Kindergarten Curriculum Map: 2008-2009

2 nd

Grade Curriculum Map: 2008-2009 Quarter 2

Language Arts

Reading

Enduring Understandings:

 Students use a variety of strategies to read and understand text.

 Reading helps us to gain information about ourselves and our world.

 Vocabulary is increased through reading a variety of text.

 People read to gain meaning.

 Meaning is enhanced through text structure, text features, and reference materials.

Students will know . . .

 The difference between fiction and non-fiction texts

 The text features of non-fiction books

 Text features of books help you find information about a topic

 Text features of books helps you understand the text

 Oral language is used for different purposes

Key Vocabulary

Fiction, non-fiction, table of contents, glossary, diagram, chart, graph, text features

Additional Notes

Essential Questions:

 What is non-fiction and how does it differ from fiction?

 How do text structure, text features, and reference materials enhance comprehension?

 How I can learn about the world around me from reading different types of texts?

 How can I gain meaning from what I read?

 How does text organization promote reading comprehension?

Students will be able to . . .

 Set a purpose for reading

 Use prior knowledge to predict information

 Preview the selection by using pictures, diagrams, charts, headings and titles

 Use text features to locate information in texts

 Use a table of contents to locate information in content area books.

 Read non-fiction using a variety of strategies

 Locate information in simple reference materials

 Recall explicit facts and infer implicit facts

 Summarize text content

 Distinguish fact from fiction

 Tell about what they have learned

 Share what they have learned

Primary Resources

Story town

Rigby

Class library

Jamestown book room

Jamestown library

Major Projects/Field Trips

2 nd


Writing


 Different forms of writing have clearly defined characteristics.

 Non-fiction writing differs from other genres of writing.








How to write a basic fact

The difference between fact and fiction

The difference between fact and opinion

Key Vocabulary

Non-fiction, table of contents, glossary, diagram, chart, graph, text features.

Additional Notes


 How can writing help me share information with others?

 How can I make my writing clear?

 How does non-fiction writing differ from other genres of writing?

 Why are punctuation and capitalization essential to writing sentences?


 Write at least 5 or more facts about a topic that they are studying

 Use a variety of resources to assist in writing

 Use capitals and punctuation appropriately

 Create graphic features to support writing

Primary Resources

Non-fiction books

Being a writer


2 nd


Math


 The position of a digit in a number determines its value.

 The groupings of 1s, 10s, and 100s for a given number can be taken apart in different ways.

 Some mathematical problems can be solved by combining and separating numbers.

 There are efficient and accurate methods for counting sets of objects.

 There are multiple ways to solve mathematical problems- some being more efficient than others.

 There are different ways to represent and characterize numbers in our number system.

 Certain symbols are used in order to communicate mathematical ideas clearly.


 that a knowledge of place value is essential when comparing numbers.

 the relative magnitude of numbers by comparing numbers.

 that collections of objects can be grouped and skip counting can be used to count the collection.

 that patterns in skip counting and use those patterns to predict the next number in the counting sequence.

 that addition involves combining and subtraction involves separating.

 how addition and subtraction relate to one another.

Key Vocabulary

Addend, adding, addition, after, array, cents, coins, combinations, combine, compare, comparing, counting


 How does the position of a digit in a number affect its value?

 In what ways can different numbers be grouped?

 What makes an even number even? What makes an odd number odd?

 How can numbers be represented in our number system?

 How can symbols be used to express mathematical ideas clearly?

 How are the operations of addition and subtraction related?

 What strategies can help make a problem easier to solve?


 use problem solving, mathematical communication, mathematical reasoning, connections, and representations.

 Determine patterns created by counting by twos, fives, and tens on a hundred chart.

 Skip count by twos, fives, and tens to 100, using manipulatives, a hundred chart, mental mathematics, and/or paper and pencil and the constant feature on the calculator.

 Count backward by tens from 100.

 Group objects by threes and by fours.

 Use objects to determine whether a number is odd or even.

 Recall and write the basic addition facts for sums to18 or less and the corresponding subtraction facts when addition or subtraction problems are presented in either horizontal or vertical written format.

 Enhance problem-solving skills by creating their own problems.

 Determine the missing number in a number sentence (e.g., 3 + __ = 5 or __+ 2 = 5).

