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Deer Valley Unified
School District
Science Curriculum
Second Grade
Science Curriculum Team Members
Alessandra Hayes, Sunset Ridge
Amanda Grunden, Boulder Creek High School
Amanda Walker, Sandra Day O'Connor High School
Brian Bingham, Deer Valley High School
Calle Krasniqi, Sunset Ridge
Christina Nichols, Stetson Hills
Corbin Kent, Village Meadows
Dana Russell, Stetson Hills
Danielle Ware, Sunset Ridge
Denis Parcells, Village Meadows
Diane Hubbard, Barry Goldwater High School
Diane Scott, Barry Goldwater High School
Donna Blakeney, Deer Valley High School
Elizabeth Mauzy, Terramar
Eric Bennet, Mountain Ridge High School
Heather Miller, Stetson Hills
James Walliser, Sandra Day O'Connor High School
Janet Henderson, Deer Valley Middle School
Jean Naasz, Sunset Ridge
Jeanine Swan, Village Meadows
Jessica Rushforth, Deer Valley High School
Joanne Waltz, Village Meadows
Jody Evans, Sandra Day O'Conner High School
Jon Devenney, Mountain Ridge High School
Julie Jones, Barry Goldwater High School
Kathy Hughes, Diamond Canyon
Kathy Loxley, Boulder Creek High School
Keith Blackman, Sandra Day O'Connor High School
Kurt Behrens, Boulder Creek High School
Lindsey Stubrud, Village Meadows
Lynn Kuvokos, Village Meadows
Marc Mur, Sandra Day O'Connor High School
Mary Jenkins, District Office
Melissa Childs, Village Meadows
Melissa Mara, Sandra Day O'Connor High School
Nancy Spurlock, Village Meadows
Patti Wann, Mirage
Patty Williamson, Stetson Hills
Rex McElhaney, Desert Sky Middle School
Rob Will, Mountain Shadows
Robin Mastro, Village Meadows
Sean Denney, Barry Goldwater High School
Sean Romero, Mountain Ridge High School
Scott Lannen, Sandra Day O'Connor High School
Susan Johnson, Deer Valley High School
Susan Penrod, Village Meadows
Susie Ming, Stetson Hills
Shannon Harshman, Gavilan Peak
Sonya Pruet, Desert Winds
Virginia Wenzel, Sandra Day O'Connor High School
Curriculum Definition Page
Topic:
The organization of
performance objectives into a
common theme that promotes
student engagement and focuses
student inquiry.
TOPIC:
Quarter
Taught
Length
of
Unit
Enduring Understanding:
Standard &
Related
Concept
Performance
Objectives
EIN
Essential
Questions
Assessments Resources
Collaboration
&
Integration
Enduring Understanding:
A central and organizing notion
that gives meaning and
connection to facts. It has
lasting value and can transfer to
other inquiries and requires
“uncoverage”.
Resources: Materials that
would benefit students as
they develop a deep
understanding of the topic.
May include supplemental
or adopted materials.
Standard and Related
Concept:
Identifies the standard and
concept from the state standards
organized into the topic.
Performance Objective:
Observable and measurable
objectives at each grade level
from the state standards.
Collaboration and
Integration: Other
content areas or topics
within the content that
lend themselves to
integration with this topic
or concepts.
E: The most essential and
critical learning.
I: Important learning.
N: Content that is nice to
know but less critical to
conceptual understanding and
developmental learning.
Essential Questions: The
mental questions that help
students form a conceptual
understanding of the concept
or concepts. They point
toward key ideas and issues
and suggest meaningful and
provocative inquiry into
content.
Assessments: Suggested
assessments that will
allow a teacher to collect
data on student success.
Concept Map Definition Page
Key Concepts:
Key Vocabulary
TOPIC:
Key Concepts:
The ideas that
connect the PO’s
to the
overarching
topic.
Enduring Understanding:
Quarter Taught:
Student Learning Goals:
Student Activities/Labs:
Enduring Understanding:
A central and organizing notion
that gives meaning and
connection to facts. It has
lasting value and can transfer to
other inquiries and requires
“uncoverage”.
Topic:
The organization of
performance objectives into a
common theme that promotes
student engagement and focuses
student inquiry.
