Syracuse City School District
Elementary Science
Grade 2
Essential Question: How can you recognize living things?
Benchmark
I.1
I.2
Declarative Knowledge:
To Know
* Characteristics of
living/non-living things
* All living things –
availability of food,
water, air and light
Vocabulary
generation
classify
bone
attributes
property
Procedural Knowledge:
To Do
* Chart/list comparison of
living/non-living
* Classify and establish lists
of living/non-living things
and explain/predict
* Choose one living thing
and research what it needs
to survive
* Write about a living/nonliving thing
* Use graphic organizer
(concept map, Thinking
Map) to chart
similarities/differences of
living/non-living things
* Investigate variables of
food, water, light and air
on living things growth
Use of Knowledge
Assessment
* Experimental inquiry
* Projective investigations
* Compare
* Classify
* Journals
* Graphic
representations
* Performance
Tasks
* Written work
Timeline
1-2 Weeks
Syracuse City School District
Elementary Science
Grade 2
Essential Question: How is one generation similar to the previous or the following generation?
Benchmark
II.1
II.2
Declarative Knowledge:
To Know
* Differences and
similarities of plant
types
* Characteristics of animal
groups with and without
bones, hair color, size
* Offspring do or do not
resemble parent
Vocabulary
generation
classify
bone
attributes
property
Procedural Knowledge:
To Do
* Classify plants by
- leaf types
- plant size
- evergreen/not
* Classify animals by
bones/no bones, hair
color, size
* Compare/contrast
offspring to parent plant
or animal
* Investigate similarities in
family and write how you
are like your parents,
grandparents,
brothers/sisters, and how
you are different
Use of Knowledge
* Compare
* Classify
Assessment
Timeline
* Journals
* Graphic
representations
* Performance Tasks
2-4 Weeks
* Written work
1-2 Weeks
Syracuse City School District
Elementary Science
Grade 2
Essential Question: How do living things adapt to survive in their environment?
Benchmark Declarative Knowledge:
Procedural Knowledge:
Use of Knowledge
To Know
To Do
III.1
* Animal body structures * Identify and match body
* Compare
perform given functions
parts to function
* Body parts and
* Observe,
coloration complement
compare/contrast various
environment
animal’s body parts and
* Plant structures perform
coloration to their
different growth,
environment
survival, reproductive
* Identify, match and
functions
observe plant structures to
function
III.2
* Individual species of
* Investigate variables of
* Experimental inquiry
plants and animals
food, water, shelter,
success is determined by
mates on given animals
competition for
and plants
- food
* Use graphic organizer
- water
(concept map, Thinking
- mates
Map) to chart adaptations
- shelter
that animals or plants
make to survive
Vocabulary
* Read and explain how
function
animals adapt or change
success
to survive (man vs.
environment
nature)
* Write a paragraph
explaining how a
character or animal had to
change to survive
Assessment
Timeline
* Journals
* Graphic
representations
* Performance tasks
2-4 Weeks
* Written work
2-3 Weeks
Syracuse City School District
Elementary Science
Grade 2
Essential Question: What sustains the continuity of life?
Benchmark
IV.1
Declarative Knowledge:
To Know
* Life cycle of birds
* Life cycle of various
mammals
* Life cycle’s success is
determined by
availability of food,
water, space, light and
temperature
Vocabulary
life cycle
bird
mammal
Procedural Knowledge:
To Do
* Observe and record the
sequence of life cycles
of birds and mammals
* Investigate variables of
temperature, light, food,
water, space upon said
life cycles
* Predict and chart
variables and the effects
on continuity of life
(food, water, space)
* Experiment with plants,
changing the variables of
light, water, nutrients,
space)
Use of Knowledge
* Experimental inquiry
* Compare
Assessment
Timeline
* Journals
2-4 Weeks
* Graphic
representations
* Performance tasks
* Written explanation
of what happens in
the absence of
variables needed for
life
Syracuse City School District
Elementary Science
Grade 2
Essential Question: How do plants and animals respond to their environment?
