Time Frame: September – October
Unit 1: Earth’s Changing Surface (Earth & Space Science)
Science & Engineering Practices
Crosscutting Concepts
Constructing Explanations and
Designing Solutions
Constructing explanations and
designing solutions in K–2 builds
on prior experiences and progresses
to the use of evidence and ideas in
constructing evidence-based
accounts of natural phenomena and
designing solutions.
 Make observations from several
sources to construct an
evidence-based account for
natural phenomena. (2-ESS1-1)
 Compare multiple solutions to a
problem. (2-ESS2-1)
Science Pacing Guide
Second Grade
Literacy Standards
Mathematics Standards
Stability and Change
Things may change slowly or
rapidly. (2-ESS2-1)
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. (2-ESS1-1)
MP.2 Reason abstractly and
quantitatively. (2-ESS2-1), (2ESS2-1), (2-ESS2-2)
Things may change slowly or
rapidly. (2-ESS1-1)
RI.2.3 Describe the connection between a series
of historical events, scientific ideas or concepts, or
steps in technical procedures in a text. (2-ESS11), (2-ESS2-1)
MP.4 Model with
mathematics. (2-ESS1-1), (2ESS2-1), (2-ESS2-2)
Connections to Engineering,
Technology, and Applications of
Science
Influence of Engineering,
Technology, and Science on
Society and the Natural World
Developing and using technology
has impacts on the natural world.
(2-ESS2-1)
Connections to Nature of Science
Science Addresses Questions
About the Natural and Material
World
Scientists study the natural and
material world. (2-ESS2-1)
RI.2.9 Compare and contrast the most important
points presented by two texts on the same topic.
(2-ESS2-1)
W.2.6 With guidance and support from adults,
use a variety of digital tools to produce and
publish writing, including in collaboration with
peers. (2-ESS1-1), (2-ESS2-3)
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). (2-ESS1-1)
W.2.8 Recall information from experiences or
gather information from provided sources to
answer a question. (2- ESS1-1), (2-ESS2-3)
MP.5 Use appropriate tools
strategically. (2-ESS2-1)
2.NBT.A Understand place
value. (2-ESS1-1)
2.MD.B.5 Use addition and
subtraction within 100 to solve
word problems involving
lengths that are given in the
same units, e.g., by using
drawings (such as drawings of
rulers) and equations with a
symbol for the unknown
number to represent the
problem. (2-ESS2-1)
SL.2.2 Recount or describe key ideas or details
from a text read aloud or information presented
orally or through other media. (2-ESS1-1)
*Denotes a traditional science content integrated with engineering through a Practice or Disciplinary Core Idea.
1
Next Generation Science
Standards
Students who demonstrate
understanding can:
2-ESS1-1 Use information from
several sources to provide
evidence that Earth events can
occur quickly or slowly.
[Clarification Statement:
Examples of events and
timescales could include
volcanic explosions and
earthquakes, which happen
quickly and erosion of rocks,
which occurs slowly.]
[Assessment Boundary:
Assessment does not include
quantitative measurements of
timescales.]
2-ESS2-1 Compare multiple
solutions designed to slow or
prevent wind or water from
changing the shape of the land.*
[Clarification Statement:
Examples of solutions could
include different designs of
dikes and windbreaks to hold
back wind and water, and
different designs for using
shrubs, grass, and trees to hold
back the land.]
Disciplinary Core Ideas
ESS1.C: The History of
Planet Earth
Some events happen very
quickly; others occur very
slowly, over a time period
much longer than one can
observe. (2-ESS1- 1)
Essential
Questions
What are some
questions that
science answer?
How do scientists
investigate ideas
about nature?
Assessments
Before:
Pre-test – (identifies
some key concepts and
vocabulary)
KWL charts
Brainstorming
ESS2.A: Earth Materials
and Systems
Wind and water can
change the shape of the
land. (2-ESS2-1)
How do scientists
explore objects,
living things,
events, and
phenomena?
ETS1.C: Optimizing the
Design Solution
Because there is always
more than one possible
solution to a problem, it is
useful to compare and test
designs. (secondary to 2ESS2-1)
How do cycles
help us to
understand
natural
processes?
During:
Vocabulary quiz
Concept maps
How can man
made materials
be used to impact
the natural
world?
How do we use
engineering
design to solve
problems?
Identify pictures/models
of surface features such
as mountains, plains,
plateaus, hills, and
valleys based on their
characteristics
Venn Diagrams
Construct Cycle
diagrams that show slow
or fast Earth changes
Think-pair-shares
Vocabulary
Core
Crust
Describe
Downhill
Earthquake
Fast
Flood
Flow
Fresh water
Hill
Identify
Lake
Landform
Landslide
Mantle
Mountain
Ocean
Plain
Plateau
Pond
River
Slow
Soak
Stream
Surface
Valley
Volcano
Resources
Books:
Cole, Joanna. Magic School Bus:
Inside the Earth. Scholastic.
ISBN: 9780590407601. 1989.
Cast, C. Vance. Where Does
Water Come From? Barron’s
Educational Series.
ISBN 9780812046427. 1992.
Dorros, Arthur. Follow Water
From Brook to Ocean.
Harpertrophy.
ISBN 9780064451154. 1993.
Webster, Christine. Hills. Capstone
Press. ISBN 9780736861458.
2005.
Webster, Christine. Mountains.
Capstone Press. ISBN
9780736861472. 2005.