Student Activities/Labs:
Examples demonstrate ontarget learning for each
grade level and/or help
describe how a concept can
be taught.
Key Vocabulary: The
vocabulary that is important
for students to know in
order to demonstrate an
understanding of a topic.
Quarter Taught:
Suggested quarter
to teach a unit.
Student Learning Goals: The
goals that help students form a
conceptual understanding of the
concept or concepts. They point
toward key ideas and issues and
suggest meaningful and provocative
inquiry into content.
Page 1 of 16
Topic: Inquiry Process (Part 1)
Enduring Understanding: The scientific method can be applied to problem solving.
Standard and
Related Concept
Performance Objectives
EIN
Strand 1:
Inquiry Process
PO 1. Formulate relevant questions about the
properties of objects, organisms, and events in
the environment. (See M02-S2C1-01)
I
Concept 1:
Observe, ask
questions, and
make predictions
Concept 2:
Participate in
planning and
conducting
investigations,
and recording
data.
PO 2. Predict the results of an investigation
(e.g., in animal life cycles, phases of matter,
the water cycle).
PO 1. Demonstrate safe behavior and
appropriate procedures (e.g., use of
instruments, materials, organisms) in all
science inquiry.
PO 2. Participate in guided investigations in
life, physical, and earth and space sciences.
PO 3. Use simple tools such as rulers,
thermometers, magnifiers, and balances to
collect data (U.S. customary units).
(See M02-S4C4-05 and M02-S4C4-06)
PO 4. Record data from guided investigations
in an organized and appropriate format (e.g.,
lab book, log, notebook, chart paper).
(See W01-S3C2-01 and W01-S3C3-01)
Essential
Questions
What do you
notice?
Assessments
Observation
Journal
What do you
already
know?
E
What do you
want to learn?
E
What do you
think may
happen?
E
How can you
be safe when
doing a
science
investigation?
I
E
What are
some items
you use in an
investigation?
How can you
record what is
happening?
Scientific
Method preand post-test
Supplemental
Resources
Collaboration and
Integration
Math:
Strand 2: Concept 1
PO 1. Formulate questions
to collect data in contextual
situations.
Strand 4: Concept 4
PO 5. Select the appropriate
tool to measure the given
characteristic of an object.
PO 6. Measure a given
object using the appropriate
unit of measure:
• length – inches, miles,
• capacity/volume – pints,
quarts, and
• mass/weight – ounces.
Writing:
Strand 3: Concept 2
PO 1. Write expository texts
(e.g., labels, lists,
observations, journals).
Concept 3
PO 1. Write a variety of
functional text (e.g.,
classroom rules, letters,
experiments, recipes,
notes/messages, labels,
directions, posters,
graphs/tables).
Strands 1, 2, and 3 are designed to be explicity taught and embedded within the content Strands and are not intended to be taught in isolation.
Page 2 of 16
TOPIC:
Inquiry Process (Part 1)
Key Concepts:
Ask relevant questions about the
properties of objects, organisms,
and events in the environment.
Use simple tools to collect data.
Record data.
balances
experiment
Enduring Understanding:
The scientific method can be applied to problem solving.
Predict results of investigations.
Demonstrate safe behavior and
use appropriate procedures.
Key Vocabulary:
hypothesis
inquiry
investigation
Student Learning Goals:
magnifiers
observe
•
The students will ask questions and predict what will happen in
an investigation.
predict
•
The students will be safe and follow certain procedures.
procedure
•
The students will participate in an investigation.
•
The students will collect and record data from an investigation.
purpose
research
rulers
senses
Participate in investigations.
Student Activities/Labs:
thermometers
All FOSS Kits
All Evan-Moor Scienceworks for Kids
Strands 1, 2, and 3 are designed to be explicity taught and embedded within the content Strands and are not intended to be taught in isolation.
Page 3 of 16
Topic: Inquiry Process (Part 2)
Enduring Understanding: Objects can be classified (grouped) by common characteristics.
Standard and
Related Concept
Strand 1: Inquiry Process
Concept 3: Organize and
analyze data; compare to
predictions.
Performance Objectives
Essential
Questions
What can you
conclude from
the
investigation?
