Download SCIENCE Grade 2 Strand 1: Inquiry Process

SCIENCE
Grade 2
Strand 1: Inquiry Process
“Science as inquiry is basic to science education and a controlling principle in the continuing organization and selection of students’
activities. Students at all grade levels and in every domain of science should have the opportunity to use scientific inquiry and
develop the ability to think and act in ways associated with inquiry…” (National Science Education Standards, 1995).
Inquiry Process establishes the basis for students’ learning in science. Students use scientific processes: questioning, planning and
conducting investigations, using appropriate tools and techniques to gather data, thinking critically and logically about relationships
between evidence and explanations, and communicating results.
Concepts
Concept 1:
Observations, Questions, and Hypotheses
Observe, ask questions, and make predictions.
Concept 2:
Scientific Testing (Investigating and Modeling)
Participate in planning and conducting investigations, and recording data.
Concept 3:
Analysis and Conclusions
Organize and analyze data; compare to predictions.
Concept 4:
Communication
Communicate results of investigations.
Students should know and be able to…
Concept
Number
S1C1
Concept
Observations, Questions,
and Hypotheses
PO
No.
1
Performance Objective
Vocabulary
organisms, events, environment,
Formulate relevant questions about the
properties of objects, organisms, and events in objects, properties, inquiry (questioning)
the environment.
§ e.g.-Is it living or nonliving? Is it a solid, liquid,
Notes/Integration/
Resources
“Why” book
Trade Book: Solid, Liquid
or Gas? , What’s the
World Made Of?
or gas? What are its measurable properties?
2
Predict the results of an investigation (e.g., in
animal life cycles, phases of matter, the water
cycle).
predict - M, investigation, results
Trade Book: What
Happens to a
Hamburger?, From
Eggs to Butterflies
(2.RI.1, 2.RI.3, 2.RI.7,
2.RI.9).
Plain text denotes Mesa Public Schools guidelines and/or performance objective.
Bold text denotes exact wording and punctuation from the Arizona Academic Content Standard. The bulleted items with a performance objective indicate specific content to be taught.
Italics denote a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level content or at a higher level of complexity.
T = Teacher Information
MPS Governing Board Approval May 10, 2005
1
SCIENCE
Grade 2
Students should know and be able to…
Concept
Number
S1C2
Concept
Scientific Testing
(Investigating and
Modeling)
PO
No.
1
Performance Objective
Vocabulary
Notes/Integration/
Resources
procedures, safety
Demonstrate safe behavior and appropriate
procedures (e.g., use of instruments, materials,
organisms) in all science inquiry.
Maintained from Kindergarten
T: Be aware of safety
precautions identified in
individual teacher guides
(goggles, scalpels,
chemicals, etc.)
T: guided investigation – teacher
directed investigations where
students follow specific steps.
§
e.g. Use caution when tasting and/or smelling
in the classroom
2
Participate in guided investigations in life,
physical, and earth and space sciences.
3
Use simple tools such as rulers,
thermometers, magnifiers, and balances to
collect data (U.S. customary units
4
§
length – in feet, yards, miles
§
weight/mass – ounces, pounds
§
§
capacity/volume – cups, pints, quarts, gallons
temperature-Fahrenheit
Record data from guided investigations in an
organized and appropriate format (e.g., lab
book, log, notebook, chart paper).
§
Trade Book: How your
Body Works, Life
Cycles (2.RI.1, 2.RI.3,
2.RI.9, 2.W.2, AZ2.W.4,
2.W.7), What’s the
World Made Of?
data, length - M, mass - M, capacity M, temperature - Fahrenheit,
measurement, U.S. Customary units,
measuring cup, yard stick, ruler,
thermometer, magnifier, balance,
weight - M, volume, inch - M, feet, yard,
mile - M, ounce, pound, cup, gallon, pint
- M, quart - M
Trade Book: Weather
Watching, (2.RI.1, 2.RI.3,
2.RI.5, 2.RI.7, 2.W.2,
2.W.3), States of Matter
(2.RI.1, 2.RI.3, 2.RI.5,
2.RI.7, 2.RI.10)
record, data
Trade Book: States of
Matter (2.RI.1, 2.RI.3,
2.RI.5, 2.RI.7, 2.RI.10)
Use at least three different formats to record
data:
• chart paper
• student booklet
• white board
• lab book
• notebook
• written log
Plain text denotes Mesa Public Schools guidelines and/or performance objective.