Benchmark
V.1
V.2
Declarative Knowledge:
To Know
* Organism depends on
availability of food, water,
light space, air
Procedural Knowledge:
To Do
* Investigate variables of
food, water, light, space
and air upon organisms
growth
* Parts of plants and animals
adapt to meet needs for
food, water, shelter, space,
light and temperature
* Animals move from place
to place to meet needs
* Animal behaviors are
influenced by
environmental conditions
* Observe and record
changes in plant or animal
parts to meet its needs
- measure
- journal
- draw
* Investigate and explain
animal behaviors and
characteristics influenced
by environmental changes
- migration
- hibernation
- nest building
- shedding fur
- fat storage
- hunting
* Read and explain a story
about a person or animal
who moved and the
differences be/she
encounters (country to
city, another country to
America)
* discuss adaptations
students have made if they
have moved
Vocabulary
adapt
shelter
migration
hibernation
shed
germ
Use of Knowledge
* Experimental inquiry
* Compare
* Deductive reasoning
Assessment
* Journals
* Graphic
representations
* Performance
assessments
Timeline
1-2 Weeks
2-4 Weeks
Syracuse City School District
Elementary Science
Grade 2
Essential Question: What is the relationship between plants, animals and their environment?
Benchmark
VI.1
VI.2
Declarative Knowledge:
To Know
* Animals move from place
to place to meet needs
* Animal behaviors are
influenced by
environmental conditions
* The sequence of various
food chains, land and water
* Producer and consumer
* Decomposers are necessary
to recycle nutrients in food
chain
Vocabulary
sequence
producer
consumer
decomposer
recycle
nutrients
food chain
migration
hibernation
mate
Procedural Knowledge:
To Do
* Investigate animal
behaviors and
characteristics influenced
by environmental changes
- migration
- hibernation
- nest building
- hunting
- shedding fur or reverse
* Create models of various
land and water food chains
including decomposers
* Read stories about plants or
animals and discuss/write
about how the environment
affects them
* Chart cause and effect for
various plants and animals
during seasonal changes
Use of Knowledge
* Experimental inquiry
* Invention
* Deductive reasoning
Assessment
* Journal
* Performance tasks
* Graphic
representation
Timeline
1-2 Weeks
2-4 Weeks
Syracuse City School District
Elementary Science
Grade 2
Essential Question: Are human decisions and activities helpful or harmful?
Benchmark
VII.1
Declarative Knowledge:
To Know
* Humans depend on their
natural environments for
food, clean water, clean air
* Animal and plant growth
and survival are influenced
by human interactions
* Understands that germs are
found everywhere
Vocabulary
human
natural
environment
Procedural Knowledge:
To Do
* Observe and give examples
of ways people get food,
clean water and air from
natural world
* Observe and give examples
of how actions of people
have negative results on
natural environment
* Identify sources of germs
and sequence how they are
transferred
* Investigate various
situations/disasters that have
harmed the environment
(landfills, wet lands,
industrial pollution
* Investigate NYS
preservation and protection
of environment (may use
ESF presenters, living
schoolbook, Onondaga Park
Museums, Onondaga Lake
Watershed website)
* Write an essay on How has
a human decision or activity
helped or harmed the
environment?
Use of Knowledge
* Deduction reasoning
* Investigation
Assessment
Timeline
* Performance tasks
* Project
* Group projects
* Investigative reports
* Written documents
2-3 Weeks
Syracuse City School District
Elementary Science
Grade 2
Physical Setting
Essential Question: How can the movement of the Earth and celestial bodies be observed and measured over time? What impact
does this movement have on daily life?