PO 1. Organize data using graphs (i.e.,
pictograph, tally chart), tables, and journals.
(See M02-S2C1-02)
E
PO 2. Construct reasonable explanations of
observations on the basis of data obtained
(e.g., Based on the data, does this make
sense? Could this really happen?).
(See M02-S2C1-04)
PO 3. Compare the results of the
investigation to predictions made prior to the
investigation.
E
How are your
results similar
or different
from your
prediction?
E
How will you
share the
information?
PO 4. Generate questions for possible future
investigations based on the conclusions of
the investigation.
Concept 4: Communicate
results of investigations.
EIN
E
PO 1. Communicate the results and
conclusions of an investigation (e.g., verbal,
drawn, or written).
(See M02-S2C1-02 and W02-S3C2-01)
E
PO 2. Communicate with other groups to
describe the results of an investigation.
E
Assessments
Observation
Journal
Scientific
Method pre
and post test
Resources
Collaboration and
Integration
Math
Strand 2:
Concept 1
PO 2. Make a
simple pictograph
or tally chart with
appropriate labels
from organized
data.
PO 4. Answer
questions about a
pictograph using
terms such as most,
least, equal, more
than, less than, and
greatest.
Writing
Strand 3:
Concept 2
PO 1. Write
expository texts
(e.g., labels, lists,
observations,
journals).
Strands 1, 2, and 3 are designed to be explicity taught and embedded within the content Strands and are not intended to be taught in isolation.
Page 4 of 16
TOPIC:
Inquiry Process (Part 2)
Key Concepts:
Use graphs to organize data.
Key Vocabulary:
analysis
characteristics
Construct reasonable explanations
based on data.
Compare results of investigations
to predictions.
Generate questions for future
investigations based on
conclusions of investigations.
Enduring Understanding:
Objects can be classified (grouped) by common characteristics.
communicate
compare
Student Learning Goals:
•
The students will compare, classify, and sequence objects
according to their characteristics.
•
The students will compare the results of an investigation to
their predictions.
•
Communicate results through
pictures, graphs, models, and
words.
classify
conclusion
discuss
organisms
results
sequence
The students will communicate results through pictures and
words.
Student Activities/Labs:
Communicate the results of
investigations with others.
All FOSS Kits
All Evan-Moor Scienceworks for Kids
Strands 1, 2, and 3 are designed to be explicity taught and embedded within the content Strands and are not intended to be taught in isolation.
Page 5 of 16
Topic: People and Science
Enduring Understandings: People use science in daily life.
Standard and
Related
Concept
Strand 2:
History and
Nature of
Science
Concept 1:
Identify
individual and
cultural
contributions to
scientific
knowledge
Performance Objectives
EIN
Essential
Questions
PO 1. Identify how diverse people and/or cultures,
past and present, have made important
contributions to scientific innovations (e.g., Daniel
Hale Williams [physician], supports Strand 4;
Charles Drew [physician], supports Strand 4;
Elizabeth Blackwell [physician], supports Strand
4).
I
How is
science used
daily?
PO 2. Identify science-related career
opportunities.
I
How have
people
contributed
to science?
Assessments
Observation
Journals
Supplemental
Resources
Collaboration
and
Integration
Daniel Hale
Williams
http://www.blackinve
ntor.com/pages/daniel
williams.html
Charles Drew
http://www.blackinve
ntor.com/pages/charle
sdrew.html
Elizabeth Blackwell
http://www.nlm.nih.g
ov/hmd/blackwell/
Concept 2:
Understand how
science is a
process for
generating
knowledge.
PO 1. Identify components of familiar systems
(e.g., organs of the digestive system, bicycle).
PO 2. Identify the following characteristics of a
system:
• consists of multiple parts or subsystems
• parts work interdependently
PO 3. Identify parts of a system too small to be
seen (e.g., plant and animal cells).
E
E
I
Strands 1, 2, and 3 are designed to be explicity taught and embedded within the content Strands and are not intended to be taught in isolation.
Page 6 of 16
TOPIC:
People and Science
Key Concepts:
People use science in daily life.
Key Vocabulary:
Charles Drew
contributions
Different people have made
contributions to science.
Systems have multiple parts or
subsystems.