Bold text denotes exact wording and punctuation from the Arizona Academic Content Standard. The bulleted items with a performance objective indicate specific content to be taught.
Italics denote a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level content or at a higher level of complexity.
T = Teacher Information
MPS Governing Board Approval May 10, 2005
2
SCIENCE
Grade 2
Students should know and be able to…
Concept
Number
S1C3
Concept
Analysis and
Conclusions
PO
No.
Performance Objective
Vocabulary
1
Organize data using graphs (i.e., pictograph,
tally chart), tables, and journals.
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?).
3
Compare the results of the investigation to
predictions made prior to the investigation.
4
conclusions, investigations
Generate questions for possible future
investigations based on the conclusions of the
investigation.
data, pictograph - M, tally chart - M,
graphs - M, label, columns - M, key - M,
picture graph - M, pictograph - M, bar
graph, rows - M, tally marks - M, title M, symbol, journal, table
Notes/Integration/
Resources
Harcourt, “Lemonade for
Sale”
Trade Book: Life Cycles
(2.RI.1, 2.RI.3, 2.RI.9,
2.W.2, AZ2.W.4, 2.W.7),
States of Matter (2.RI.1,
2.RI.3, 2.RI.5, 2.RI.7,
2.RI.10), Weather
Watching (2.RI.1, 2.RI.3,
2.RI.5, 2.RI.7, 2.W.2,
2.W.3)
Trade Book: Life Cycles
(2.RI.1, 2.RI.3, 2.RI.9,
2.W.2, AZ2.W.4, 2.W.7),
States of Matter (2.RI.1,
2.RI.3, 2.RI.5, 2.RI.7,
2.RI.10), Weather
Watching (2.RI.1, 2.RI.3,
2.RI.5, 2.RI.7, 2.W.2,
2.W.3)
investigation, predictions
Trade Book: Life Cycles
(2.RI.1, 2.RI.3, 2.RI.9,
2.W.2, AZ2.W.4, 2.W.7),
States of Matter (2.RI.1,
2.RI.3, 2.RI.5, 2.RI.7,
2.RI.10), Weather
Watching (2.RI.1, 2.RI.3,
2.RI.5, 2.RI.7, 2.W.2,
2.W.3)
Trade Book: Life Cycles
(2.RI.1, 2.RI.3, 2.RI.9,
2.W.2, AZ2.W.4, 2.W.7),
States of Matter (2.RI.1,
2.RI.3, 2.RI.5, 2.RI.7,
2.RI.10), Weather
Watching (2.RI.1, 2.RI.3,
2.RI.5, 2.RI.7, 2.W.2,
2.W.3)
Plain text denotes Mesa Public Schools guidelines and/or performance objective.
Bold text denotes exact wording and punctuation from the Arizona Academic Content Standard. The bulleted items with a performance objective indicate specific content to be taught.
Italics denote a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level content or at a higher level of complexity.
T = Teacher Information
MPS Governing Board Approval May 10, 2005
3
SCIENCE
Grade 2
Students should know and be able to…
Concept
Number
S1C4
Concept
Communication
PO
No.
Performance Objective
Vocabulary
1
Communicate the results and conclusions of
an investigation (e.g., verbal, drawn, or
written).
conclusion, results
2
Communicate with other groups to describe
the results of an investigation. Maintain from
Kindergarten
investigation, results
§
Use effective vocabulary and logical
organization to relate or summarize ideas,
events and other information. Maintain from
Grade 1
Notes/Integration/
Resources
Trade Book: Life Cycles
(2.RI.1, 2.RI.3, 2.RI.9,
2.W.2, AZ2.W.4, 2.W.7),
States of Matter (2.RI.1,
2.RI.3, 2.RI.5, 2.RI.7,
2.RI.10), Weather
Watching (2.RI.1, 2.RI.3,
2.RI.5, 2.RI.7, 2.W.2,
2.W.3)
Trade Book: Life Cycles
(2.RI.1, 2.RI.3, 2.RI.9,
2.W.2, AZ2.W.4, 2.W.7),
States of Matter (2.RI.1,
2.RI.3, 2.RI.5, 2.RI.7,
2.RI.10), Weather
Watching (2.RI.1, 2.RI.3,
2.RI.5, 2.RI.7, 2.W.2,
2.W.3)
Plain text denotes Mesa Public Schools guidelines and/or performance objective.