Benchmark
I.1
Declarative Knowledge:
To Know
* Earth rotates once every 24
hours causing night and
day
* One day = 24 hours
* Sun and stars remain
constant – Earth rotates
creating apparent
movement
* Length of day light and
darkness varies with
seasons
* Weather changes daily and
seasonally
* Appearance of Moon
changes daily
* Stars appear in patterns or
groups called constellations
Vocabulary
rotate
constellation
daily
sunrise
sunset
myth
Procedural Knowledge:
To Do
* Explain and model Earth’s
daily rotation causing day
and night
* Observe sun and stars
movement in the sky
* Periodically record time of
sunrise and sunset
* Graphically record Moon’s
changing phases on a
monthly basis
* Recognize Big Dipper and
other major constellations
* Read and retell myth of
constellation, moon, sun,
etc.
* Identify one constellation
for each season
* Model/simulate movement
of Earth and celestial bodies
over time (make a mobile)
* Write an explanation of the
impact of Earth and
celestial movement on daily
life
Use of Knowledge
* Inductive reasoning
Assessment
* Performance
assessment
* Graphs and charts
* Journals
Timeline
2-4 Weeks
Syracuse City School District
Elementary Science
Grades 2
Essential Question: How do air, water, and land interact?
Benchmark
II.1
Declarative Knowledge:
To Know
* Thermometer reflects
temperature
* Degrees are the unit of
temperature
* Thermometer rises with
heat, falls with cold
* Precipitation can be
measured
* Sky conditions vary
(cloudy, sunny)
Vocabulary
thermometer
temperature
degree
precipitation
Procedural Knowledge:
Use of Knowledge
To Do
* Read thermometer to
* Compare
nearest 5 degrees
* Classify
* Observe and graph
thermometer’s reaction to
hot and cold
* Observe and record daily
precipitation
* Observe and record daily
sky conditions
* Using the newspaper as a
model, construct a
weather map
* Write a cause/effect
essay on precipitation or
temperature
Assessment
*Performance tasks
* Journals
* Graphs
* Charts
* Written response
Timeline
2-3 Weeks
Syracuse City School District
Elementary Science
Grade 2
Essential Question: How can matter be described?
Benchmark
III.1
III.2
Declarative Knowledge:
To Know
* Matter can be measured and
observed
* Mass is measured by a scale
* Gram, pounds, ounces are
units of weight or mass
* Volume is the amount of
space something takes up
* Volume is measured by
graduated cylinders,
beakers, measuring cups –
milliliter, liters, gallon,
quart, pints are units of
volume
* Objects can be classified by
given properties
- know appropriate criteria
to describe objects
* Ruler, tape measure, yard or
meter stick measure length
* Environmental conditions
affect some properties of
objects
- lighting affects color,
shadows
* Properties of a solid or
liquid
Vocabulary
matter
weight
gram
ounce
mass
scale
pound
volume
Procedural Knowledge:
To Do
* Classify or measure objects
by given criteria
* Measure mass using pan
balance and standard or
non-standard units
* Measure volume of liquids
using beakers, graduated
cylinders, or other standard
volume containers
* Sort objects by at least 2
properties (color, shape,
size, texture, weight,
volume, etc.)
* Determine length of given
objects to nearest
centimeter, inch
* Vary ambient light to
determine affect on color,
shadow size, length
* Write up a lab experience
* Determine properties of a
liquid and solid - classify
objects as liquids or solids
* Observe liquids change of
shape by pouring such into
various shaped containers
while maintaining volume
Use of Knowledge
* Classify
* Compare
* Experimental inquiry
* Problem solving
Assessment
* Teacher observation
* Performance tasks
* Lab write-up
Timeline
2-4 Weeks
1-2 Weeks
beaker
milliliter
liter
gallon
quart
pint
ruler
tape measure
yard stick
meter stick
centimeter
inch
solid
liquid
graduated cylinder
Syracuse City School District
Elementary Science
Grade 2
Essential Question: How does energy change things?
