Grade 2 Science

NECAP Standards
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Office hours are 8:00 am to 4:00 pm. Monday through Friday, except holidays

Barbara Maling
Director of Curriculum and Instruction

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207- 363-3403

    Grade Two Science
    Scope and Sequence

Students will be actively involved in learning experiences focused on:
  • Light and Shadow
  • Balance and Motion
  • Coastal Studies/Mollusks and Crustaceans

YORK SCHOOL DEPARTMENT
CURRICULUM ALIGNMENT
SUBJECT AREA: SCIENCE 
GRADE: 2

Content Standards
Performance Indicators
Instructional Practice
Assessment Tools
Reporting Tools
A. UNIFYING THEMES - Students apply the principles of systems, models, constancy and change, and scale in science and technology.
A.1. SYSTEMS Students recognize that parts work together, and make up whole man-made and natural objects.
a. Explain that most man-made and natural objects are made of parts.
Create and label lobster model using the criteria that defines crustaceans.
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b. Explain that when put together, parts can do things they could not do separately.
Discuss parts used in Foss Rollercoaster investigation and how they function together
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A.2. Models Students identify models and the objects they represent to learn about their features.
a. Describe ways in which toys and pictures are like the real things they model.
Discuss how rollers, twirlers and spinners are like wheels and roller coasters.
 
Engage in computer simulations using TVO - Pipes and Foss Rollercoaster activities.
 
Explore how maps and globes represent the natural world.
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b. Use a model as a tool to describe the motion of objects or the features of plants and animals.
Conduct an experiment investigating how salt water effects trash thrown in the ocean. 
 
Trace shadows and note changes throughout the day.
 
Use the globe and flashlight to describe the seasons.
 
Create models of a stable system.
 
Construct toys that demonstrate spinning.
 
Make models of wheel and axle systems.
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A.3. Constancy and Change Students observe that in the physical setting, the living environment, and the technological world some things change over time and some and some things stay the same.
a. Describe the size, weight, color, or movements of things over varying lengths of time, and note qualities that change or remain the same.
Construct food chain and discuss influences that impact it over time.
 
Discuss the effects of changes in tide and salinity on the creatures of the ocean.
 
Examine photographs that show tidal changes over time.
 
Explore light sources and how they influence the size and position of shadows during the day.
 
Explore variables that influence the balance, spinning and rolling of objects.
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A.4. Scale
Students observe difference in scale
a. Compare significantly different sizes, weights, ages, and speeds of objects.
Use a simulation activity to compare the size and populations of Japan and the United States.
 
Use maps to record an imaginary flight to Japan.
 
Observe and discuss the speed at which an object drops or rolls.
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B. The Skills and Traits of Scientific Inquiry and Technological Design: Students plan, conduct, analyze data from and communicate results of in-depth scientific investigations and use a systematic process, tools, equipment, and a variety of materials to create a technological design and produce a solution or product to meet a specified need.
B.1. Skills and Traits of Scientific InquiryStudents conduct and communicate results of simple investigations.
a. Ask questions and make observations about objects, organisms, and events in the environment.
Create polluted water simulation and predict changes.
 
Conduct oil spill experiment and make observations.
 
Explore the concepts of balance, counterbalance, and stability by making and using many different objects.
 
Explore and discuss the variables that influence the spinning and rolling of objects.
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b. Safely conduct simple investigations to answer questions.
Create polluted water simulation and predict changes.
 
Conduct oil spill experiment and make observations.
 
Explore the concepts of balance, counterbalance, and stability by making and using many different objects.
 
Conduct experiments and suggest changes in materials to explore the variables that influence the spinning and rolling of objects.
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c. Use simple instruments with basic units of measurement to gather data and extend the senses.
Measure shadows using nontraditional forms of measurement.
 
Use thermometers to compare temperatures in hot and cold water.
 
Practice using various forms of linear measurement, weight and capacity.
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d. Know what constitutes evidence that can be used to construct a reasonable explanation.
Make predictions about outcomes of polluted water and simulation.
 
Conduct the oil spill experiment and make predictions and observations to make a conclusion.
 
Learn what constitutes a logical estimate and practice estimating numbers.
 
Read a text and make predictions based on what is read.
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e. Use writing, speaking, and drawing to communication investigations and explanations.
Draw and explain in writing about changes in shadow lengths over time.
 
Explain orally about how objects balance, spin and roll.
 
Use science journal to record pollution experiment observations.
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B.2. Skills and Traits of Technological Design
Students us a simple design process and basic tools and materials to solve a problem or create a product.
a. Describe a design problem in their own words.
Draw and label a balanced system perform tricks.
 
Describe the roller coaster experiment in writing and drawing and explain what worked and what did not work.
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b. Propose a way to build something or cause something to work better.
Explore what makes objects balance, spin and roll and make changes to improve the system.
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c. Use suitable tools, materials, safe techniques, and measurements to implement a proposed solution to a design problem.
Explore the concepts of balance, spinning and rolling by choosing the design and materials that will best solve the problem.
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d. Judge how well as product or design solved a problem.
Take part in group discussions about the effectiveness of solar ovens.
 
Take part in group discussions about the effectiveness of designs of systems that balance, spin and roll.
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e. Present a design or solution to a problem, using oral, written, or pictorial means of communication.
Complete the balance and motion assessment.
 