Bold text denotes exact wording and punctuation from the Arizona Academic Content Standard. The bulleted items with a performance objective indicate specific content to be taught.
Italics denote a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level content or at a higher level of complexity.
T = Teacher Information
MPS Governing Board Approval May 10, 2005
4
SCIENCE
Grade 2
Strand 2: History and Nature of Science
Knowledge of the nature of science is central to the understanding of the scientific enterprise” (National Assessment of Educational
Progress, 2000).
Scientific investigation grows from the contributions of many people. History and Nature of Science emphasizes the importance of
the inclusion of historical perspectives and the advances that each new development brings to technology and human knowledge.
This strand focuses on the human aspects of science and the role that scientists play in the development of various cultures.
Concepts
Concept 1:
History of Science as a Human Endeavor
Identify individual and cultural contributions to scientific knowledge.
Concept 2:
Nature of Scientific Knowledge
Understand how science is a process for generating knowledge.
Students should know and be able to…
Concept
Number
S2C1
Concept
History of Science as a
Human Endeavor
PO
No.
1
Performance Objective
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).
Vocabulary
Notes/Integration/
Resources
diverse, culture. innovations
Maintain from Kindergarten
2
Identify science-related career opportunities.
§
career
e.g., biotechnology (S3, S4)
meteorologist (S6)
biologist (S4)
family doctor (S4)
cook/chef (S5)
Plain text denotes Mesa Public Schools guidelines and/or performance objective.
Bold text denotes exact wording and punctuation from the Arizona Academic Content Standard. The bulleted items with a performance objective indicate specific content to be taught.
Italics denote a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level content or at a higher level of complexity.
T = Teacher Information
MPS Governing Board Approval May 10, 2005
5
SCIENCE
Grade 2
Students should know and be able to…
Concept
Number
S2C2
Concept
Nature of Scientific
Knowledge
PO
No.
1
Performance Objective
Identify components of familiar systems (e.g.,
organs of the digestive system, bicycle).
§
2
§
3
S04C1-PO2, PO3
Trade Book: How Your
Body Works, Human
Body Book, The
Respiratory System,
subsystem, interdependent
S04C1-PO2, PO3
Trade Book: How Your
Body Works, Human
Body Book, The
Respiratory System,
microscope, magnify
Harcourt – plants book 1
theme 3
“The Secret Life of
Trees”
“From Seeds to Plant”
district slides in Basic
Science kit
flex cam / microscope
Trade Book: How Your
Body Works, Human
Body Book, The
Respiratory System,
circulatory system – heart, arteries, veins,
blood (S4)
school system – principal, teachers, students
Identify parts of a system too small to be seen
(e.g., plant and animal cells).
§
Notes/Integration/
Resources
components, system
e.g., bicycle – gears, chain, wheels, brakes,
etc.
digestive system – mouth, teeth, saliva,
stomach, intestines, etc.
Identify the following characteristics of a
system:
• consists of multiple parts or subsystems
• parts work interdependently
§
Vocabulary
blood cells
Plain text denotes Mesa Public Schools guidelines and/or performance objective.
Bold text denotes exact wording and punctuation from the Arizona Academic Content Standard. The bulleted items with a performance objective indicate specific content to be taught.
Italics denote a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level content or at a higher level of complexity.
T = Teacher Information
MPS Governing Board Approval May 10, 2005
6
SCIENCE
Grade 2
Strand 3: Science in Personal and Social Perspectives
Science in Personal and Social Perspectives emphasizes developing the ability to design a solution to a problem, to understand the
relationship between science and technology, and the ways people are involved in both. Students understand the impact of science
and technology on human activity and the environment. This strand affords students the opportunity to understand their place in
the world – as living creatures, consumers, decision makers, problem solvers, managers, and planners.
Concepts
Concept 1:
Changes in Environments
Describe the interactions between human populations, natural hazards, and the environment. No performance objectives at this
grade level.
Concept 2:
Science and Technology in Society
Understand the impact of technology.
Students should know and be able to…
Concept
Number
S3C2
Concept
Science and Technology
in Society
PO
No.
1
Performance Objective
Analyze how various technologies impact
aspects of people’s lives (e.g., entertainment,
medicine, transportation, communication).
§
technology, analyze, impact
Notes/Integration/
Resources
Transportation + Soc.
