MIAMI-DADE COUNTY PUBLIC SCHOOLS

2013-2014 District Pacing Guide

GRADE 2 Course Code: 5020030

Pacing / Date(s)
9 Days / 03-10-14 to 03-20-14

BODY OF KNOWLEDGE: L: Life Science – N: Nature of Science

TOPIC XIII: The Life Cycles of Plants and Animals

NeXT Generation Sunshine State Standard(s) / ESSENTIAL CONTENT / OBJECTIVES / INSTRUCTIONAL TOOLS
Big Idea 16: Heredity and Reproduction
SC.2.L.16.1 Observe and describe major stages in the life cycles of plants and animals, including beans and butterflies. Cognitive Complexity: Moderate
Big Idea 1:The Practice of Science
SC.2.N.1.2 Compare the observations made by different groups using the same tools. Cognitive Complexity: Moderate
SC.2.N.1.5 Distinguish between empirical observation (what you see, hear, feel, smell, or taste) and ideas or inferences (what you think). Cognitive Complexity: Moderate / A. For seed germination to occur, the seed must have:
1. Water
2. Air
3. Proper temperature
B. Life Cycle of a Plant (bean; peanut)
1. Seed falls onto the soil.
2. Seed germinates (sprouts into a seedling).
3. Seedling grows into adult plant.
4. Flowering of plant
a. Pollen moves from one part of the flower to another.
b. Flower becomes a fruit
c. Seeds are formed in the fruit.
C. Life Cycle of a Butterfly (mealworm).
1. egg
2. larva (caterpillar)
3. pupa
4. adult
D. Life Cycle of a Frog
1. egg
2. tadpole
3. froglet (grows legs and still has tail)
4. adult / · Observe and identify major parts of a seed.
· Observe the germination and growth of a bean seed.
· Observe and measure the bean plant seedling as it grows and changes into an adult plant in terms of stem growth and number of leaves.
· Explain the major stages of a flowering plant and how it grows and reproduces.
· Identifies and explains the life cycle of a butterfly, frog, and mealworm.
· Identifies and explains the life cycle of a bean and peanut.
· Explain the major stages in an animal’s life, how it grows, and reproduces. / Text Book: Scott Foresman
TE Chapter 4: pp. 7 – 11, 103-111, 114-115, 117-118, 124-125
Vocabulary:
life cycle, stages, egg, larva, caterpillar, pupa, adult, young, froglet, germination, temperature, seed, seed coat, food storage, embryo, seedling, flower, fruit
Technology: (see p. 5)
Strategies:
Use the Five E’s, Think/Pair/Share, Centers/Stations, Cooperative Learning Groups, Graphic Organizers (KWL), Journals
Quick Activities: SF pp. 102, 108,110, 112, 114, 116
o  ELL:
o  Enrichment:
o  SPED:
Assessment:
Teacher Observation, Portfolio Assessments, Lesson Check Point, Journal, Lab Report
Labs: (See p. 4.)
What happens when a seed germinates? Activity Flip Chart TE. p.97E
Does a Caterpillar Grow and Change? Guided Inquiry TE pp. 122-123
AIMS Science Florida 2nd Grade: Life Science
· Beans; Start to Finish p. 133
Life Science Life Cycles: The Never Ending Story p.101

Health, Language Arts, and Math benchmarks should be integrated in appropriate topics throughout the year.