Benchmark Declarative Knowledge:
Procedural Knowledge:
Use of Knowledge
To Know
To Do
IV.1
* Energy causes change
* Give examples of how the * Deductive reasoning
* Energy exists in these
following cause change in * Experimental inquiry
forms
matter
* Invention
- heat
- heat – change of state
- electric
- electricity – turn or
- sound
movement
- mechanical
- sound – vibration
- light
- mechanical - move
things
- light – grow plants
IV.2
* Sun’s energy warms air * Observe, measure and
and land
record temperature of
* Food provides energy
objects warmed by Sun
for animals to move
* Recognize cause/effect of
* Energy can be
lack of food (no energy,
transferred to matter
tired)
* Sequence and explain
Vocabulary
energy transfer
energy
light
- electrical/sound
heat
transfer
(electricity/boom box)
electricity
sound
- mechanical/sound
mechanical
(musical instruments)
* Write, draw, construct
about energy transfer
* Design a model and
demonstrate energy
transfer
Assessment
Timeline
* Teacher
assessments
* Performance tasks
1-2 Weeks
1-2 Weeks
Syracuse City School District
Elementary Science
Grade 2
Essential Question: How do energy and matter interact to create change in motion?
Benchmark
V.1
Declarative Knowledge:
To Know
* Force is push or pull
* Gravity pulls objects
toward the Earth
* Balance is an equalization
of forces
* Magnetic force can attract
certain materials
* Magnetism can attract
objects through gases,
liquids, solids
* Magnetic poles
Vocabulary
force
balance
attract
gravity
weight
Procedural Knowledge:
To Do
* Observe object’s change of
direction or position due to
application of force such
as:
wind, magnetism, gravity,
human
* Observe and chart gravity’s
effect on various objects
thus causing motion
* Investigate factors such as
weight, location, center of
gravity, shape, size upon an
object’s ability to balance
* Classify objects that
magnet does or does not
attract
* Observe a magnet’s
attraction upon objects
through air, water and
various solids
* Observe strength of
attraction on various sites
of a magnet
* Write an explanation of
effect of gravity or
magnetism on an object
* Predict effects of gravity or
magnetism on objects
Use of Knowledge
* Experimental inquiry
* Inductive reasoning
* Classify
* Compare
Assessment
Timeline
* Journal
* Teacher made
assessments
* Performance tasks
* Demonstrate effects
of gravity on
various objects
2-4 Weeks
Syracuse City School District
Elementary Science
Grades PreK – 4
Scientific Inquiry/Mathematical Analysis
Essential Question: What do I need to know? How can I find out?
Benchmark
I.1
II.1
Declarative Knowledge:
To Know
* Formatting of questions
who, what, where, when,
why
* Tools to record
observations
- graphs
- charts
- drawings and labeling
- narratives
* Recognize similarities
and differences
* Roles of cooperative
groups
- facilitator
- materials manager
- observer
- recorder
Procedural Knowledge:
To Do
* Develop and answer
appropriate questions to
seek greater
understanding of
observed objects and
events
* Record observations and
develop relationships
- graphs
- charts
- drawing & labeling
- narratives
* Compare and contrast
personal observations
with others
* Work in cooperative
groups
* Scientific tools used for
measuring
- thermometer
- beakers, cups, etc.