Studies.
e.g., entertainment – MP3 players
medicine – defibrillator
transportation – motorized scooter
communication – picture cell phones
2
Describe important technological
contributions made by people, past and
present:
• automobile – Henry Ford
• airplane – Wilbur and Orville Wright
• telephone – Alexander G. Bell
3
Identify a simple problem that could be
solved by using a suitable tool.
§
Vocabulary
Harcourt
“Mr. Putter & Tabby Fly
a Plane”
“Ruth Law Thrills a
Nation”
e.g.-dripping faucet – wrench
flat bicycle tire – bike pump
Plain text denotes Mesa Public Schools guidelines and/or performance objective.
Bold text denotes exact wording and punctuation from the Arizona Academic Content Standard. The bulleted items with a performance objective indicate specific content to be taught.
Italics denote a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level content or at a higher level of complexity.
T = Teacher Information
MPS Governing Board Approval May 10, 2005
7
SCIENCE
Grade 2
Strand 4: Life Science
“The fundamental goal of life sciences is to attempt to understand and explain the nature of life” (NAEP 2000).
Life Science expands students’ biological understanding of life by focusing on the characteristics of living things, the diversity of
life, and how organisms and populations change over time in terms of biological adaptation and genetics. This understanding
includes the relationship of structures to their functions and life cycles, interrelationships of matter and energy in living organisms,
and the interactions of living organisms with their environment.
Concepts
Concept 1:
Characteristics of Organisms
Understand that basic structures in plants and animals serve a function.
Concept 2:
Life Cycles
Understand the life cycles of plants and animals.
Concept 3:
Organisms and Environments
Understand the relationships among various organisms and their environment. No performance objectives at this grade level.
Concept 4:
Diversity, Adaptation, and Behavior
Identify plant and animal adaptations. No performance objectives at this grade level.
Students should know and be able to…
Concept
Number
S4C1
Concept
Characteristics of
Organisms
PO
No.
1
Performance Objective
Vocabulary
structure, functions, organisms,
Identify animal structures that serve different
functions (e.g., sensory, defense, locomotion). sensory, defense, locomotion
§
§
§
Sensory - eyes, ears, tongue, echolocation,
skin, nose
Defense - camouflage, poisons, quills,
Notes/Integration/
Resources
“The Mixed-Up
Chameleon”
“The Emperor Penguin”
“Dear Mr. Blueberry”
Trade Book: From Eggs
to Butterflies (2.RI.1,
2.RI.3, 2.RI.7, 2.RI.9),
The Story of Butterflies
Locomotion - wings, feet, undulation
(serpentine manner)
Plain text denotes Mesa Public Schools guidelines and/or performance objective.
Bold text denotes exact wording and punctuation from the Arizona Academic Content Standard. The bulleted items with a performance objective indicate specific content to be taught.
Italics denote a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level content or at a higher level of complexity.
T = Teacher Information
MPS Governing Board Approval May 10, 2005
8
SCIENCE
Grade 2
Students should know and be able to…
Concept
Number
Concept
S4C1
(cont.)
S4C2
Life Cycles
PO
No.
Performance Objective
Vocabulary
2
Identify the following major parts of:
• the digestive system – mouth, esophagus,
stomach, small and large intestines
• respiratory system – nose, trachea
(windpipe), lungs, diaphragm
• circulatory system – heart, arteries, veins,
blood
mouth, esophagus, stomach, small
intestines, large intestines, nose,
trachea, lungs, diaphragm, heart,
arteries, veins, blood
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
absorption, oxygen, carbon dioxide,
nutrients, waste
1
Describe the life cycles of various insects.
complete metamorphosis, incomplete
metamorphosis, egg, larva, pupa
(chrysalis), adult, insect,
§
stages of life cycles
§
complete metamorphosis cycle (egg, larva,
pupa, adult)
incomplete metamorphosis cycle (cricket
nymph looks like a small adult cricket)
§
2
Describe the life cycles of various mammals.
3
§ Growth (infant, child, adolescent, adult)
Compare the life cycles of various organisms.
§
Complete vs. incomplete (butterfly vs. cricket)
§
§
Mammals vs. insect (coyote vs. ant)
Animal vs. plant (dog vs. cactus)
Notes/Integration/
Resources
Zardip Videos
St. Joseph Children’s’
Aspirin commercial
Trade Book: Hear Your
Heart, How Your Body
Works, Human Body
Book, I Have a Weird
Brother who Digested a
Fly, The Respiratory
System, What Happens
to a Hamburger?