LANGUAGE ARTS: READING INFORMATIONAL TEXT
LACC.2.RI.1: Key Ideas & Details
BENCHMARK CODE / BENCHMARK
LACC.2.RI.1.3 / Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
LACC.2.RI.2 Craft and Structure
LACC.2.RI.2.4 / Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area
LACC.2.RI.4 Range of Reading and Complexity of Text
LACC.2.RI.4.10 / 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.
LANGUAGE ARTS: WRITING
LACC.2.W.3 Research to Build and Present Knowledge
BENCHMARK CODE / BENCHMARK
LACC.2.W.3.7 / 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).
LACC.2.W.3.8 / Recall information from experiences or gather information from provided sources to answer a question
LANGUAGE ARTS: SPEAKING AND LISTENING SKILLS
LACC.2.SL.1: Comprehension and Collaboration
BENCHMARK CODE / BENCHMARK
LACC.2.SL.1.1 / Participate in collaborative conversations about topics and texts with peers and adults in small and larger groups.
MATHEMATICS: MEASUREMENT AND DATA
MACC.2.MD.4: Represent and interpret data
BENCHMARK CODE / BENCHMARK
MACC.2.MD.4.9 / Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units.
MACC.2.MD.4.10 / Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take a part, and compare problems using information presented in a bar graph.
Supplemental Resources
Content / Title
Life Cycles / Chapter 4 Active Art: Life Cycle of a Frog
Games: Bean Plant Cycle / https://www.pearsonsuccessnet.com/snpapp/login/login.jsp
If not registered, click on the register button.
Enter the access code SFSCAL07FLEN02T, your school’s zip code, and other requested information.
Log in. Click on the Grade 2 Take It to the Net: Games. Click on the Life Science unit.
Life Cycles / A Frog’s Life p.103
The Life and Times of the Ladybug p.109
A Time of Their Own p.123
Peas Please p.143 / AIMS Science Florida 2nd Grade: Life Science
Parts of a seed lab / Observe the Inside of a Seed / http://www.pearsonsuccessnet.com/ebook/products/0-328-10154-0/pdfs/lz_g2_ua_c04_1.pdf
Growth of a Plant lab / Watch a Plant Grow / http://www.pearsonsuccessnet.com/ebook/products/0-328-10154-0/pdfs/lz_g2_ua_c04_2.pdf
A time-lapse video of the life cycle of plants that provides evidence that all living things grow and change. / Plant Life Cycle / http://www.floridastandards.org/Resources/PublicPreviewResource5126.aspx
A video on the developmental stages of frogs, dragonflies, and butterflies that compares insect and frog life cycles to each other and to the stages of human development. / Life Cycle of Frogs, Dragonflies, and Butterflies / http://www.floridastandards.org/Resources/PublicPreviewResource5085.aspx
The life cycle of a butterfly is explained with pictures and an explanation of what is happening in each stage. / The Life Cycle of a Butterfly / http://www.enchantedlearning.com/subjects/butterflies/lifecycle/
An illustration of the life cycle of a butterfly, as well as descriptions of the stages. / Stages of a Butterfly / http://www.tooter4kids.com/LifeCycle/Stages.htm
A book that illustrates and explains the life cycle of the bean plant. / Sprouting Bean Shaped Book / http://www.enchantedlearning.com/subjects/plants/books/sproutingbean/
A illustrated example of how a seed becomes a plant and the different stages that occur during the process. / The Great Plant Escape / http://urbanext.illinois.edu/gpe/case3/facts.html
See the life cycles of many different animals. / Animal Life Cycles / http://www.eduplace.com/kids/hmxs/g2/lifecycles/index.html
Video / Propagation: Seeds, Part Of Parent Plant
Plant Development: Observing the Seed Pods
How a Seed Grows
Seeds: Observing and Describing
Seed
How Seeds Spread Around
Where Do Seeds Come From?
Planting a Seed
Life Cycle of an Apple Tree
Instructional Images / Seed, apricot
Seed pods of a Datura plant
Seed pods, Lipstick Bush; close-up
Seeds, Dandelion (2)
Animation / Life cycle
Brief Constructed Responses / Plant Life Cycle

Office of Academics and Transformation – Science Topic XIII Page 1 of 6

Third Nine Weeks 2013-2014

MIAMI-DADE COUNTY PUBLIC SCHOOLS

Instructional Focus Calendar

GRADE 2 Course Code: 5020030

Date / Pacing guide Benchmark(s) / Data Driven Benchmark(s) / Activities / Assessment(s) / Strategies
03-10-14 to 03-20-14 / SC.2.L.16.1 Observe and describe major stages in the life cycles of plants and animals, including beans and butterflies.
SC.2.N.1.2 Compare the observations made by different groups using the same tools.
SC.2.N.1.5 Distinguish between empirical observation (what you see, hear, feel, smell, or taste) and ideas or inferences (what you think).

Office of Academics and Transformation – Science Topic XIII Page 6 of 6

Third Nine Weeks 2013-2014