- linear measurement
- scales
- time
* Sequence of events of
the plan
* Create, share and carry
out plans for explaining
phenomena. Indicate
- materials
- procedure
- data collection
through observation and
use
of simple measurement
tools
Use of Knowledge
* Compare
* Classify
* Experimental inquiry
* Investigation
* Invention
* Problem solving
* Inductive reasoning
* Deductive reasoning
* Constructing support
* Comparison
* Classification
* Experimental inquiry
* Projective
investigation
* Invention
* Problem solving
* Induction
* Deduction
* Constructing support
Assessment
* Teacher
observation
* Performance
assessment
* Teacher made/or
program
assessment
* Records
* Graphs
* Charts
* Labs
Timeline
On going
Benchmark
III.1
Declarative Knowledge:
To Know
* The format of graphic
organizers
* Inferences gained from
data collection
- patterns
- sequences
* Oral presentation skills,
listening skills
* Editing and revising
Vocabulary
observe
label
graph
facilitator
recorder
compare
contrast
procedure
data
predict
conclusion
hypothesis
edit
revise
diagram
materials
materials manager
Procedural Knowledge:
To Do
* Organize observations
through use of simple
charts and tables
* Develop conclusions
based on interpretation of
data
* Share, listen and
compare findings with
others
* Modify findings if
necessary
* Write observations, data,
conclusions into lab
reports
Use of Knowledge
* Compare
* Classify
* Experimental inquiry
* Ivestigation
* Invention
* Problem solving
* Inductive reasoning
* Deductive reasoning
* Constructing support
Assessment
* Teacher
observation
* Performance
assessment
* Teacher program
assessment
* Records
* Graphs
* Charts
Timeline
On going
Syracuse City School District
Elementary Science
Grades Pre-K – 4
Essential Question: How many? How much? How do you know?
Benchmark
Declarative Knowledge:
Procedural Knowledge:
To Know
To Do
I.1
* Understand appropriate
* Select appropriate
concepts of addition,
operations and apply
subtraction,
mathematical skills
multiplication and
needed to solve problems
division
in the natural world and
in science
experiments/labs
II.1
* The process of inductive * Develop conclusions
and deductive reasoning
based on simple logical
reasoning
III.1
* The correct use of
scientific manipulative
materials
Vocabulary
addition
subtraction
multiplication
division
tool
thermometer
scale
ruler
measurement
* Select appropriate
scientific tool to solve
problems
- thermometer
- scale
- ruler
- microscope
- balance scale
- beaker
- anemometer
- meter stick
Use of Knowledge
* Compare
* Abstract
* Problem solving
* Experimental inquiry
* Inductive reasoning
* Deductive reasoning
* Constructing support
* Abstracting
* Invention
* Experimental inquiry
* Deductive reasoning
* Compare
Assessment
* Teacher
observation
* Performance
assessment
* Teacher model or
program
assessment
* Teacher
observation
* Science labs
Timeline
On going
Syracuse City School District
Elementary Science
Grades Pre-K – 4
Essential Question: How can matter be described?
Benchmark
PS III.1
PS III.2
Declarative Knowledge:
To Know
*Matter has properties
* Objects can be sorted or
classified according to
their properties
* Measurement can be
made with standard and
non-standard units
* Matter can change
Procedural Knowledge:
To Do
* Observe with eyes and
magnifiers
* Understand color hardness,
weight and size
* Match colors
* Categorize hard/soft
* Name colors
* Sort by shape
* Classify by color
* Seriate height
* Classify wet/dry, heavy/light
* Sort objects by sink/float
* Measure with standard and
non-standard units
* Use and observe rulers,
thermometers balances,
magnets and graduated
cylinders
* Participate in baking activities
* Observe snow melting
* Freeze water
* Help make play dough
* Dissolve
Use of
Knowledge
* Observe
* Classify
* Compare
* Induction
Assessment
* Teacher
observation
* Teacher
observation
Timeline
Syracuse City School District
Elementary Science
Grades Pre-K – 4
Essential Question: What makes it work? How can I make it?
Benchmark
I.1-5
Declarative Knowledge:
To Know
* Attributes or features of
given object that could
be modified
* Process of researching
information
* Process of prioritizing
possible solutions
* Process of design,
construction, and model
building
Vocabulary
attribute
feature
research
design
construct
model
solution
efficient
Procedural Knowledge:
To Do
* Identify objects and their
features that could be
improved upon making
them more efficient;
construct model
* Research history behind
the design of an object;
write report
* Brainstorm possible
technical solutions,
evaluate each and select
best choice
* Create age appropriate
design, build and test
model and revise if
necessary
Use of Knowledge
* Decision making
* Investigation
* Experimental inquiry
* Invention
* Problem solving
Assessment
* Performance task
* Reports/charts/
graphs/designs
* Inventions
Timeline
On going