Trade Book: Hear Your
Heart, How Your Body
Works, Human Body
Book, I Have a Weird
Brother who Digested a
Fly, The Respiratory
System, What Happens
to a Hamburger?
Trade Book: Butterfly
House, From Eggs to
Butterflies, (2.RI.1,
2.RI.3, 2.RI.7, 2.RI.9),
Life Cycles, (2.RI.1,
2.RI.3, 2.RI.9, 2.W.2,
AZ2.W.4, 2.W.7), The
Story of Butterflies
mammal, adolescent, adult, infant
Link to 2SC-S1
Trade Book: Butterfly
House, From Eggs to
Butterflies, (2.RI.1,
2.RI.3, 2.RI.7, 2.RI.9),
Life Cycles, (2.RI.1,
2.RI.3, 2.RI.9, 2.W.2,
AZ2.W.4, 2.W.7), The
Story of Butterflies
Plain text denotes Mesa Public Schools guidelines and/or performance objective.
Bold text denotes exact wording and punctuation from the Arizona Academic Content Standard. The bulleted items with a performance objective indicate specific content to be taught.
Italics denote a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level content or at a higher level of complexity.
T = Teacher Information
MPS Governing Board Approval May 10, 2005
9
SCIENCE
Grade 2
Strand 5: Physical Science
The physical science component … should probe the following major topics: matter and its transformations, energy and its
transformations, and the motion of things” (NAEP 2000).
Physical Science affords students the opportunity to increase their understanding of the characteristics of objects and materials
they encounter daily. Students gain an understanding of the nature of matter and energy, including their forms, the changes they
undergo, and their interactions. By studying objects and the forces that act upon them, students develop an understanding of the
fundamental laws of motion, knowledge of the various ways energy is stored in a system, and the processes by which energy is
transferred between systems and surroundings.
Concepts
Concept 1:
Properties of Objects and Materials
Classify objects and materials by their observable properties.
Concept 2:
Position and Motion of Objects
Understand spatial relationships and the way objects move. No performance objectives at this grade level
Concept 3:
Energy and Magnetism
Investigate different forms of energy. No performance objectives at this grade level.
Students should know and be able to…
Concept
Number
S5C1
Concept
Properties of Objects
and Materials
PO
No.
Performance Objective
Vocabulary
Notes/Integration/
Resources
1
Describe objects in terms of measurable
properties (e.g., length, volume, weight,
temperature) using scientific tools.
data, length - M, mass - M, capacity M, temperature - Fahrenheit,
measurement, U.S. Customary units,
measuring cup, yard stick, ruler,
thermometer, magnifier, balance,
weight - M, volume, inch - M, feet, yard,
mile - M, ounce, pound, cup, gallon, pint
- M, quart – M, properties
Trade Book: Solid,
Liquid, or Gas?, States
of Matter (2.RI.1, 2.RI.3,
2.RI.5, 2.RI.7, 2.RI.10),
What’s the World Made
Of?
2
Classify materials as solids, liquids, or gases.
solid, liquid, gas
Trade Book: Solid,
Liquid, or Gas?, States
of Matter (2.RI.1, 2.RI.3,
2.RI.5, 2.RI.7, 2.RI.10),
§
e.g., Is it invisible?
Does it change shape when moved to a
different container?
Does it hold its shape?
Plain text denotes Mesa Public Schools guidelines and/or performance objective.
Bold text denotes exact wording and punctuation from the Arizona Academic Content Standard. The bulleted items with a performance objective indicate specific content to be taught.
Italics denote a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level content or at a higher level of complexity.
T = Teacher Information
MPS Governing Board Approval May 10, 2005
10
SCIENCE
Grade 2
Students should know and be able to…
Concept
Number
S5C1
(cont.)
Concept
PO
No.
Performance Objective
3
Demonstrate that water can exist as a:
• gas – vapor
• liquid – water
• solid – ice
4
Demonstrate that solids have a definite shape
and that liquids and gases take the shape of
their containers.
Vocabulary
vapor
Notes/Integration/
Resources
Trade Book: Solid,
Liquid, or Gas?, States
of Matter (2.RI.1, 2.RI.3,
2.RI.5, 2.RI.7, 2.RI.10),
What’s the World Made
Of?
