Grade+2+Map

Grade Level: 2 Topic: Erie-Balancing and Weighing September 3 start (3.1b,3.1c,3.1d,3.1e) ||< R || Erie Boces Kit Lessons 1-6 |||| Erie Boces Kit || Use student worksheets assigned with kit ||  || (3.1b,3.1c,3.1d,3.1e,3.1f) ||< R || Erie Boces Kit Lessons 7-11 |||| Erie Boces Kit || (3.1b,3.1c,3.1d,3.1e,3.1f) ||< I || Erie Boces Kit Lessons 12-16 |||| Erie Boces Kit || Topic: Sound, Heat, and Light (4.1a, 4.1b, 4.1d) || I || Intro. sound (song on B22), identify differences in volume, high and low pitch, examine instruments & how they make sound |||| S. Foresman Unit B Chapter 2 Lesson 1 p.B24-B25 flip chart, KWL chart Lesson 2 p.B26-B27 flip chart || Teacher Assessment Package p.26
 * **NYS Standard** ||||||< 4 The Physical Setting |||||| **Time Frame/Duration: approx. 9/3-10/24** ||
 * **Content Key Idea:** ||||||||||||< Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity. ||
 * **Performance Indicator:** ||||||||||||< 3.1 Observe and describe properties of materials, using appropriate tools ||
 * **Vocabulary** ||||||||||||< fulcrum, balance, beam balance, mobile, equal arm balance, greater/less than, equal to, compare, serial order, texture, mode weight ||
 * **Major Understandings** ||< **I/R/M** || **Suggested Activities** |||| **Resources** || **Assessments** || **Teacher Notes** ||
 * Thinking about & exploring balance
 * Balancing, Weighing, & Comparing
 * Examining properties, weighing and comparing mass of foods
 * **NYS Standard** |||||| 4 The Physical Setting |||||| **Time Frame/Duration: approx. 10/24-11/10** ||
 * **Content Key Idea:** |||||||||||| Energy exists in many forms, and when these forms change energy is conserved. ||
 * **Performance Indicator:** |||||||||||| 4.1Describe a variety of forms of energy (e.g., heat, chemical, light) and the changes that occur in objects when they interact with those forms of energy. ||
 * **Vocabulary** |||||||||||| vibrate, volume, pitch, source, conduct ||
 * **Major Understandings** || **I/R/M** || **Suggested Activities** |||| **Resources** || **Assessments** || **Teacher Notes** ||
 * Examine sound, it is produced when objects vibrate, how to change volume and pitch

Instructional Resources p.36

Lab Manual p.46

Teacher Assessment Package- graphic organizer p.27 & Chap. 2 Assessment p.29-30 ||  || and materials that conduct heat (4.1a, 4.1b, 4.1d, 4.1f) || R || Intro. heat sources & identify uses and dangers |||| Lesson 3 p.B28-B29 (skip Lesson 4) || (4.1a, 4.1b, 4.1d) || R || Intro. light sources & movement, identify those that give off heat
 * Identify sources of heat
 * Thinking about light and sources of light

Experiment with shadows p.B38-B39 |||| Lesson 5 p.B32-B33 Lesson 6 p.B36-B37 flip chart, Instructional Resources p.36, Lab Manual p.46 Chap. 2 Review p.B40-B41 || Topic: Erie-Changes 3- Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity. || 3.1- Observe and describe properties of materials, using appropriate tools 3.2- Describe chemical and physical changes, including changes in states of matter || (2.1c, 3.1a, 3.1b, 3.1c, 3.1e, 3.1f, 3.1g, 3.2a, 3.2c) || M || Erie Boces Kit Lesson 1 |||| Erie Boces Kit Scott Foresman Unit B Chapter 1: p. B8, B10, B12, B13, flip chart, Your Sci. Handbook (back of book) p.42-43 || Use student worksheets assigned with kit
 * **NYS Standard** |||||| 4 The Physical Setting |||||| **Time Frame/Duration: approx. 11/10-1/9** ||
 * **Content Key Idea:** |||||||||||| 2- Many of the phenomena that we observe on Earth involve interactions among components of air, water, and land.
 * **Performance Indicator:** |||||||||||| 2.1- Describe the relationship among air, water, and land on Earth
 * **Vocabulary** |||||||||||| matter, properties, solid, liquid, gas, freezing, melting, boiling/melting/freezing point, evaporation, condensation, precipitation, water vapor, drop/decrease & rise/increase in temp., water cycle, mixture, dissolve, solution, filter, physical change, chemical change ||
 * **Major Understandings** || **I/R/M** || **Suggested Activities** |||| **Resources** || **Assessments** || **Teacher Notes** ||
 * Thinking about matter, properties, and change

