Second Grade Science
Time Acquisition/Mastery Aug-Nov (12 weeks)
Use Be a Scientist as needed then begin
Life science Units A and B
Science A Closer Look – Life Science
Current Science State Standards: 2.1.1.3 (tools and safety); 2.1.1.4 (asks and answers questions); 2.1.1.5
(describes an observation); 2.3.1.1 (environments); 2.3.1.2 (life cycles); 2.3.1.3 (observe environments);
2.3.1.4 (structures/parts); 2.7.1.1 (practicing science); 2.7.1.2 (technology)
Strands (Common Core State Standards): Reading, Writing, Speaking and Listening,
Strand Abbreviation (Common Core ELA): RI- Reading Informational Text, W- Writing, SL- Speaking and
Listening
Boxed Subheadings (Common Core ELA - Benchmark): Key Ideas and Details, Craft and Structure, Integration
of Knowledge and Ideas, Range of Reading and Level of Text Complexity, Print Concepts, Phonological
Awareness, Phonics and Word Recognition, Fluency, Text Types and Purposes, Production and Distribution of
Writing, Research to Build and Present Knowledge, Comprehension and Collaboration, Presentation of Knowledge
and Ideas, Conventions of Standard English, Knowledge of Language, Vocabulary Acquisition and Use
Anchor Standards (Common Core ELA - Indicators):
Reading Informational Text:
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.
RI.2.2 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.
RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in
technical procedures in a text.
RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
RI.2.5 Know and use various text features to locate key facts or information in a text efficiently.
RI.2.10 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.
Writing:
W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop
points, and provide a concluding statement or section.
W.2.8 Recall information from experiences or gather information from provided sources to answer a question.
Speaking and Listening:
SL.2.1a Follow agreed-upon rules for discussions.
SL.2.1b Build on others’ talk in conversations by linking their comments to the remarks of others.
SL.2.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking
audibly in coherent sentences.
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.
SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or
clarification.
Essential Questions:
Explicitly Taught Vocabulary:
Unit A Plants & Animals
Chapter 1
Lesson 1 – How do you know if something is a living
thing?
Lesson 2 – How do plants make more plants?
Lesson 3 – What helps you identify a plant?
Chapter 2
Lesson 1 – How can we classify animals?
Lesson 2 – How can animal life cycles be different?
Lesson 3 – What do animals need to stay alive?
Unit A Plants & Animals
Chapter 1
Lesson 1: minerals, oxygen
Lesson 2: flower, seed, pollen, life cycle, seedling
Lesson 3: trait
Chapter 2
Lesson 1: mammal, amphibian, reptile, insect
Lesson 2: life cycle, larva, pupa
Lesson 3: adaptation, camouflage
Unit B Habitats
Chapter 3
Lesson 1 – How do plants and animals survive in their
habitats?
Lesson 2 – How do animals depend on other animals?
Lesson 3 – What can cause habitats to change?
Unit B Habitats
Chapter 3
Lesson 1: habitat
Lesson 2: food chain, predator, prey, food web
Lesson 3: drought, endangered, fossil, extinct
Chapter 4
Lesson 1: woodland forest, rain forest
Lesson 2: desert, Arctic
Chapter 4
Lesson 1 – How do living things survive in a forest
habitat?
Lesson 2 – What are desert habitats like?
Lesson 3 – What are some different water habitats?
Lesson 3: ocean, pond
Inquiry Skills:
observe, infer, compare, classify, put things in order,
communicate, record data, investigate, predict, make a
model, draw conclusions
District Resources:
Teacher Resource for building teacher informational
background:
Teacher Manual TR56 Yellow pages
http://nsdl.org/refreshers/science/
Textbook – Macmillan/McGraw-Hill Science A Closer
Look; Literature Big Books; Activity Flipchart; Key
Concept Cards; Reading Essentials Books; Leveled
Readers; Vocabulary cards; Photo sorting cards,
Materials Kit, Teacher Works Plus CD-ROM,
Classroom Presentation Toolkit CD-ROM, Puzzle maker
CD-ROM, Science CD, Science: Teacher DVD Set,
Science Activity DVD
Differentiated Instruction:
Look for Differentiated Instruction boxes in each chapter. Differentiated instruction suggestions vary from drawing a
picture, working with objects, to differentiated oral questions.
The science leveled readers offer a great opportunity for independent reading and research. Then reporting back to
the group what was read.
Also note the ELL Support boxes in each chapter as they can provide support for all students struggling with a
concept.