The parts of systems work
interdependently.
Some parts of systems are too
small to be seen (e.g., plant and
animal cells).
Enduring Understanding:
People use science in daily life.
culture
daily
Daniel Hale Williams
Student Learning Goals:
diverse
•
The students will give examples of how people use science in
daily life.
Elizabeth Blackwell
•
The students will identify how people have made contributions
to science.
interdependent
•
The students will identify components of familiar systems (e.g.,
organs of the digestive system).
subsystems
•
The students will identify that a system has multiple parts or
subsystems and the parts work interdependently.
•
The students will identify parts of a system too small to be
seen.
identify
multiple parts
systems
Student Activities/Labs:
Have people in science
related careers talk to
class. e.g., school nurse,
dentist, etc.
FOSS kits
Evan-Moor Scienceworks for Kids
Strands 1, 2, and 3 are designed to be explicity taught and embedded within the content Strands and are not intended to be taught in isolation.
Page 7 of 16
Topic: Impact of Technology
Enduring Understanding: People use many types of technology in their daily lives.
Standard and
Related
Concept
Strand 3:
Science in
Personal and
Social
Perspectives
Concept 2:
Understand the
impact of
technology.
Performance Objectives
PO 1. Analyze how various technologies
impact aspects of people’s lives (e.g.,
entertainment, medicine, transportation,
communication).
PO 2. Describe important technological
contributions made by people, past and
present:
• automobile – Henry Ford
• airplane – Wilbur and Orville Wright
• telephone – Alexander G. Bell
PO 3. Identify a simple problem that could
be solved by using a suitable tool.
EIN
Essential
Questions
I
What tools are
used in
observations?
I
I
How do tools
and
technology
improve
observations?
How do people
contribute to
technology?
Assessments
Observation
Journals
Resources
Collaboration
and
Integration
Henry Ford
http://www.ford.com/en/herit
age/fordFamily/default.htm
Wilbur and Orville Wright
http://www.wam.umd.edu/~s
twright/WrBr/Wrights.html
Alexander G. Bell
http://www.alexanderbell.co
m/
How have
people
contributed to
technology?
Strands 1, 2, and 3 are designed to be explicity taught and embedded within the content Strands and are not intended to be taught in isolation.
Page 8 of 16
TOPIC:
Impact of Technology
Key Concepts:
People use technology every day.
Important technological
contributions have been made by
people past and present.
Enduring Understanding:
People use many types of technology in their daily lives.
Key Vocabulary:
Alexander G. Bell
automobile
Henry Ford
Orville Wright
plane
Important technological
contributions have been made by
people past and present.
Student Learning Goals:
technology
•
The students will identify the types of technology people use
every day.
telephone
•
The students will describe important technological
contributions made by people, past and present.
Wilbur Wright
•
The students will identify a simple problem that could be
solved by using a tool.
tool
Student Activities/Labs:
Paper Airplane Science and
Falling Paper
http://www.proteacher.com/110069.shtml
Strands 1, 2, and 3 are designed to be explicity taught and embedded within the content Strands and are not intended to be taught in isolation.
Page 9 of 16
TOPIC: Life Cycles
Enduring Understanding: All living organisms have a life cycle that includes a beginning, middle, and end.
Standard and
Performance Objectives EIN
Essential
Assessments
Resources
Related Concept
Questions
Strand 4:
Life Science
Concept 1:
Understand that
basic structures in
plants and animals
serve a function.
Concept 2:
Understand the life
cycles of animals
and various
organisms
PO 1. Identify animal
structures that serve
different functions (e.g.,
sensory, defense,
locomotion).
PO 1. Describe the life
cycles of various insects
PO 2. Describe the life
cycles of various mammals
PO 3. Compare the life
cycles of various organisms
Examples of Organisms:
fungus
bacteria
fish
birds
reptiles
amphibians
What is a life cycle?
E
E
E
Why is a life cycle
necessary?
What are the stages of an
insect’s life cycle?
Science
Journals/
Logbooks
What are the
characteristics of an
insect?
Observations
What is metamorphosis?
Verbal
What do insects need to
survive?
What are the stages of a
mammal’s life cycle?