Webster, Christine. Plains.
Capstone Press. ISBN
9780736861489. 2005.
Webster, Christine. Valleys.
Capstone Press. ISBN
9780736861496. 2005.
Summaries
What is the
relationship
between parts of
the Earth? (land,
air, water)
Models showing the
surface features of the
Earth
*Denotes a traditional science content integrated with engineering through a Practice or Disciplinary Core Idea.
Websites / Lessons / Games:
Landform Resources for teachers
http://tinyurl.com/6bo4gw
Erosion Lesson Plan
http://tinyurl.com/5ramr2
2
Next Generation Science
Standards
Disciplinary Core Ideas
Essential
Questions
How can the
shape of the
Earth be
changed?
How do living
things use water?
What are the
characteristics of
Earth’s bodies of
water?
What are the
characteristics of
Earth’s
landforms?
Why might rain
collect on the
Earth’s surface,
flow downhill, or
soak into the
ground?
What is human
impact on Earth?
Assessments
Foldables (any folded
paper or booklet with
vocabulary,
illustrations, or
diagrams)
Vocabulary
Resources
A flash animated activity that lets
you control the water cycle as you
learn.
http://www.epa.gov/ogwdw/kids/fl
ash/flash_watercycle.html
Observations
Conduct an Experiment
and Investigate the flow
of water using
watershed model made
of paper and a tin pan
Write a story about a
trip on a body of water
or visiting a landform
Create audio recordings
of stories or poems; add
drawings or other visual
displays to stories or
recounts of experiences
with Earth changes
using rubric to checks
for understanding of
concepts of earth
changes as well as
means of
communicating and
sharing experience)
Learn how to build your own water
cycle with everyday items.
http://water.epa.gov/learn/kids/drin
kingwater/upload/activity_grades_
k-3_watercycle-2.pdf
Article about the “Big Idea of
Earth”. It explains how the Earth
is constantly changing. There are
additional links to games,
experiments, and edible
investigations.
http://www.ology.amnh.org/explor
e/ology/earth
Earth Science website with articles,
games, and interactive activities.
http://tech.bcschools.net/curriculu
m/maser/science/eES3_Fluid.htm
A website with interactive
whiteboard flipcharts, lessons, and
resources.
www.prometheanplanet.com
After:
Post-test
Presentation/Model
*Denotes a traditional science content integrated with engineering through a Practice or Disciplinary Core Idea.
3
Next Generation Science
Standards
Disciplinary Core Ideas
Essential
Questions
Assessments
Vocabulary
Resources
report using rubric
aligned with essential
question
*Denotes a traditional science content integrated with engineering through a Practice or Disciplinary Core Idea.
4
Time Frame: September – October
Unit 1: Earth’s Changing Surface (Earth & Space Science)
Science Pacing Guide
Second Grade
Science & Engineering Practices
Crosscutting Concepts
Developing and Using Models
Modeling in K–2 builds on prior
experiences and progresses to include
using and developing models (i.e.,
diagram, drawing, physical replica,
diorama, dramatization, or storyboard)
that represent concrete events or
design solutions.
 Develop a model to represent
patterns in the natural world. (2ESS2-2)
Patterns
Patterns in the natural world can be
observed. (2-ESS2-2), (2-ESS2-3)
2-ESS2-2 Develop a model
Disciplinary Core
Ideas
ESS2.A: Earth
Materials and Systems
Wind and water can
change the shape of the
W.2.6 With guidance and support from
adults, use a variety of digital tools to
produce and publish writing, including in
collaboration with peers. (2-ESS1-1), (2ESS2-3)
W.2.8 Recall information from experiences
or gather information from provided sources
to answer a question. (2- ESS1-1), (2-ESS23)
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. (2-ESS2-2)
Obtaining, Evaluating, and
Communicating Information
Obtaining, evaluating, and
communicating information in K–2
builds on prior experiences and uses
observations and texts to communicate
new information.
 Obtain information using various
texts, text features (e.g., headings,
tables of contents, glossaries,
electronic menus, icons), and other
media that will be useful in
answering a scientific question. (2ESS2-3)
Next Generation
Science Standards
Students who demonstrate
understanding can:
Literacy Standards
Essential
Questions
What types of
questions does
science answer?
Assessments
Before:
Pre-test – (identifies some
key vocabulary and
concepts)
Vocabulary
Core
Crust
Describe
Downhill
*Denotes a traditional science content integrated with engineering through a Practice or Disciplinary Core Idea.
Mathematics Standards
MP.2 Reason abstractly and
quantitatively. (2-ESS2-1), (2ESS2-1), (2-ESS2-2)
MP.4 Model with mathematics.
(2-ESS1-1), (2-ESS2-1), (2-ESS22)
2.NBT.A.3 Read and write
numbers to 1000 using base-ten
numerals, number names, and
expanded form. (2-ESS2-2)
Resources
Books:
Locker, Thomas. Where The
River Begins. Puffin. ISBN
9780140545951. 1993.
5
Next Generation
Science Standards
to represent the shapes and
kinds of land and bodies of
water in an area.
[Assessment Boundary:
Assessment does not
include quantitative scaling
in models.]
2-ESS2-3 Obtain
information to identify
where water is found on
Earth and that it can be
solid or liquid.
