Teachers Enhancement Model: Exploring Magnets and Magnetism -
GT Extensions:
Students investigate whether a magnet’s shape affects its magnetic force and present their hypothesis and findings to the class.
Assessment
- See Science Kit
- Brain Pop
- Brain Pop Jr.
- 2nd Grade Science Modules on S3 Curriculum at
Week of Sept. 17th - Sept. 21th
Sept. 17th - Sept. 21st
Indicator
2-5.3 Compare the effect of magnets on various material
Instructional Strategies
1. Essential - Discuss the characteristics of each object and determine why the object would be attracted to the magnet.
Examples to use:
Paper clip, pencil, nails, cotton ball, marble, staples, eraser, desk, filing cabinet, paper
Use coins. Most students think coins will be attracted. Discuss that all metals are not attracted. Why do magnets not attract coins?
2-1.4 Infer explanations regarding scientific observations and experiences.
2. Essential - Students complete “Exploring Magnets” vocabulary activity, MacMillan/McGraw-Hill South Carolina Science Reading and Writing in Science, p. 114.
3. Enrichment - Students complete “Exploring Magnets” cloze activity, MacMillan/McGraw-Hill South Carolina Science Reading and Writing in Science, p. 115.
4.Enrichment - Students complete “Everyday Magnets” outline activity, MacMillan/McGraw-Hill South Carolina Science Reading and Writing in Science, p. 116.
Resources
Text:
MacMillan/McGraw-Hill South Carolina Science
240-243, 248-249, 258-259
MacMillan/McGraw-Hill South Carolina Science Activity Lab Book
101-102
MacMillan/McGraw-Hill South Carolina Science Reading and Writing in Science 114-116
Web Sites:
United Streaming Video –
“The Magic of Magnetism”
03/11/09 - Science Lessons Plans: The Magnet Page Lessons and Links -
GT Extensions:
Students examine a box of common household items and predict the effect that a magnet will have if applied to each of them. Students record their predictions and results and analyze the accuracy of their magnet experiment.
See 2nd Grade Science Modules on S3 Curriculum at
Assessment
- See Science Kit
- Brain Pop
- Brain Pop Jr.
- 2nd Grade Science Modules on S3 Curriculum at
Week of Sept. 24th - Sept. 28th
Sept. 24th - Sept. 28th
Indicator
2-5.3 Compare the effect of magnets on various material
Instructional Strategies
See September 17 Instructional Strategies
See 2nd Grade Science Modules on S3 Curriculum at
Resources
See September 17 Instructional Strategies
See 2nd Grade Science Modules on S3 Curriculum at
Assessment
- See Science Kit
- Brain Pop
- Brain Pop Jr.
- 2nd Grade Science Modules on S3 Curriculum at
Week of Oct. 1st - Oct. 5th
Oct. 1st - Oct. 5th
Indicator
2-5.4 Identify everyday uses of magnets
Instructional Strategies
1. Enrichment - Watch United Streaming Video “Stage One Science: Magnets and Electricity”.
See 2nd Grade Science Modules on S3 Curriculum at
Resources
Text: MacMillan/McGraw-Hill South Carolina Science
240-243, 248-249
Web Sites:
United Streaming Video –
Stage One Science: Magnets and Electricity
GT Extensions:
Students conduct research on the use of magnets in medicine and in appliances for the home.
Assessment
- See Science Kit
- Brain Pop
- Brain Pop Jr.
- 2nd Grade Science Modules on S3 Curriculum at
Week of Oct. 8th - Oct. 12th
Oct. 8th - Oct. 12th
Indicator
2-1.4 Infer explanations regarding scientific observations and experiences
Instructional Strategies
See 2nd Grade Science Modules on S3 Curriculum at
Resources
See 2nd Grade Science Modules on S3 Curriculum at
Assessment
- See Science Kit
- Brain Pop
- Brain Pop Jr.
- 2nd Grade Science Modules on S3 Curriculum at
Week of Oct. 15th - Oct. 19th
Oct. 15th - Oct. 19th
Indicator
2-3.2 Recall weather terminology (including temperature, wind direction, wind speed, and precipitation as rain,snow, sleet and hail).