S. Foresman Teacher's Assmnt. Package Chapter 1 Assessment p.23-24 ||  || (2.1c, 3.1e, 3.1g, 3.2a, 3.2b, 3.2c || R || Erie Boces Kit Lessons 2-3 |||| Erie Boces Kit S. Foresman p.B16-B17, transparency #4 (with kit lesson 2) S. Foresman p.C38-C39, flip chart (with kit lesson 3) || (2.1c, 3.1b, 3.1e, 3.1f, 3.1g, 3.2a, 3.2b, 3.2c) || I || Erie Boces Kit Lessons 4-16 |||| Erie Boces Kit S. Foresman p.B14-B15, flip chart (with kit lesson 4) || Topic: Monroe-Measuring (3.1c, 3.1d, 3.1e) || M || Monroe Boces Kit Activities 1-6 |||| Monroe Boces Kit S. Foresman: Your Science Handbook (back of book) p.4-5 || Use Student Activity Book assigned with kit ||  || (3.1c, 3.1d, 3.1e) || R || Monroe Boces Kit Activity 7 |||| Monroe Boces Kit || (3.1c, 3.1d, 3.1e) || R || Monroe Boces Kit Activities 8-10 |||| Monroe Boces Kit || (3.1c, 3.1d, 3.1e) || I || Monroe Boces Kit Activities 11-13 |||| Monroe Boces Kit ||  Topic: Force, Magnets, and Electricity 5- Energy and matter interact through forces that result in changes in motion. || 5.1- Describe the effects of common forces (pushes and pulls) of objects, such as those caused by gravity, magnetism, and mechanical forces. || (5.1b,5.1c) || M || Intro. force and gravity Explore gravity activity p.B49 |||| S. Foresman Unit B, Chapter 3: Lesson 1 p.B46-B47 Teacher's Assessment Package KWL p.32, flip chart, Your Sci. Handbook (back of book) p.44-45 Lesson 2 p.B48-B49 || Lab Manual p.55
 * Explore freezing, melting, & evaporation
 * Creating & separating mixtures
 * **NYS Standard** |||||| 4 The Physical Setting |||||| **Time Frame/Duration: approx. 1/9-3/6 (kit comes12/8), do after Changes & in conjunction with Math measurement**
 * Do not do Activities 14-18 (done in Balancing & Weighing)** ||
 * **Content Key Idea:** |||||||||||| 3- Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity. ||
 * **Performance Indicator:** |||||||||||| 3.1- Observe and describe properties of materials, using appropriate tools. ||
 * **Vocabulary** |||||||||||| unit of measure, standard unit, nonstandard unit, height, width, length, centimeter, metric, ruler, fraction, measuring tape, meter, accuracy, estimate, shape, size, temperature, thermometer, observe, capacity, liter, volume ||
 * **Major Understandings** || **I/R/M** || **Suggested Activities** |||| **Resources** || **Assessments** || **Teacher Notes** ||
 * Thinking about estimating and measuring in standard and nonstandard units
 * Explore and compare shape, size, and area
 * Explore temperature and use of thermometers
 * Explore capacity, serial order, liters, and volume
 * **NYS Standard** |||||| 4 The Physical Setting |||||| **Time Frame/Duration: approx. 3/6-4/6** ||
 * **Content Key Idea:** |||||||||||| 4- Energy exists in many forms, and when these forms change energy is conserved.
 * **Performance Indicator:** |||||||||||| 4.1- Describe a variety of forms of energy (e.g., heat, chemical, light) and the changes that occur in objects when they interact with those forms of energy.
 * **Vocabulary** |||||||||||| force, gravity, magnet, pole, attract, repel, predict, observe, open/closed circuit, electricity, outlet ||
 * **Major Understandings** || **I/R/M** || **Suggested Activities** |||| **Resources** || **Assessments** || **Teacher Notes** ||
 * Thinking about force and gravity, identify ways to make objects move, describe how gravity affects objects