Disciplinary Core
Ideas
land. (2-ESS2-1)
ESS2.B: Plate
Tectonics and LargeScale System
Interactions
Maps show where things
are located. One can
map the shapes and
kinds of land and water
in any area. (2-ESS2-2)
ESS2.C: The Roles of
Water in Earth’s
Surface Processes
Water is found in the
ocean, rivers, lakes, and
ponds. Water exists as
solid ice and in liquid
form. (2-ESS2-3)
Essential
Questions
How do scientists
investigate ideas
about nature?
How do scientists
explore objects,
living things,
events, and
phenomena?
How do cycles help
us to understand
natural processes?
How can man made
materials be used to
impact the natural
world?
How do we use
engineering design
to solve problems?
What is the
relationship
between parts of
the Earth? (land,
air, water)
How can the shape
of the Earth be
changed?
How do living
things use water?
Assessments
KWL charts
Brainstorming
(journaling thoughts and
ideas about the unit)
During:
Journaling
(Vocabulary, key
concepts, observations,
summaries, etc.)
Vocabulary quiz
Create brochures about
Earth. Earth’s water, or
new ways to impact the
Earth less
Venn Diagrams
manmade vs. natural
materials different cycles
i.e. land vs. water
Vocabulary
Earthquake
Fast
Flood
Flow
Fresh water
Hill
Identify
Lake
Landform
Landslide
Mantle
Mountain
Ocean
Plain
Plateau
Pond
River
Slow
Soak
Stream
Surface
Valley
Volcano
labeling maps, cycles, and
diagrams
Drawings
Students become the
teachers by jig sawing key
ideas
Summaries
What are the
characteristics of
Models of landforms,
*Denotes a traditional science content integrated with engineering through a Practice or Disciplinary Core Idea.
Resources
Koontz, Robin. Erosion:
Changing Earth’s Surface.
Capstone.
ISBN 9781404821958. 2007.
Brimner, Larry Dane. Glaciers.
Children’s Press. ISBN
9780516206707. 2000.
Brimner, Larry Dane. Mountains.
Children’s Press.
ISBN 9780516215686. 2008.
Schreiber, Anne. Volcanoes!
(National Geographic Readers).
Random House.
ISBN 978-1-4263-0285-5. 2008.
Stille, Darlene. Oceans.
Scholastic.
ISBN 0-15-21510-8. 1999
Spillsbury, Louise. The
Disappearing Mountain and
Other Earth Mysteries.
Heinemann Lib.
ISBN 9781410919557. 2005.
Gibbons, Gail. Planet Earth/
Inside Out. Mulberry Books.
ISBN 9780688158491. 1995.
Article about how the changing
Earth affects society.
http://solidearth.jpl.nasa.gov/PAG
ES/tect03.html
6
Next Generation
Science Standards
Disciplinary Core
Ideas
Essential
Questions
Earth’s bodies of
water?
What are the
characteristics of
Earth’s landforms?
Why might rain
collect on the
Earth’s surface,
flow downhill, or
soak into the
ground?
What is human
impact on Earth?
Assessments
Earth changes, etc.
Develop solution designs
that create or improve a
water collection apparatus
Foldables of different
landforms, changes to the
Earth, land/air/water or
vocabulary booklets
Observe and collect data
of flow of water, changes
of the Earth: by video or
through simulation
Research human impact on
the Earth
After:
Post-test
Presentation/Model report
Report ways to lower
human impact on the Earth
(include facts and data
about the Earth and
statistics about human
impact. Present ways to
lower the impact)
Vocabulary
Resources
Printable Earth’s Changing
surface vocabulary quiz.
http://home.comcast.net/~mspiazz
a/files/31%20Book%20Review%20Work
sheet.pdf
Printable family activity: Earth’s
Changing Surface
https://www.teachervision.com/tv
/printables/Sci_3_FA_C1.pdf
Explore volcanoes and
earthquakes in this web site.
There are interactive activities
that allow you to virtually erupt
volcanoes and trigger
earthquakes.
http://environment.nationalgeogra
phic.com/environment/naturaldisasters/forces-of-nature.html
Website for children to explore
landforms. Also includes many
aspects of geology for
exploration.
http://www.kidsgeo.com/geologyfor-kids/0031-what-arelandforms.php
Fun and educational games to
help students develop and sharpen
their geology skills.
http://www.kidsgeo.com/geologygames/
Free educational videos.
http://www.kidsknowit.com/intera
*Denotes a traditional science content integrated with engineering through a Practice or Disciplinary Core Idea.
7
Next Generation
Science Standards
Disciplinary Core
Ideas
Essential
Questions
Assessments
Vocabulary
Resources
ctive-educationalmovies/index.php?educationalmovies-type=Geology
“Water is Important for Life”
Article about Earth’s water.
http://www.kidsgeo.com/geograp
hy-for-kids/0132-water-isimportant-to-lifer.php
Article about the Earth’s Ice.
http://www.kidsgeo.com/geograp
hy-for-kids/0147-earths-ice.php
Free water cycle printable.
https://www.teachervision.com/ea
rth-sciences/printable/34139.html
Entire water cycle Unit for 2nd
grade
http://printableworksheets.in/?dq=
water+cycle+for+2nd+grade
Water cycle lesson with handouts
and cutout activity.
http://www.learningtogive.org/les
sons/unit370/lesson2.html
Learners will develop an
understanding of the water cycle.
They will then use this knowledge
to create a tactile model of the
water cycle and then relate these
ideas to the importance of water
conservation.
http://www.learningtogive.org/les
sons/unit370/lesson2.html
*Denotes a traditional science content integrated with engineering through a Practice or Disciplinary Core Idea.