 Write the related facts for a given addition or subtraction fact.

Primary Resources

Investigations Units 3, 4

2 nd

Grade Curriculum Map: 2008-2009 Quarter 2 all, counting back, counting on, difference, dime, double, dozen, equal sign, equal to, equation, estimate, fewer, forward, greater than, heads, less than, minus sign, more, nickel, penny, plus sign, quarter, same, subtraction, symbols, tails, total,

Additional Notes Major Projects/Field Trips

2 nd


Science


 Weather has patterns that can be observed.

 Weather and seasonal changes affect plants, animals, and their surroundings.


 Weather changes continuously from day to day.

 Weather is characterized by daily differences in wind, temperature and precipitation.

 Precipitation occurs when water, previously evaporated, condenses out of the air and changes from a gas to a liquid (rain) or a solid (snow).

 Extremes in weather can result in droughts or floods.

 Storms have powerful winds, which may be accompanied by precipitation.

 Weather data is collected and recorded using instruments.

 Weather data is useful for predicting weather and determining weather patterns.

 Weather influences human activity.



 Living things respond to weather and seasonal changes  (growth and behavior).



 Adverse weather conditions may slow the development of living things (dormancy).

 Optimal weather conditions may accelerate the development of living things.

 Many trees produce new leaves in the spring and lose them in the fall due to seasonal changes.

 Camouflage enables animals to hide and avoid those that may eat or harm them.

 Some animals migrate or hibernate due to seasonal changes.

 Some animals undergo physical changes from season to season.

 Land not protected by plants is subject to weathering and erosion by wind and water.

 Weathering is the breaking down of rocks.

 Erosion is the process by which the products of weathering are moved to a new place.

 The sun warms the earth and is a star that is the center of our universe.

 The earth rotates on its axis and revolves around the


 What is weather?

 How do we determine weather patterns?

 How do weather patterns affect our world?

 How do plants adapt?

 How do animals adapt?

 How does weather affect land surfaces?

 How does the sun support life on Earth?

Students will be able to . .

 Observe and describe types of precipitation.

 Observe and describe precipitation in terms of evaporation and condensation of water.

 Observe and record daily weather conditions.

 Describe weather in terms of temperature, wind, and precipitation.

 Measure and record weather data using weather instruments including a thermometer, rain gauge, and weather vane (standard and metric measures).

 Record and interpret daily temperature using a graph with numbered axes.

 Observe and describe seasonal weather patterns and local variations.

 Identify common types of storms.

 Compare and contrast droughts and floods.

 Evaluate the influence of daily weather conditions on personal activities and dress.

 Identify growth and behavioral responses of living things to weather and seasonal change.

 Identify animals that migrate, hibernate or show other changes due to seasonal changes.

 Evaluate the usefulness of camouflage in an animal’s habitat.

 Compare and contrast the responses of plants and animals to weather and seasonal changes.

 Model the effects of weathering and erosion on the land surface.

 Describe the different components of our solar system.

 Model and explain the rotation and revolution of the Earth.

2 nd

Grade Curriculum Map: 2008-2009 Quarter 2 sun

 There are constellations, planets, moons, and stars that make-up our solar system

Key Vocabulary observe, classify, communicate, predict, experiment, variables, hypothesis, define, mass, volume, water cycle, snow, tornado, flood, drought, seasons, changing states, gas, liquid, matter, evaporation, condensation, clouds, hail, hurricane

Additional Notes

Primary Resources

Harcourt Unit D, Chapter 2

• AIMS Primarily Earth (Grades K-3)

WEBSITES: http://www.solarviews.com/eng/homepage.htm

• http://www.nationalgeographic.com/kids/


 Plant a bulb, keep plant journal

 Visit to the Planetarium.

2 nd


Social Studies


 Communities change over time for a variety of reasons.

 Maps can be used to locate land and water features

 Maps and globes can help people study the Earth.

 People who make maps include a title, map legend, and compass rose.

 A map is a drawing that shows what places look like from above and where they are located.

 A map legend includes symbols that represent objects and places.

 Ancient people made contributions that affect the modern/present world.

 People adapt to their environment in different ways.

Students will know . .





The way people live today is different than long ago.