E
Teacher
Created
Demonstratio
ns
Length of Unit:
8 weeks
Collaboration
and
Integration
Animals
with
Backbones
Evan Moor
Publishing
EMC – 854
Animals
Without
Backbones
Evan Moor
Publishing
EMC - 855
What are the
characteristics of a
mammal?
What do mammals need
to survive?
What are the differences
and similarities between
insect, animal, and/or
other organisms’ life
cycles?
Strands 1, 2, and 3 are designed to be explicity taught and embedded within the content Strands and are not intended to be taught in isolation.
Page 10 of 16
TOPIC:
Life Cycles
Key Concepts:
A life cycle is the stages an
animal or organism goes through
in its lifetime.
A life cycle is necessary for the
animal or organism to continue.
Enduring Understanding:
All living organisms have a life cycle that includes a beginning,
middle, and end.
The stages of an insect’s life
cycle are: egg, larva, pupa, adult.
An insect has 6 legs, 2 antennae,
and a body that consists of a head,
thorax, and abdomen.
Metamorphosis is a major
physical change that occurs
during the life cycle.
An insect needs food, water, and
habitat to survive.
The stages of a mammal’s life
cycle are beginning, middle, and
end of life.
Mammals are warm-blooded and
have fur. Their babies are born
alive. They are fed with their
mother’s milk.
A mammal needs food, water,
oxygen, sleep, and a habitat.
Quarter Taught: First
Student Learning Goals:
•
The students will describe the life cycles of plants and animals
•
The students will describe the life cycles of various insects.
•
The students will describe the life cycles of various mammals.
•
The students will compare the life cycles of various organisms.
•
The students will identify animal structures that serve different
functions (e.g., sensory, defense, locomotion).
Student Activities/Labs:
Backbone/no
backbone
activity
Creating books on animals
and insects
Key Vocabulary:
Insects:
abdomen
adult
air
antenna
egg
feelers
food
head
larva
legs (6)
life cycle
life span
metamorphosis
pupa
reproduce
space
thorax
water
young
Mammals:
adolescent
adult
child
hair
infant
life cycle
life span
live birth
reproduce
warm-blooded
Strands 1, 2, and 3 are designed to be explicity taught and embedded within the content Strands and are not intended to be taught in isolation.
Page 11 of 16
TOPIC: Matter
Enduring Understanding: There are three properties of matter: solid, liquid, and gas.
Standard and
Performance Objectives
EIN
Essential
Assessments
Related Concept
Questions
What are
PO 1. Describe objects in
Teacher
Strand 5:
appropriate tool
terms of measurable properties
I
Created
Physical Science
to measure a
(e.g., length, volume, weight,
solid, liquid, and Science
temperature) using scientific
Concept 1:
Properties of Objects tools.
gas?
Journals
and Materials
PO 2. Classify materials as
E What are the
Classify objects and solids, liquids, or gases.
Observations
three types of
materials by their
matter?
observable
Verbal
PO 3. Demonstrate that water
E
What makes a
properties.
can exist as a gas (vapor),
solid a solid?
Demonstrations
liquid (water), solid (ice)
What makes a
PO 4. Demonstrate that solids
E liquid a liquid?
have a definite shape and that
What makes a
liquids and gases take the
gas a gas?
shape of their containers.
How does water
occur in the three
forms of matter?
Resources
Length of Unit:
6 weeks
Collaboration
and Integration
Water
Evan Moor
Publishing
EMC-856
What is the
difference in the
ways solids,
liquids, and gases
are shaped?
Strands 1, 2, and 3 are designed to be explicity taught and embedded within the content Strands and are not intended to be taught in isolation.
Page 12 of 16
TOPIC:
Matter
Key Concepts:
A scale can be used to measure
solids; measuring cups/spoons
measure liquids.
Enduring Understanding:
There are three properties of matter: solid, liquid, gas.
The three types of matter are
solid, liquid, and gas.
Quarter Taught: Second
A solid has a definite shape and
volume.
A liquid takes on the shape of its
container, flows downhill, and
has surface tension.
A gas takes on the shape of its
container, can be colorless or
colorful and can be odorless or
have an odor.
Water is a liquid. When frozen, it
becomes a solid. When boiled, it
becomes a gas.