8
Science Pacing Guide
Time Frame: November – December
Second Grade
Unit 2: Structure, Properties, and Interactions or Matter (Physical Science)
Science & Engineering Practices
Crosscutting Concepts
Literacy Standards
Planning and Carrying Out
Investigations
Planning and carrying out
investigations to answer questions or
test solutions to problems in K–2
builds on prior experiences and
progresses to simple investigations,
based on fair tests, which provide data
to support explanations or design
solutions.
 Plan and conduct an investigation
collaboratively to produce data to
serve as the basis for evidence to
answer a question. (2-PS1-1)
Patterns
Patterns in the natural and human
designed world can be observed.
(2-PS1-1)
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). (2-PS1-1), (2-PS1-2),
(2-PS1-3)
MP.2 Reason abstractly and
quantitatively. (2-PS1-2)
W.2.8 Recall information from experiences
or gather information from provided sources
to answer a question. (2-PS1-1), (2-PS1-2), (2PS1-3)
MP.5 Use appropriate tools
strategically. (2-PS1-2)
Analyzing and Interpreting Data
Analyzing data in K–2 builds on prior
experiences and progresses to
collecting, recording, and sharing
observations.
 Analyze data from tests of an object
or tool to determine if it works as
intended. (2-PS1-2)
Next Generation Science
Standards
Students who demonstrate
understanding can:
Simple tests can be designed to
gather evidence to support or
refute student ideas about causes.
(2-PS1-2)
Mathematics Standards
Connections to Engineering,
Technology, and Applications
of Science
Influence of Engineering,
Technology, and Science on
Society and the Natural World
Every human-made product is
designed by applying some
knowledge of the natural world
and is built using materials
derived from the natural world.
(2-PS1-2)
Disciplinary Core Ideas
Essential
Questions
What properties
do common
objects have?
Assessments
PS1.A: Structure and
Before:
Pre-test
Properties of Matter
Different kinds of matter
2-PS1-1 Plan and conduct an
exist and many of them can
KWL Charts
investigation to describe and
be either solid or liquid,
How can we
classify different kinds of
depending on temperature.
organize
materials by their observable
Matter can be described and materials to help
During:
*Denotes a traditional science content integrated with engineering through a Practice or Disciplinary Core Idea.
Vocabulary
Balance
Buoyancy
Categorize
Chart
Classify
Color
Compare
MP.4 Model with mathematics.
(2-PS1-1), (2-PS1-2)
2.MD.D.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-apart, and
compare problems using
information presented in a bar
graph. (K-2-ETS1-1), (K-2-ETS13)
Resources
Websites / Lessons / Games:
Physical Science website with
links to articles, games, and
interactive activities.
http://tech.bcschools.net/curricul
um/maser/science/ePS3_Properti
es.htm
9
Next Generation Science
Standards
properties. [Clarification
Statement: Observations could
include color, texture, hardness,
and flexibility. Patterns could
include the similar properties that
different materials share.]
2-PS1-2 Analyze data obtained
from testing different materials to
determine which materials have
the properties that are best suited
for an intended purpose.*
[Clarification Statement:
Examples of properties could
include, strength, flexibility,
hardness, texture, and
absorbency.] [Assessment
Boundary: Assessment of
quantitative measurements is
limited to length.]
Disciplinary Core Ideas
classified by its observable
properties. (2-PS1-1)
Different properties are
suited to different purposes.
(2-PS1-2), (2-PS1-3)
Essential
Questions
us make sense of
what we observe?
Assessments
Journal writing
What are some
ways that
different matter
behaves?
Experiments
float/sink
properties of matter
test working with
magnets
What tools do we
use in our daily
lives and how do
they make life
easier for us?
Conduct
Investigations and
analyze how matter
is organized and
identified
Why is it
important to
know which
measurement tool
is good for which
job?
search for and
classify matter in the
environment
How do scientists
organize and
carry out and
investigation?
How do you
determine which
materials have
the properties
that are best
suited for an
intended
purpose?
Observe and
describe the
properties of matter
Classify matter
according to their
properties.
Sorting solids into
groups on the basis
of their properties
Comparing and
contrasting matter
Graphic organizers
How does the
Science project
structure of
changing matter in
matter affect the
some way
*Denotes a traditional science content integrated with engineering through a Practice or Disciplinary Core Idea.
Vocabulary
Container
Data
Firm
Flexibility
Float
Gas
Hardness
Length
Liquid
Magnet
Magnetic field
Magnetic
force
Magnetic pole
Magnetism
Matter
Mass
Measure
Measuring cup
Meter
Observations
Pole
Property
Rigid
Rough
Smell
Shape
Size
Smooth
Solid
State of matter
Strong
Texture
Thickness
Volume
Weight
Resources
Brainpop matter videos, quizzes,
and a game (site has a trial
period available to try).
http://www.brainpopjr.com/searc
h/?keyword=matter
Brainpop science skills and
making observations video and
quiz (site has a trial period
available to try).
http://www.brainpopjr.com/scien
ce/scienceskills/makingobservati
ons/preview.weml
Website for kid friendly science
experiments and hands-on
exploration.
http://www.sciencekids.co.nz/ex
periments.html
Properties of matter matching
game.
http://www.quia.com/mc/2202.ht
ml
Recipe for slime with video.
http://www.sciencebob.com/expe
riments/polymer.php
This page contains a collection
of printable materials for
teaching students about states of
matter (solid, liquid, gas).