Instructional Strategies
1. Enrichment - Introduce the vocabulary using photos and/or videos. Stress that weather is constantly changing. Discuss how/why families check the weather report on TV, radio and newspaper.
2. Enrichment - Temperature is how hot or cold the air is. It is measured with a thermometer. Use changeable demonstration thermometer or a worksheet to read sample temps, for a hot, warm, cool and cold day.
3. Enrichment - Wind is moving air. Observe the school flag blow. Wind can be helpful when flying kites, drying clothes or as an energy source.
4. Enrichment - Fill a clear plastic cup halfway with warm water. Tape plastic wrap over the top of the cup. Put the cup in a sunny place for 30 minutes. Observe the changes. Compare the cup to the water cycle.
5. Enrichment - Students watch weather report segment of local TV news show. Read and discuss the weather report in the newspaper. Stress the way the TV and newspaper identifies rain, snow, clouds, fog and storms. Look at photographs of rain, snow, lightning and tornadoes. Draw symbols that resemble the photograph. Use a blank calendar to record the daily weather. Students should include a key to explain their symbols. Use the U.S. map to make “pretend” weather reports. Use symbols on map.
6. Enrichment - Watch United Streaming Video “Weather: A First Look”.
7. Enrichment - Watch United Streaming Video “Investigating Weather”.
Resources
Text:
MacMillan/McGraw-Hill South Carolina Science
117, 122-127
Science Kits/Materials Boxes:
STC, Weather
Other Resources:
AIMS Mostly Magnets
Web Sites:
United Streaming Video –
“Weather: A First Look”
“Investigating Weather”
“Weather Smart: The Water Cycle and Clouds”
03/11/09 - Edheads: Weather -
GT Extensions:
Students design a classroom mural or write a story about various kinds of weather. They illustrate rain, snow, sleet and hail, placing them in the proper seasons. They explain the pictures to each other in small groups.
Students discuss weather events they have experienced and write a creative story about one particular event.
Assessment
- See Science Kit
- Brain Pop
- Brain Pop Jr.
- 2nd Grade Science Modules on S3 Curriculum at
Week of Oct. 22nd - Oct. 26th
Oct. 22nd - Oct. 25th
Indicator
2-3.2 Recall weather terminology (including temperature, wind direction, wind speed, and precipitation as rain,snow, sleet and hail).
Instructional Strategies
See October 15 Instructional Strategies
See 2nd Grade Science Modules on S3 Curriculum at
Resources
See October 15 Instructional Strategies
See 2nd Grade Science Modules on S3 Curriculum at
Assessment
- See Science Kit
- Brain Pop
- Brain Pop Jr.
- 2nd Grade Science Modules on S3 Curriculum at
Oct. 26th (Professional Development/Workday)
Week of Oct. 29th - Nov. 2nd
Oct. 29th - Nov. 2nd
Indicator
2-3.5 Use pictorial weather symbols to record observable sky conditions
Instructional Strategies
- Enrichment - Students watch the weather report segment of local TV news show. Read and discuss the weather report in the newspaper. Stress the way the TV and newspaper identifies rain, snow, clouds, fog and storms. Look at photographs of rain, snow, lightning and tornadoes. Draw symbols that resemble the photograph. Use a blank calendar to record the daily weather. Students include a key to explain their symbols. Use the U.S. map to make “pretend” weather reports. Use weather symbols on map.
- Enrichment - Watch United Streaming Video “Clouds, Weather and Life”.
- See 2nd Grade Science Modules on S3 Curriculum at
Resources
MacMillan/McGraw-Hill South Carolina Science p. 117
Web Sites:
United Streaming Video –
“Clouds, Weather and Life”
03/11/09 - Edheads: Weather -
See 2nd Grade Science Modules on S3 Curriculum at
Assessment
- See Science Kit
- Brain Pop
- Brain Pop Jr.