Student Learning Goals:
• The students will use scientific tools to measure objects.
• The students will describe objects in terms of measurable
properties.
• The students will classify materials as solids, liquids, or gases.
• The students will demonstrate that water can exist as a solid,
liquid, and gas
• The students will demonstrate that solids have a definite shape;
liquids and gases take the shape of their containers.
Student Activities/Labs:
Water investigations
Water shape book
Key Vocabulary:
boil
bubbly
cylinder
disappear
evaporate
evaporation
flexible
flow
foam
freeze
gas
height
ice
invisible
length
liquid
liquid
matter
melt
observation
opaque
property
rigid
rough
smooth
solid
steam
temperature
transparent
vapor
vapor
visible
volume
water
water cycle
weight
width
Strands 1, 2, and 3 are designed to be explicity taught and embedded within the content Strands and are not intended to be taught in isolation.
Page 13 of 16
Length of Unit:
8 weeks
Resources Collaboration
and
Integration
What is the body’s control Teacher Created How Your
center?
Body
What does my brain do?
Science
Works
Journals
Evan
How do messages get to
Moor
and from my brain?
Observations
Publishing
How do I breathe?
EMC-856
What happens when I
Verbal
TOPIC: Human Body
Enduring Understanding: The human body has several systems that work together.
Standard and
Performance Objectives
EIN
Essential
Assessments
Related Concept
Questions
Strand 4:
Life Science
Concept 1:
Understand that
basic structures in
animals and
organisms serve a
function
Strand 2:
History and
Nature of Science
Concept 2:
Understand how
science is a
process for
generating
knowledge
PO 2. Identify the following major
parts of: *the digestive system –
mouth, esophagus, stomach, small
and large intestines; *respiratory
system – nose, trachea, lungs,
diaphragm; *circulatory system –
heart, arteries, veins, blood
PO 3. Describe the basic functions
of the following systems:
*digestive – breakdown and
absorption of food, disposal of waste
*respiratory – exchange of oxygen
and carbon dioxide
*circulatory – transportation of
nutrients and oxygen throughout the
body
PO 1. Identify components of
familiar systems (e.g. organs of the
digestive system)
PO 2. Identify the following
characteristics of a system: consists
of multiple parts or sub-systems,
parts work interdependently
PO 3. Identify parts of a system too
small to be seen (e.g., human body
cells and animal cells).
E
breathe?
E
Why do I need to breathe?
Demonstrations
Why do I need food?
What happens to the food
I eat?
E
Where does my energy
come from?
What does my blood do?
What does my heart do?
E
E
How and why does my
heart beat?
How do all of these
systems work together
and why is that
important?
Strands 1, 2, and 3 are designed to be explicity taught and embedded within the content Strands and are not intended to be taught in isolation.
Page 14 of 16
TOPIC:
Human Body
Key Concepts:
The brain is the body’s control center. It
sends messages to all parts of the body.
The messages tell the body what to do.
The nervous system tells the other systems
how and when to work.
Enduring Understanding:
The human body has several systems that work together.
Nerves carry messages to and from the
brain.
Oxygen comes in the nose and goes down
the wind pipe to the lungs. Then the air
comes out as carbon dioxide.
Humans need to breathe because their
bodies need oxygen to survive.
Humans need food to give them energy
and nourish their bodies.
The food people eat goes down their
esophagi to their stomachs. The stomach
juices make the food into a thick liquid.
The food goes through the intestines.
Some goes into the blood. The rest is
packed together in the large intestine.
Food the body doesn’t use is pushed out.
Quarter Taught: Third
Student Learning Goals:
•
The students will identify the major parts of the digestive
system
•
The students will identify the major parts of the respiratory
system.
•
The students will identify the major parts of the circulatory
system.
•
The students will describe the basic functions of the digestive
system.
•
The students will describe the basic functions of the respiratory
system.
•
The students will describe the basic functions of the circulatory
system.
Energy comes from food.
Blood takes food and oxygen to the body.
The heart pumps blood throughout the
body.
The more active someone is, the faster
their heart beats. The heart beats to carry
oxygen through the blood.
The digestive, respiratory, and circulatory
systems all work together to bring cells
food and oxygen in order to give the body
energy.