Includes a cut-and sort activity,
higher-level thinking questions,
and more.
http://www.superteacherworkshe
10
Next Generation Science
Standards
Disciplinary Core Ideas
Essential
Questions
properties and
uses of materials?
Assessments
Vocabulary
Resources
ets.com/matter.html
Quizzes
Quick writes
Pictures/drawings
Applying tests,
investigating, and
reporting
After:
Science
experiment/fair
based on rubrics
formed from
essential questions)
Report
(use rubrics based
on essential
questions)
Post-test
*Denotes a traditional science content integrated with engineering through a Practice or Disciplinary Core Idea.
11
Science Pacing Guide
Time Frame: November – December
Second Grade
Unit 2: Structure, Properties, and Interactions or Matter (Physical Science)
Science & Engineering Practices
Crosscutting Concepts
Literacy Standards
Mathematics Standards
Constructing Explanations and
Designing Solutions
Constructing explanations and
designing solutions in K–2 builds on
prior experiences and progresses to the
use of evidence and ideas in
constructing evidence-based accounts
of natural phenomena and designing
solutions.
 Make observations (firsthand or
from media) to construct an
evidence-based account for natural
phenomena. (2-PS1-3)
Cause and Effect
Events have causes that generate
observable patterns. (2-PS1-4)
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. (2-PS1-4)
2.MD.D.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-apart, and
compare problems using
information presented in a bar
graph. (K-2-ETS1-1), (K-2-ETS13)
Engaging in Argument from
Evidence
Engaging in argument from evidence
in K–2 builds on prior experiences and
progresses to comparing ideas and
representations about the natural and
designed world(s).
 Construct an argument with
evidence to support a claim. (2PS1-4)
Connections to Nature of Science
Science Models, Laws, Mechanisms,
and Theories Explain Natural
Phenomena
Scientists search for cause and effect
relationships to explain natural events.
(2-PS1-4)
Energy and Matter
Objects may break into smaller
pieces and be put together into
larger pieces, or change shapes.
(2-PS1-3)
RI.2.3 Describe the connection between a
series of historical events, scientific ideas or
concepts, or steps in technical procedures in a
text. (2-PS1-4)
RI.2.8 Describe how reasons support specific
points the author makes in a text. (2-PS1-2),
(2-PS1-4)
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. (2-PS1-4)
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). (2-PS1-1), (2-PS1-2),
(2-PS1-3)
W.2.8 Recall information from experiences or
gather information from provided sources to
answer a question. (2-PS1-1), (2-PS1-2), (2PS1-3)
*Denotes a traditional science content integrated with engineering through a Practice or Disciplinary Core Idea.
12
Next Generation Science
Standards
Students who demonstrate
understanding can:
Disciplinary Core Ideas
Essential
Questions
What properties do
common objects
have?
Assessments
Vocabulary
Balance
Buoyancy
Categorize
KWL charts
Chart
How can we
Classify
organize materials
Color
to help us make
Compare
During:
sense of what we
Observations
Container
observe?
Data
Experiments
Firm
What are some
changing states of
Flexibility
ways that different mater
Float
matters behave?
Gas
Investigate
Hardness
What tools do we
reversible and
Length
use in our daily
irreversible changes Liquid
lives and how do
of material
Magnet
they make life
Magnetic field
easier for us?
Magnetic
Construct and share
force
Why is it important an instance of
Magnetic pole
to know which
disassembling an
Magnetism
measurement tool
object and using its Matter
is good for which
pieces to create
Mass
job?
something new.
Measure
Measuring
How do scientists
Classifying
cup
organize and carry
Meter
out and
Concept maps
Observations
investigation?
Pole
Sort solids into
Property
groups on the basis
Rigid
How do you
of their properties
Rough
determine which
Smell
materials have the
Shape
properties that are
Use Graphic
Size
best suited for an
organizers to make
Smooth
intended purpose?
connections for
Solid
*Denotes a traditional science content integrated with engineering through a Practice or Disciplinary Core Idea.
PS1.A: Structure and
Properties of Matter
Different properties are
2-PS1-3 Make observations to suited to different
construct an evidence-based
purposes. (2-PS1-2), (2account of how an object made PS1-3)
of a small set of pieces can be
disassembled and made into a
A great variety of objects
new object. [Clarification
can be built up from a
Statement: Examples of pieces small set of pieces. (2-PS1could include blocks, building 3)
bricks, or other assorted small
objects.]
PS1.B: Chemical
Reactions
2-PS1-4 Construct an
Heating or cooling a
argument with evidence that
substance may cause
some changes caused by
changes that can be
heating or cooling can be
observed. Sometimes these
reversed and some cannot.
changes are reversible, and
[Clarification Statement:
sometimes they are not. (2Examples of reversible
PS1-4)
changes could include
materials such as water and
butter at different
temperatures. Examples of
irreversible changes could
include cooking an egg,
freezing a plant leaf, and
heating paper.]
Before:
Pre-test
Resources
Books:
Hewitt, Sally. Amazing
Materials. Crabtree. ISBN
9780778736271. 2008.
Mason, Adrienne. Touch It!
Materials, Matter and You. Kids
Can Press. ISBN
9781553377610. 2005.
Leedy, Loreen. Measuring Penny.
Square Fish.
ISBN 9780805065725. 1998.