Create a picture of sun and shadow in the computer lab to demonstrate the position of the sun relative to the shadows it produces.
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C. The Scientific and Technological Enterprise: Students understand the history and nature of scientific knowledge and technology, the processes of inquiry and technological design, and the impacts science and technology have on society and the environment.
C.1. Understandings of Inquiry Students describe the use of questions and accurate communication in scientists' work.
a. Describe how scientific investigations involve asking and answering a question.
Ask and answer questions about movement of shadows throughout the day.  Ask and answer questions as experiments are done with balance, spinning and rolling.

Use K-W-L strategies  
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b. Point out the importance of describing things and investigations accurately so others can learn about them or repeat them.
Describe why it is important to measure shadow changes carefully at set times during the day.
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C.2. Understandings About Science and Technology Students recognize that people have always engaged in science and technology, and that there is a difference between the natural and designed worlds.
a. Recognize that people have always had problesms and invented tools and ways of doing things to solve problems.
Research inventions, such as a sundial, and discuss why these things were invented.
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b. Distinguish between objects that occur in nature and objects that have been made by people.
Distinguish between artificial and natural light and their sources.
 
Explore how maps represent natural and man made features.
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C.3. Science, Technology, and Society No performance indicator.
Although no performance indicators are stated, students are expected to have instructional experiences that describe influences of science and technology on their own lives.
C.4. History and Nature of Science No performance indicator
Although no performance indicators are stated, students are expected to have instructional experiences that describe influences of science and technology on their own lives.
D. The Physical Setting - Students understand the universal nature of matter, energy, force and motion, and identify how these relationships are exhibited in Earth Systems, in the solar system and throughout the universe.
D.1. Universe and Solar System Students describe the movement of objects across the sky, as seen from Earth.
a. Describe how the sun and moon seem to move across the sky.
Explore what causes day and night.
 
Show day, night and the seasons on the globe with flashlight to represent the sun.
 
Trace shadows throughout the day and discuss what caused the changes.
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b. Describe the changes in the appearance of the moon from day to day.
Discuss how the position of the sun, moon and the earth causes the moon to look different at different times of the month.
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D.2. Earth: Students describe Earth's weather and surface materials and the different ways they change.
a. Explain that the sun warms the air, water and land.
Create a solar oven and explore how the sun's heat warms the oven.
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b. Describe the way in which weather changes over months.
Discuss how the position of the earth and sun causes seasons and weather changes.
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c. Describe what happens to water left in an open container as compared to water left in a closed container.
D.3. Matter and Energy Students use observable characteristics to describe objects and materials and changes to physical properties of materials.
a. Describe objects in terms of what they are made of and their physical properties.
b. Describe changes in properties of materials when mixed, heated, frozen, or cut.
Create a solar oven and witness the changes when an object is heated.
 
Observe the changes in trash left in salt water for a long period of time.
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D.4. Force and Motion Students describe how objects move in different ways.
a. Describe different ways things move and what it takes to start objects moving, keep objects moving, or stop objects.
Discover different ways to produce rotational motion.
 
Explore variables that influence the spinning of objects.
 
Observe and compare rolling systems with different-sized and weighted wheels, set up runways to observe and describe the movement of marbles.
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b. Give examples of things that make sound by vibrating.
Lessons taught by music teacher.
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E. The Living Environment:  Students understand that cells are the basic unit of life, that all life as we know it has evolved through genetic transfer and natural selection to create a great diversity of organisms, and that these organisms create interdependent webs through which matter and energy flow. Students understand similarities and differences between humans and other organisms and the interconnections to these interdependent webs.
E.1. Biodiversity Students describe similarities and differences in the observable behaviors, features, and needs of plants and animals.
a. Describe similarities and differences in the way plants and animals look and the things that they do.
Discuss criteria that define crustaceans and mullosks, sort pictures into crustacean or not crustacean based on criteria.
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b. Describe some features of plants and animals that help them live in different environments.
Collect information to identify how mollusks move, what they eat, what eats them, how they protect themselves, where they live, and features that make the animal special
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c. Describe how organisms change during their lifetime.
Read and discuss House for Hermit Crab, view and discuss the video "Lobstering."
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E.2. Ecosystems: Students understand how plants and animals depend on each other and the environment in which they live.
a. Explain that animals use plants and other animals for food, shelter and nesting.
Construct a food chain that includes mollusks and crustaceans, and discuss how changes in the environment influence the food chain.
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b. Compare different animals and plants that live in different environments of the world.
E.3. Cells: Students describe parts and wholes of living things, their basic needs, and the structures and processes that help them stay alive.
a. List living things and their parts.
List parts of a lobster
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b. Explain that parts of living things are so small we can only see them using magnifiers.
 
c. List the basic things that most organisms need to survive.
d. Identify structures that help organisms do things to stay alive.
Research mullosks and describe the special features that help them adapt to their environment.
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E.4. Heredity & Reproduction Students describe the cycle of birth, development, and death in different organisms and the ways in which organisms resemble their parents.
a. Give examples of how organisms are like their parents and not like them.
b. Describe the life cycle of a plant or animial (including being born, growing, reproducing, and dying.)
E.5. Evolution Students describe similarities and differences between present day and past organisms that helped the organisms live in their environment.
a. Describe some organisms' features that allow the organisms to live in places others cannot.
b. Explain how some kinds of organisms that once lived on Earth have completely disappeared, although they were similar to some that are alive today.

469 U.S. Route 1 York, Maine | Phone: 207-363-3403 | Fax: 207-363-5602 | Contact Us 

Vision
As the tides of the ocean and the strength of the mountain shape our community, the York Schools' commitment to educational excellence and individual achievement shapes the future of each student. 
Mission
The mission of York Schools is to educate, inspire and challenge all learners to be ethical citizens who will make a difference in a changing and complex world.