Student Activities/Labs:
“Inside My Body”
activities
Digestion Book
Respiration Experiment
Heartbeat experiment
Key Vocabulary:
Nervous System
brain
cells (e.g. brain, blood, bone,
nerve, etc)
message
nerves
cerebrum
cerebellum
Respiratory System
esophagus
saliva
wind pipe (trachea)
chest
throat
oxygen
carbon dioxide
lungs
inhale
exhale
digestive system
mouth
esophagus
stomach
small intestine
large intestine
abdomen
diaphragm
rectum
feces
kidneys
Circulatory System
blood
blood cells (red and white)
blood vessels
capillaries
heart
plasma
platelets
Strands 1, 2, and 3 are designed to be explicity taught and embedded within the content Strands and are not intended to be taught in isolation.
Page 15 of 16
TOPIC: Weather
Enduring Understanding: There are many factors that affect weather and they can be measured and
recorded.
Standard and
Performance Objectives
EI
Essential
Assessments
Resources
Related
N
Questions
Concept
What are some suitable tools
PO 1. Measure weather
Teacher Created Water
Strand 6:
conditions (e.g., temperature, E for measuring various types of
Evan Moor
Earth and
weather?
wind, precipitation).
Publishing
Science
Space Science
What could you use to record
Journals
EMC-862
PO 2. Record weather
weather conditions?
Concept 3:
conditions (e.g., temperature, E
What types of weather
Observations
Changes in the
precipitation).
conditions
could
you
record
earth and sky:
PO 3. Identify the following
Verbal
Understand
types of clouds: cumulus,
E What does temperature
describe?
characteristics of stratus, cirrus
weather
What kind of clouds are in the Demonstrations
conditions and
PO 4. Analyze the
E sky?
climate.
What are the characteristics of
relationship between clouds,
temperature, and weather
patterns.
• water cycle
• seasons
Length of Unit:
6 weeks
Collaboration
and
Integration
cumulus, stratus, and cirrus
clouds?
What are the stages of the
water cycle?
What are the characteristics of
each season?
Is water in the air?
How do weather conditions
affect the water cycle?
How do weather conditions
affect you?
Strands 1, 2, and 3 are designed to be explicity taught and embedded within the content Strands and are not intended to be taught in isolation.
Page 16 of 16
TOPIC:
Weather
Key Concepts:
An anemometer, thermometer, wind
vane, etc. can be used to measure
weather.
Graphs, journals, charts, etc. can be used
to record weather conditions.
Enduring Understanding:
There are many factors that affect weather and they can be
measured and recorded.
Rain, snow, wind, temperature, etc. can
be recorded.
Temperature describes how hot or cold
the air is.
There are cumulus, stratus, and cirrus
clouds in the sky.
Cirrus clouds are high in the sky and are
white and feathery. Cumulus clouds
have flat bottoms and look like puffy
mountains. Stratus clouds are low in the
sky and look like gray sheets.
The stages of the water cycle are
evaporation, condensation, precipitation,
collection.
The characteristics of spring are the
budding of trees, warming of
temperatures, and animals coming out of
their hide-outs. The characteristics of
summer are a rise in temperature and
longer days. The characteristics of fall
are a decrease in temperature, days are
shorter, and leaves change colors. The
characteristics of winter are rain and
other forms of precipitation and a larger
decrease in temperature.
There is water in the air.
Quarter Taught: Fourth
Student Learning Goals:
•
The students will measure weather conditions
•
The students will record weather conditions
•
The students will identify cloud types
•
The students will analyze the relationship between clouds,
temperature, and weather patterns.
Student Activities/Labs:
Cloud in a Jar
Cloud books
Rain cycle mural
Rain cycle books
Key Vocabulary:
anemometer
calm
Celsius
cirrus
column
cumulus
cycle
degrees
direction
east
evaporate
Fahrenheit
gentle breeze
graph
hail
inches
moderate breeze
north
overcast
partly cloudy
precipitate
precipitation
rainy
row
snow
snowy
south
stratus
strong breeze
sunny
thermometer
weather
instrument
west
wind vane
windy
Strands 1, 2, and 3 are designed to be explicity taught and embedded within the content Strands and are not intended to be taught in isolation.