Myller, Rolf. How Big Is A Foot?
Yearling.
ISBN 9780440404958. 1991.
Beanley, Franklin. What Makes a
Magnet? Learning Perfection.
ISBN 9780780763494. 1996.
Websites / Lessons / Games:
Physical Science website with
links to articles, games, and
interactive activities.
http://tech.bcschools.net/curriculu
m/maser/science/ePS3_Properties
.htm
Brainpop matter videos, quizzes,
and a game (site has a trial period
available to try).
http://www.brainpopjr.com/searc
h/?keyword=matter
Brainpop science skills and
making observations video and
13
Next Generation Science
Standards
Disciplinary Core Ideas
Essential
Questions
How does the
structure of matter
affect the properties
and uses of
materials?
Assessments
cause and effect
relationships to
explain natural
events
Science project
changing matter in
some way
Vocabulary
Resources
State of matter
Strong
Texture
Thickness
Volume
Weight
quiz (site has a trial period
available to try).
http://www.brainpopjr.com/scienc
e/scienceskills/makingobservation
s/preview.weml
Quizzes
Website for kid friendly science
experiments and hands-on
exploration.
http://www.sciencekids.co.nz/exp
eriments.html
Quick writes
Pictures/drawings
Applying tests,
investigate, and
report about a tool
being used for
something new
Science journals
After:
Science
experiment/fair
Report using rubrics
based on essential
questions
Post-test
Properties of matter matching
game.
http://www.quia.com/mc/2202.ht
ml
Recipe for slime with video.
http://www.sciencebob.com/exper
iments/polymer.php
This page contains a collection of
printable materials for teaching
students about states of matter
(solid, liquid, gas). Includes a
cut-and sort activity, higher-level
thinking questions, and more.
http://www.superteacherworkshee
ts.com/matter.html
Printable graphic organizers.
http://www.busyteacherscafe.com
/printables/reading.html
Interactive states of matter
activity.
http://www.harcourtschool.com/a
ctivity/states_of_matter/
*Denotes a traditional science content integrated with engineering through a Practice or Disciplinary Core Idea.
14
Next Generation Science
Standards
Disciplinary Core Ideas
Essential
Questions
Assessments
Vocabulary
Resources
PowerPoint about matter.
http://www.schools.pinellas.k12.f
l.us/educators/tec/Davis2/matter.p
pt/sld006.htm
Sink or float lab activity.
http://www.sciport.org/clientuplo
ads/TRGSinkorFloat.pdf
Science investigation video that
measures matter using
nonstandard units of
measurement.
http://www.schooltube.com/video
/14db212b764a4655b6c9/Balance
%20of%20Matter
*Denotes a traditional science content integrated with engineering through a Practice or Disciplinary Core Idea.
15
Time Frame: January - February
Unit 3: Engineering Design (Physical Science)
Science Pacing Guide
Second Grade
Science & Engineering Practices
Crosscutting Concepts
Literacy Standards
Mathematics Standards
Asking Questions and Defining Problems
Asking questions and defining problems in
K–2 builds on prior experiences and
progresses to simple descriptive questions.
 Ask questions based on observations to
find more information about the natural
and/or designed world. (K-2-ETS1-1)
 Define a simple problem that can be
solved through the development of a
new or improved object or tool. (K-2ETS1-1)
Structure and Function
The shape and stability of
structures of natural and
designed objects are related
to their function(s). (K-2ETS1-2)
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. (K-2-ETS1-1)
MP.2 Reason abstractly and
quantitatively. (K-2-ETS1-1), (K2-ETS1-3)
Developing and Using Models
Modeling in K–2 builds on prior
experiences and progresses to include using
and developing models (i.e., diagram,
drawing, physical replica, diorama,
dramatization, or storyboard) that represent
concrete events or design solutions.
 Develop a simple model based on
evidence to represent a proposed object
or tool. (K-2-ETS1-2)
W.2.6 With guidance and support from adults,
use a variety of digital tools to produce and
publish writing, including in collaboration
with peers. (K-2-ETS1-1), (K-2-ETS1-3)
W.2.8 Recall information from experiences or
gather information from provided sources to
answer a question. (K-2-ETS1-1), (K-2-ETS13)
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. (K-2-ETS1-2)
MP.4 Model with mathematics.
(K-2-ETS1-1), (K-2-ETS1-3)
MP.5 Use appropriate tools
strategically. (K-2-ETS1-1), (K-2ETS1-3)
2.MD.D.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-apart, and
compare problems using
information presented in a bar
graph. (K-2-ETS1-1), (K-2-ETS13)
Analyzing and Interpreting Data
Analyzing data in K–2 builds on prior
experiences and progresses to collecting,
recording, and sharing observations.
 Analyze data from tests of an object or
tool to determine if it works as
intended. (K-2-ETS1-3)
*Denotes a traditional science content integrated with engineering through a Practice or Disciplinary Core Idea.
16
Next Generation Science
Standards
Students who demonstrate
understanding can:
K-2-ETS1-1 Ask questions,
make observations, and gather
information about a situation
people want to change to define
a simple problem that can be
solved through the development
of a new or improved object or
tool.
K-2-ETS1-2 Develop a simple
sketch, drawing, or physical
model to illustrate how the shape
of an object helps it function as
needed to solve a given problem.