- 2nd Grade Science Modules on S3 Curriculum at
Week of Nov. 5th - Nov. 9th (Nov 6th – Election Day Holiday- No School )
Nov. 5th- Nov. 9th
Indicator
2-3.1 Explain the effects of moving air as it interacts with objects
Instructional Strategies
- Enrichment - Purchase a windsock and place outside the room. Observe trees and the windsock blowing in the wind. Notice the direction they lean. Observe the flag on campus.
- Enrichment - Read Gilberto and the Wind by Marie Hall Ets. Pay attention to the illustrations. Ask students to tell you how they know it is windy (by looking at the pictures).
- Enrichment - Watch United Streaming Video “Weather: Changes and Measurement”.
- Enrichment - Depending on the time of the year, use the poem “It’s Hot” by Shel Silverstein (STC Weather Kit Lesson 1), The Snowy Day by Ezra Jack Keats, or Froggy Gets Dressed by Jonathan London as a comparison for the actual weather/season. Use a Venn diagram to compare and contrast the weather (This could be done independently in their science notebooks). As the students describe and graph their favorite weather (see STC Weather Kit Lesson 1) have them identify the season when their weather usually occurs. Sequence the seasons in order (spring, summer, fall, winter). Discuss how hats, clothing and sunscreen protect the skin. (Health I.2.d)
- Enrichment - Demonstrate how clouds form: Fill a 2-liter soda bottle 1/3 full of warm water. Tape black construction paper to the back of the bottle. Light a match and drop it in the container. Immediately cover the container with a bag of ice. The cloud will form inside the bottle. Explain that clouds are made when water evaporates (warm water) and forms drops on small pieces of dust (match smoke). This happens when the atmosphere is cool.
Resources
MacMillan/McGraw-Hill South Carolina Science
117, 122-127
Other Resources:
Gilberto and the Wind by Marie Hall Ets
The Snowy Day by Ezra Jack Keats
Froggy Gets Dressed by Jonathan London
Web Sites:
United Streaming Video –
Weather: Changes and Measurement
See 2nd Grade Science Modules on S3 Curriculum at
Assessment
Benchmark #2 Testing Window: Nov. 5th - Nov. 16th
Week of Nov. 12th - Nov. 16th
Nov. 12th - Nov. 16th
Indicator
2-3.1 Explain the effects of moving air as it interacts with objects
Instructional Strategies
See November 5 Instructional Strategies
Resources
See November 5 Instructional Resources
Assessment
Benchmark #2 Testing Window: Nov. 5th - Nov. 16th
Week of Nov. 19th - Nov. 23rd
Nov. 19th - Nov. 20th
Indicator
2-3.4 Carry out procedures to measure and record daily weather conditions (including temperature, precipitation, . amounts, wind speed as measured on the Beaufort scale and wind direction as measured with a windsock or wind vane.
Instructional Strategies
- Enrichment - Make a chart.
°F / °C
Monday
Tuesday
Wednesday
Thursday
Friday
Measure the temperature daily in Celsius and Fahrenheit. Through class discussion and individual assignments, answer the following questions:
- Compare daily readings. How many degrees up or down?
- If possible, measure in a sunny and shady place, and measure soil, water and air.
- Enrichment - Take temperature at the same time of day for one week. Create a graph (bar graph or line graph)
- Enrichment - Collect precipitation in a rain gauge for several weeks. Create a graph.
- Enrichment - Ask students how watching the weather tonight might affect their behavior tomorrow (determine how we’ll dress, etc.).
- Enrichment - Define cloud types: cumulus-puffy, stratus-flat gray blankets, cirrus-wispy-high in the sky. Have students use cotton balls to make each type. They should label each cloud. They should write a little about the weather that accompanies the cloud type.
Cirrus clouds are often a sign that rain or snow is on the way. Can be fair weather.
Cumulus clouds – sunny skies (cumulonimbus-thunderstorms)
- Enrichment - Read It Looked Like Spilt Milk by Charles G. Shaw or Little Cloud by Eric Carle. Observe shapes of clouds outside. Have students pick a cloud type and write a book about what they look like and what the weather is like as they float in the sky.
Enrichment - Read The Wind Blew by Pat Hutchins and discuss the impact the wind had on the objects in the story.
Resources
MacMillan/McGraw-Hill South Carolina Science 117, 124-125