Approved Supplemental Resources:
Science Links for grades K-4
Games, Worksheets
http://www.sciencewithme.com/
Lesson Plans, etc.
http://www.apples4theteacher.com/science.html
Lessons, Puzzle makers
http://school.discoveryeducation.com/
Assessment:
Teacher observation
Technology and Supplemental Resources:
Online teacher’s edition, animations, vocabulary games.
http://www.macmillanmh.com
EBooks: teacher and student books
http://connected.mcgraw-hill.com/connected
Second Grade Science
Time Acquisition/Mastery Nov - Feb (12 weeks)
Earth Science Units C and D
Science A Closer Look - Earth Science
Current Science State Standards: 2.1.1.1 (properties); 2.1.1.2 (classifies); 2.1.1.3 (tools and safety); 2.1.1.4
(asks and answers questions); 2.1.1.5 (observation); 2.2.1.1 (properties of objects); 2.4.1.1 (observes and
compares); 2.4.2.1 (recognizes objects in the sky); 2.4.2.2 (sun); 2.4.3.1 (observes weather); 2.4.3.3 (weather
safety); 2.5.1.2 (science through technology); 2.7.1.1 (practicing science); 2.7.1.2 (technology)
Strands (Common Core State Standards): Reading, Writing, Speaking and Listening,
Strand Abbreviation (Common Core ELA): RI- Reading Informational Text, W- Writing, SL- Speaking and
Listening
Boxed Subheadings (Common Core ELA - Benchmark): Key Ideas and Details, Craft and Structure, Integration
of Knowledge and Ideas, Range of Reading and Level of Text Complexity, Print Concepts, Phonological
Awareness, Phonics and Word Recognition, Fluency, Text Types and Purposes, Production and Distribution of
Writing, Research to Build and Present Knowledge, Comprehension and Collaboration, Presentation of Knowledge
and Ideas, Conventions of Standard English, Knowledge of Language, Vocabulary Acquisition and Use
Anchor Standards (Common Core ELA - Indicators):
Reading Informational Text:
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.
RI.2.2 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.
RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in
technical procedures in a text.
RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
RI.2.5 Know and use various text features to locate key facts or information in a text efficiently.
RI.2.10 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.
Writing:
W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop
points, and provide a concluding statement or section.
W.2.8 Recall information from experiences or gather information from provided sources to answer a question.
Speaking and Listening:
SL.2.1a Follow agreed-upon rules for discussions.
SL.2.1b Build on others’ talk in conversations by linking their comments to the remarks of others.
SL.2.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking
audibly in coherent sentences.
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.
SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or
clarification.
Essential Questions:
Unit C Our Earth
Chapter 5
Lesson 1 – What are parts of the Earth?
Lesson 2 – How do living things use Earth’s water?
Lesson 3 – How does earth Change?
Chapter 6
Lesson 1 – How do we use rocks and minerals?
Lesson 2 – Where does all the soil come from?
Lesson 3 – How can we take care of Earth’s resources?
Unit D Weather & Sky Chapter 7
Lesson 1 – How can you measure weather?
Lesson 2 – How does water change?
Lesson 3 – How can weather change?
Explicitly Taught Vocabulary:
Unit C Our Earth
Chapter 5
Lesson 1: landforms, crust, mantle, core
Lesson 2: fresh water, ocean
Lesson 3: earthquake, volcano, flood, landslide
Chapter 6
Lesson 1: natural resource, rock, minerals
Lesson 2: soil, decompose
Lesson 3: pollution, reuse, reduce, recycle
Unit D Weather & Sky Chapter 7
Lesson 1: temperature, precipitation, anemometer
Lesson 2: evaporate, condense
Lesson 3: cumulus, cirrus, stratus
Chapter 8
Lesson 1 – How does the sky seem to change?
Lesson 2 – What happens when the Earth moves?
Lesson 3 – What can you see in the sky at night?
Lesson 4 – How are planets like and different?
Chapter 8
Lesson 1: rotation, axis
Lesson 2: orbit
Lesson 3: phase, star,
Lesson 4: planet, solar system
Inquiry Skills:
observe, infer, compare, classify, communicate, record
data, investigate, predict, make a model, draw
conclusions, measure
District Resources:
Teacher Resource for building teacher informational
background:
Teacher Manual TR56 Yellow pages
Textbook – Macmillan/McGraw-Hill Science A Closer
Look; Literature Big Books; Activity Flipchart; Key
Concept Cards; Reading Essentials Books; Leveled
Readers; Vocabulary cards; Photo sorting cards,
Materials Kit, Teacher Works Plus CD-ROM,
Classroom Presentation Toolkit CD-ROM, Puzzle maker
CD-ROM, Science CD, Science: Teacher DVD Set,
Science Activity DVD
http://nsdl.org/refreshers/science/
Differentiated Instruction:
Look for Differentiated Instruction boxes in each chapter. Differentiated instruction suggestions vary from drawing a
picture, working with objects, to differentiated oral questions.
The science leveled readers offer a great opportunity for independent reading and research. Then reporting back to
the group what was read.
Also note the ELL Support boxes in each chapter as they can provide support for all students struggling with a
concept.