K-2-ETS1-3 Analyze data from
tests of two objects designed to
solve the same problem to
compare the strengths and
weaknesses of how each
performs
Disciplinary Core Ideas
ETS1.A: Defining and
Delimiting Engineering
Problems
A situation that people want to
change or create can be
approached as a problem to be
solved through engineering. (K2-ETS1-1)
Asking questions, making
observations, and gathering
information are helpful in
thinking about problems. (K-2ETS1-1)
Before beginning to design a
solution, it is important to
clearly understand the problem.
(K-2-ETS1-1)
ETS1.B: Developing Possible
Solutions
Designs can be conveyed
through sketches, drawings, or
physical models. These
representations are useful in
communicating ideas for a
problem’s solutions to other
people. (K-2-ETS1-2)
ETS1.C: Optimizing the
Design Solution
Because there is always more
than one possible solution to a
problem, it is useful to compare
and test designs. (K-2-ETS1-3)
Essential
Questions
What are some
problems that
people want to
change?
What kinds of
questions,
observations, and
information can
help develop or
improve objects or
tools?
How can
situations that
people want to
change be solved
through
engineering?
How can problems
be defined to
develop a
solution?
How can
comparing and
contrasting objects
aid in finding
solutions to
problems?
What ways can
problems and
possible solutions
be conveyed?
Assessments
Before:
Pre-test
Brainstorm
Technology in a bag
investigation
During:
Questionnaire
Sketches, drawings,
models
Vocabulary
Resources
Convey
Develop
Engineering
Improve
Observation
Question
Strength
Weakness
Websites / Lessons /
Games:
In this video, students test
simple machines to see how
they make work easier.
They use their knowledge to
design a simple machine
subsystem for a potato chip
factory.
http://www.eie.org/sites/defa
ult/files/resource/file/extlesson_simplemachines_potato-chippatterns.pdf
Concept maps
Graphs
After:
Projects that use
teacher/student created
rubrics based on
essential questions
(ex. find new uses for
everyday items)
Designs for an object
that helps solve a
problem, i.e. bridge,
shelter, etc.
Presentation
of a design problem
and solution
Post-test
*Denotes a traditional science content integrated with engineering through a Practice or Disciplinary Core Idea.
In this video, students
explore arch, beam, and
deep beam bridges, and then
design their own bridges.
Can serve as a guide to a
classroom project.
http://www.eie.org/eiecurriculum/curriculumunits/get-other-sidedesigning-bridges
An ELA lesson that will
help students understand
comparing and contrasting.
This will help them compare
and contrast solutions to
problems.
http://cc.betterlesson.com/les
son/516338/i-ve-readsomething-like-this-beforeconnecting-to-the-text
17
Next Generation Science
Standards
Disciplinary Core Ideas
Essential
Questions
Assessments
Vocabulary
Resources
Self-assessments that
uses a rubric to assess
if a problem was
presented and
explained.
Description of original
solution. Explanation
of materials and
rational for materials
being used for new
solution. Rationale for
new solution.
Evidence of use
solution
Reflections
(check lists can be
provided to check
against essential
questions)
*Denotes a traditional science content integrated with engineering through a Practice or Disciplinary Core Idea.
18
Science Pacing Guide
Time Frame: March - June
Second Grade
Unit 4: Interdependence of Organisms and their Surroundings (Life Science)
Science & Engineering Practices
Developing and Using Models
Modeling in K–2 builds on prior experiences
and progresses to include using and developing
models (i.e., diagram, drawing, physical
replica, diorama, dramatization, or storyboard)
that represent concrete events or design
solutions.
 Develop a simple model based on evidence
to represent a proposed object or tool. (2LS2-2)
Planning and Carrying Out Investigations
Planning and carrying out investigations to
answer questions or test solutions to problems
in K–2 builds on prior experiences and
progresses to simple investigations, based on
fair tests, which provide data to support
explanations or design solutions.
 Plan and conduct an investigation
collaboratively to produce data to serve as
the basis for evidence to answer a question.
(2-LS2-1)
 Make observations (firsthand or from
media) to collect data which can be used to
make comparisons. (2-LS4-1)
Crosscutting Concepts
Cause and Effect
Events have causes that
generate observable patterns.
(2-LS2-1)
Structure and Function
The shape and stability of
structures of natural and
designed objects are related to
their function(s). (2-LS2-2)
Literacy Standards
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). (2LS2-1), (2-LS4-1)
Mathematics Standards
MP.2 Reason abstractly and
quantitatively. (2-LS2-1), (2-LS41)
MP.4 Model with mathematics.
(2-LS2-1),(2-LS2-2), (2-LS4-1)
W.2.8 Recall information from
experiences or gather information from
provided sources to answer a question. (2LS2-1), (2-LS4-1)
MP.5 Use appropriate tools
strategically. (2-LS2-1)
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. (2-LS2-2)
2.MD.D.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-apart, and
compare problems. (2-LS2-2), (2LS4-1)
Connections to Nature of Science
Scientific Knowledge is Based on Empirical
Evidence
 Scientists look for patterns and order when
making observations about the world. (2LS4-1)
*Denotes a traditional science content integrated with engineering through a Practice or Disciplinary Core Idea.
19
Next Generation Science
Standards
Students who demonstrate
understanding can:
Disciplinary Core Ideas
Essential Questions
Vocabulary
Adaptation
Air
Amphibian
2-LS2-1 Plan and conduct
KWL chart
Arctic
an investigation to
Basic needs
determine if plants need
How many types of
Categorize living and
Camouflage
sunlight and water to
Plants depend on animals for living things live in
non-living things
Characteristics
grow. [Assessment
pollination or to move their
a place?
before lessons have
Color
Boundary: Assessment is
seeds around. (2-LS2-2)
been taught
Desert
limited to testing one
How can plants be
Drought
variable at a time.]
identified?