New inventions have led to changes in buildings, jobs, transportation, and populations of communities over time.


 How and why have communities changed over time?

 Where are the seven continents, the four oceans, and the equator located on the globe?

 Where are the major rivers, lakes, and mountain ranges located on a map of the United States?

 What is included when making a map?

 What contributions did the people of ancient

Egypt make to the development of written language?

 What inventions came from ancient Egypt?

 What examples of architecture from ancient

Egypt are still present today?

 Where is Egypt located on the world map?

 What are the climates, land, and plant life like in

Egypt?

 How did ancient Egyptians adapt to their environment?


 Make and explain graphs

 Compare and contrast information

 Gather, classify, and interpret information

 Locate areas on maps and globes

 Use a map legend

 Draw maps of familiar areas

 Make and use simple map tools

 Use a compass rose to identify directions

 Locate and use information from print and nonprint sources

Primary Resources

Maps, globes, photographs of our community from now and long ago

Key Vocabulary - Community, Population,

Transportation, Equator, Continent, title, map legend, compass rose, ancient architecture, contribution, ancient, architecture, characters/symbols, climate, contribution, desert, environment, geography, hieroglyphics, hill, invention, land, mountains, Nile

River, Pyramid, transportation, written language, flooding, Africa, Asia, Europe, Australia, North

America, South America, Antarctica, Indian ocean,

Pacific ocean, Atlantic ocean, Arctic ocean, James

River, Mississippi River, Rio Grande, Appalachian

Mountains, Rocky Mountains, Great Lakes

Additional Notes

2 nd



 Topographical map of the Unites States

 Sugar cube pyramids

2 nd


Arts Education-Visual Arts


Artists look to the past to enhance their artwork.


Different types of art that have come from Ancient

Egypt, Ancient China, and Native Americans.

Key Vocabulary

Kite, hieroglyphics, pottery designs, ornamentation

Additional Notes


What are some art elements used by past civilizations that artists use or can use today?


Recreate different types of art forms that have come from Ancient Egypt, Ancient China, and

Native Americans.

Primary Resources


Arts Education – Music


 People sing a variety of songs from different cultures.

 Music has basic elements.

 You will improve your musical skills through practice.


 How to sing in upper, middle and lower registers


 How can we learn to be good singers?

 How are music development and literacy development linked?


 Sing songs from different cultures.

 Play instruments in ensembles.

Key Vocabulary

Pitch, call and response, acapella and bordun

Primary Resources

Silver Burdette Making Music textbook technology resources, musical instruments, scores

Major Projects/Field Trips Additional Notes

Students begin to prepare for the performance of a musical review, “Let’s Pass It On”

2 nd


Health Education


 Alcohol, tobacco and other drugs can become addictive.

 Children’s bodies react more strongly to drugs than adult bodies.

 Incorrect consumption of medicines and/or drugs is dangerous.

 The information and services provided by various media, health resources, and health professionals have an effect on our behavior.






If medicines are drugs, why are people allowed to take them?

How can the media affect health decisions?

Students will know and be able to . . .

 Define: prescription drugs, caffeine, alcohol and nicotine

 Define addiction (“I can’t stop”)

 Describe how the use of ATOD changes the way the body works

 Identify rules for safe use of medicines

 Identify print, audiovisual and electronic media sources that provide health information

 Realize how the media influence behavior

Key Vocabulary

Prescription drugs, caffeine, alcohol, nicotine, tobacco

Additional Notes

Primary Resources

Your Health


2 nd


Physical Education


Competency in many movements and proficiency in a few will encourage lifelong participation in physical activities.


Why is it important to participate in lifetime fitness activities?

Students will know and be able to . . .

 Demonstrate the ability to perform locomotor and non-locomotor skills proficiently.

 Demonstrate the ability to perform stability skills, alone or with a partner.

 Demonstrate the ability to manipulate objects.

 Demonstrate the ability to perform basic rhythmic skills alone and with a partner.

Key Vocabulary

Balance, run, walk, skip, jump, push, pull, gallop,

Primary Resources rhythm, rate and speed

Additional Notes Major Projects/Field Trips

Kindergarten Curriculum Map: 2008-2009

Language Arts

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Language Arts

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