Approved Supplemental Resources:
Science Links for grades K-4
Games, Worksheets
http://www.sciencewithme.com/
Lesson Plans, etc.
http://www.apples4theteacher.com/science.html
Lessons, Puzzle makers
http://school.discoveryeducation.com/
Assessment:
Teacher observation
Technology and Supplemental Resources:
Online teacher’s edition, animations, vocabulary games.
http://www.macmillanmh.com
EBooks: teacher and student books
http://connected.mcgraw-hill.com/connected
Second Grade Science
Time Acquisition/Mastery Feb – May (12 weeks)
Physical Science Units E and F
Science A Closer Look – Physical Science
Current Science State Standards: 2.1.1.1 (properties); 2.1.1.2 (classifies); 2.1.1.3 (tools and safety); 2.1.1.4
( asks and answers questions); 2.1.1.5 (observation); 2.2.1.2 (sorts by properties); 2.2.1.3 (solids and
liquids); 2.2.1.4 (position of objects); 2.5.1.1 (explores the way things work); 2.5.1.2 (science through
technology); 2.5.1.2 (science through technology); 2.7.1.1 (practicing science); 2.7.1.2 (technology)
Strands (Common Core State Standards): Reading, Writing, Speaking and Listening,
Strand Abbreviation (Common Core ELA): RI- Reading Informational Text, W- Writing, SL- Speaking and
Listening
Boxed Subheadings (Common Core ELA - Benchmark): Key Ideas and Details, Craft and Structure, Integration
of Knowledge and Ideas, Range of Reading and Level of Text Complexity, Print Concepts, Phonological
Awareness, Phonics and Word Recognition, Fluency, Text Types and Purposes, Production and Distribution of
Writing, Research to Build and Present Knowledge, Comprehension and Collaboration, Presentation of Knowledge
and Ideas, Conventions of Standard English, Knowledge of Language, Vocabulary Acquisition and Use
Anchor Standards (Common Core ELA - Indicators):
Reading Informational Text:
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.
RI.2.2 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.
RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in
technical procedures in a text.
RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
RI.2.5 Know and use various text features to locate key facts or information in a text efficiently.
RI.2.10 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.
Writing:
W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop
points, and provide a concluding statement or section.
W.2.8 Recall information from experiences or gather information from provided sources to answer a question.
Speaking and Listening:
SL.2.1a Follow agreed-upon rules for discussions.
SL.2.1b Build on others’ talk in conversations by linking their comments to the remarks of others.
SL.2.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking
audibly in coherent sentences.
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.
SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or
clarification.
Essential Questions:
Unit E Matter
Chapter 9
Lesson 1 – How can you describe matter?
Lesson 2 – What are the properties of a solid?
Lesson 3 – What are the properties of liquids and gases
Chapter 10
Lesson 1 – What changes matter?
Lesson 2 – How does temperature affect matter?
Lesson 3 – How can you make mixtures?
Explicitly Taught Vocabulary:
Unit E Matter
Chapter 9
Lesson 1: property, matter, mass
Lesson 2: solid
Lesson 3: liquid, gas, volume
Chapter 10
Lesson 1: physical change, chemical change
Lesson 2: evaporate, condense
Lesson 3: mixture, solution, dissolve
Unit F Motion & Energy Chapter 11
Lesson 1 – How can you tell something has moved?
Lesson 2 – What do forces do?
Lesson 3 – What are magnets?
Unit F Motion & Energy Chapter 11
Lesson 1: position, motion, speed
Lesson 2: force, gravity, friction
Lesson 3: simple machine, lever, ramp, fulcrum
Lesson 4: attract, poles, repel
Chapter 12
Lesson 1 – What can heat do to matter?
Lesson 2 – How do we hear sounds?
Lesson 3 – How does light help us to see?
Lesson 4 – How do we get electricity?
Chapter 12
Lesson 1: heat, fuel
Lesson 2: sound, vibrate, pitch
Lesson 3: light, reflect
Lesson 4: current electricity, circuit, static electricity
Inquiry Skills:
observe, infer, compare, classify, communicate, record
data, investigate, predict, make a model, measure
District Resources:
Teacher Resource for building teacher informational
background:
Teacher Manual TR56 Yellow pages
http://nsdl.org/refreshers/science/
Textbook – Macmillan/McGraw-Hill Science A Closer
Look; Literature Big Books; Activity Flipchart; Key
Concept Cards; Reading Essentials Books; Leveled
Readers; Vocabulary cards; Photo sorting cards,
Materials Kit, Teacher Works Plus CD-ROM,
Classroom Presentation Toolkit CD-ROM, Puzzle maker
CD-ROM, Science CD, Science: Teacher DVD Set,
Science Activity DVD
Differentiated Instruction:
Look for Differentiated Instruction boxes in each chapter. Differentiated instruction suggestions vary from drawing a
picture, working with objects, to differentiated oral questions.
The science leveled readers offer a great opportunity for independent reading and research. Then reporting back to
the group what was read.
Also note the ELL Support boxes in each chapter as they can provide support for all students struggling with a
concept.
Approved Supplemental Resources:
Science Links for grades K-4
Games, Worksheets
http://www.sciencewithme.com/
Lesson Plans, etc.
http://www.apples4theteacher.com/science.html
Lessons, Puzzle makers
http://school.discoveryeducation.com/
Assessment:
Teacher observation
Technology and Supplemental Resources:
Online teacher’s edition, animations, vocabulary games.
http://www.macmillanmh.com
EBooks: teacher and student books
http://connected.mcgraw-hill.com/connected