Trade Book: Solid,
Liquid, or Gas?, States
of Matter (2.RI.1, 2.RI.3,
2.RI.5, 2.RI.7, 2.RI.10),
What’s the World Made
Of?
Plain text denotes Mesa Public Schools guidelines and/or performance objective.
Bold text denotes exact wording and punctuation from the Arizona Academic Content Standard. The bulleted items with a performance objective indicate specific content to be taught.
Italics denote a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level content or at a higher level of complexity.
T = Teacher Information
MPS Governing Board Approval May 10, 2005
11
SCIENCE
Grade 2
Strand 6: Earth and Space Science
“Earth science is the study of the planets, Earth’s composition, processes, environments and history, focusing on the solid Earth,
and its interaction with air and water” (NAEP 2000).
Earth and Space Science provides the foundation for students to develop an understanding of the Earth, its history, composition,
and formative processes, and an understanding of the solar system and the universe. Students study the regularities of the
interrelated systems of the natural world. In doing so, they develop understandings of the basic laws, theories, and models that
explain the world (NSES, 1995). By studying the Earth from both a historical and current time frame, students can make informed
decisions about issues affecting the planet on which they live.
Concepts
Concept 1:
Properties of Earth Materials.
Identify the basic properties of earth materials. No performance objectives at this grade level.
Concept 2:
Objects in the Sky
Identify objects in the sky. No performance objectives at this grade level.
Concept 3:
Changes in the Earth and Sky
Understand characteristics of weather conditions and climate.
Students should know and be able to…
Concept
Number
S6C3
Concept
Changes in the Earth and
Sky
PO
No.
1
Performance Objective
Vocabulary
Measure weather conditions (e.g., temperature, thermometer, barometer, Fahrenheit,
degrees, gauge (rain), temperature,
precipitation).
Dusty’s Desert Home
Trade Book: Catching
the Wind (2.RI.10), The
Cloud Book, Weather
Watching (2.RI.1, 2.RI.3,
2.RI.5, 2.RI.7, 2.W.2,
2.W.3)
Record weather conditions (e.g., temperature,
precipitation)
Trade Book: Catching
the Wind (2.RI.10), The
Cloud Book, Weather
Watching (2.RI.1, 2.RI.3,
2.RI.5, 2.RI.7, 2.W.2,
2.W.3)
precipitation
2
Notes/Integration/
Resources
§
e.g. keep weather calendar
Plain text denotes Mesa Public Schools guidelines and/or performance objective.
Bold text denotes exact wording and punctuation from the Arizona Academic Content Standard. The bulleted items with a performance objective indicate specific content to be taught.
Italics denote a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level content or at a higher level of complexity.
T = Teacher Information
MPS Governing Board Approval May 10, 2005
12
SCIENCE
Grade 2
Students should know and be able to…
Concept
Number
S6C3
(cont.)
Concept
PO
No.
3
4
Performance Objective
Identify the following types of clouds:
• cumulus
• stratus
• cirrus
§
cumulonimbus (monsoon cloud)
§
§
nimbostratus
Know the composition of a cloud
§
Associate each type of cloud with a different
types of weather
Analyze the relationship between clouds,
temperature, and weather patterns.
§
observe and record connections between daily
weather and cloud and temperature
observations
§
§
hurricanes, tornadoes in the news
e.g. A cumulonimbus cloud = a thunderstorm
= precipitation = lower temperature
Vocabulary
cumulus, stratus, cirrus, cumulonimbus,
nimbostratus, moisture, vapor,
condensation, monsoon
Notes/Integration/
Resources
Tomie DePoala
“Clouds”
Science Explore
Weather and Climate
(PrenticeHall)
Link to S05C1PO3
(states of water)
Trade Book: Catching
the Wind (2.RI.10), The
Cloud Book, Weather
Watching (2.RI.1, 2.RI.3,
2.RI.5, 2.RI.7, 2.W.2,
2.W.3)
Trade Book: Catching
the Wind (2.RI.10), The
Cloud Book, Weather
Watching (2.RI.1, 2.RI.3,
2.RI.5, 2.RI.7, 2.W.2,
2.W.3)
Plain text denotes Mesa Public Schools guidelines and/or performance objective.
Bold text denotes exact wording and punctuation from the Arizona Academic Content Standard. The bulleted items with a performance objective indicate specific content to be taught.
Italics denote a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level content or at a higher level of complexity.
T = Teacher Information
MPS Governing Board Approval May 10, 2005
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