Endangered
LS4.D: Biodiversity and
Extinct
Humans
During:
2-LS2-2 Develop a simple There are many different
How can animals be Diagrams
Flower
model that mimics the
kinds of living things in any identified and
of parts of plants,
Food
function of an animal in
area, and they exist in
classified?
animal habitats, animal Food chain
dispersing seeds or
different places on land and
classifications
Food web
pollinating plants.*
in water. (2-LS4-1)
Fossil
How do living
Venn Diagram
Fruit
2-LS4-1 Make
things use their body that compare and
Habitat
ETS1.B: Developing
observations of plants and Possible Solutions
parts to get the
contrast humans and
Heredity
animals to compare the
Designs can be conveyed
things they need to
animals
Insect
diversity of life in different through sketches, drawings,
live and grow?
Larva
habitats. [Clarification
or physical models. These
Observations of a seed
Leaf
Statement: Emphasis is on representations are useful in How do living
by
Life cycle
the diversity of living
communicating ideas for a
things reproduce?
soaking a lima bean
Light
things in each of a variety
problem’s solutions to other
and open it up to
Living
of different habitats.]
people. (secondary to 2-LS2observe seedlings
Mammal
[Assessment Boundary:
2)
How do living
Minerals
Assessment does not
things grow, thrive,
Sprout seeds
Non living
include specific animal
and survive?
Observation
and plant names in specific
Drawings
Ocean
habitats.]
How do we measure
Offspring
changes in living
Quizzes
Organisms
things over time?
Oxygen
Quick writes
Parent
How can life cycles
Petal
of different living
Build a beaver dam
Plant
things be compared? using sticks and mud
Pollen
*Denotes a traditional science content integrated with engineering through a Practice or Disciplinary Core Idea.
LS2.A: Interdependent
Relationships in
Ecosystems
Plants depend on water and
light to grow. (2-LS2-1)
How do you know if
something is a living
thing?
Assessments
Before:
Pre-test
Resources
Books:
Carle, Eric. The Tiny Seed. Little
Simon.
ISBN 9781416979173. 1970.
Cole, Henry. Jack’s Garden.
Greenwillow Books. ISBN
9780688152833. 1997.
Websites / Lessons / Games:
Interactive plant diagram
labeling.
http://www.crickweb.co.uk/ks1sci
ence.html#watercycle
Printable worksheet that helps
children learn about different
environments animals can live in
– and connects each animal to its
home.
http://www.greatschools.org/work
sheets-activities/6120-animalhomes-that-are-just-right.gs
Lesson plan for living things and
their environments with
additional resource links
included.
http://seplessons.ucsf.edu/node/76
9
Free plants slide show.
http://www.slideshare.net/colliert
eachers/plants-by-mrs-burks962006
Living and Non-Living Things
lesson guide.
20
Next Generation Science
Standards
Disciplinary Core Ideas
Essential Questions
Assessments
How are living
things dependent
upon one another?
Rubrics
(students help create
report rubrics based on
essential questions for
How can parents and the unit)
offspring of living
things be compared
and contrasted?
After:
Projects
How can habitats be (grow a plant or care
characterized?
for an animal and keep
track)
How are habitats
important to living
Completion of KWL
things?
charts
How do plants and
animals survive in
their habitats?
What do living
things need to stay
safe?
Self-assessments
that use teacher/student
created rubrics
Vocabulary
Pond
Predator
Prey
Pupa
Rain forest
Reproduce
Reptile
Roots
Seed
Seedling
Soil
Sprout
Stem
Sunlight
Support
Survive
Traits
Water
Young
Reports that use rubric
based on essential
questions
Reflections
How do habitats
change?
Post-test
How do animals and
plants make
adaptations to
changing conditions
caused by the
seasons?
How can animals
and humans be
*Denotes a traditional science content integrated with engineering through a Practice or Disciplinary Core Idea.
Resources
http://www.brighthubeducation.c
om/lesson-plans-grades-1-2/9478living-and-nonliving-thingsproject/
Plant Life lesson plan with
printable activities.
http://www.msnucleus.org/memb
ership/html/k-6/lc/pdf/lc2p.pdf
Parts of a plant free printable.
https://www.teachervision.com/pl
ants/printable/44986.html
Plant and animal worksheets,
quizzes, and games.
http://www.softschools.com/scien
ce/plants/
Learn about habitats webquest for
2nd grade. Can also be used as
technology lesson.
http://lilliel.tripod.com/id5.html
2nd grade online activities
teaching how animals depend on
habitats.
http://schools.dcsdk12.org/educati
on/components/scrapbook/default
.php?sectiondetailid=164433&
National Geographic Kids
http://kids.nationalgeographic.co
m/kids/animals/creaturefeature/
“Hunt for life”. Living/Non-living
activity.
http://www.gscdn.org/library/cms
21
Next Generation Science
Standards
Disciplinary Core Ideas
Essential Questions
Assessments
compared and
contrasted?
Vocabulary
Resources
/93/13993.pdf
How do we show
respect for animals
and take care of
them?
*Denotes a traditional science content integrated with engineering through a Practice or Disciplinary Core Idea.
22