Teacher's Assessment Package graphic organizer p.33 Chap. Review p.34 Chap. 3 Assessment p.35-36 ||  || (5.1b,5.1e) || I || Intro. magnets Your Sci. Handbook p.16-17 Fishing with magnet p.B53 (use with Lab. Manual p.55) |||| Lesson 3 p.B50-B51 Lesson 4 p.B52-B53 flip chart, Lab Manual p.55 || Lesson 7 p.B58-59 Transparency 6, flip chart || Topic: Animals Monroe-Eggs to Toads 2- Organisms inherit genetic information in a variety of ways that result in continuity of structure and function between parents and offspring. 3- Individual organisms and species change over time. 4- The continuity of life is sustained through reproduction and development. 5- Organisms maintain a dynamic equilibrium that sustains life. 6- Plants and animals depend on each other and their physical environment. 7- Human decisions and activities have a profound impact on the physical and living environments. || 1.2- Describe the life processes common to all living things. 2.1- Recognize that traits of living things are both inherited and acquired or learned. 2.2- Recognize that for humans and other living things there is genetic continuity between generations. 3.1- Describe how the structures of animals complement the environment of the animal. 3.2- Observe that differences within a species may give individuals and advantage in surviving and reproducing. 4.1- Describe the major stages in the life cycles of selected animals. 4.2- Describe evidence of growth, repair, and maintenance, such as nails, hair, and bone, and the healing of cuts and bruises. 5.1- Describe basic life functions of common living specimens (e.g., guppies, gerbils, tadpoles & toads) 5.2- Describe some survival behaviors of common living specimens. 6.1- Describe how animals, including humans, depend upon each other and the nonliving environment. 6.2- Describe the relationship of the Sun as an energy source for living and nonliving cycles. 7.1- Identify ways in which humans have changed their environment and the effects of those changes. || (1.1a,1.2a,2.1a,2.2a,3.1a,3.2b,4.1a,4.1e,4.1g,4.2a,4.2b,5.1a,5.1b,5.2b,5.2c,5.2d,5.2e,5.2f,5.2g,6.1b,6.1c,6.1e) || M || Use kit & Teacher's Guide to further examine/ expand on major understandings covered, relate S. Foresman readings to kit |||| Monroe Science Kit (done in conjunction with S. Foresman chapter) || Calendar (or notebook) of changes that occur as tadpoles grow into toads
 * Examine magnetism, identify when magnets attract and repel each other and some objects they attract
 * Examine electricity, its uses, using it safely, and explain how it moves (4.1a,4.1d,4.1e,4.1g) || I || Intro. electricity and circuits |||| Lesson 6 p.B56
 * < **NYS Standard** |||||| 4 The Living Environment |||||| **Time Frame/Duration: approx. 4/6-6/15** ||
 * < **Content Key Idea:** |||||||||||| 1- Living things are both similar to and different from each other and from nonliving things.
 * < **Performance Indicator:** |||||||||||| 1.1- Describe the characteristics of and variations between living and nonliving things.
 * < **Vocabulary** |||||||||||| mammals, reptiles, amphibians, birds, fish, insects, habitat, endangered, needs, traits, inherit, characteristic, interactions, environment, resemble, species, offspring, reproduce, survival, predators, adapt, hibernation, migration, life cycle, metamorphosis, tadpole, larva, pupa, chrysalis, life span (differ from life cycle), organism, perspire, salivate, habitat, camouflage, prey, food chain ||
 * < **Major Understandings** || **I/R/M** || **Suggested Activities** |||| **Resources** || **Assessments** || **Teacher Notes** ||
 * < Examine the life cycle of tadpole to toad

Teacher's Assessment Package graphic organizer p.9 Chap. Review p.10 Chapter 2 Assessment p.11-12 ||  || (2.1a,2.2a,3.1a,3.1c,5.1a,5.2f,5.2g) || M || Intro. types of animals- identify toads as amphibians, (expand on book to include birds, fish, insects) & identify characteristics of each Lab Manual p.17 |||| Lesson 1 p.A28 flip chart, KWL chart, Lab Manual p.17 || (1.2a,4.1a,4.1e,4.1f,4.1g,4.2a) || M || Examine life cycles of frogs (relate to toads), butterflies, and birds |||| Bird life cycle p.A31 Lesson 2 p.A32-A33 Lesson 3 p.A34-A35 flip chart, Lab Manual p.19 || (1.1a,3.1c,3.2a,5.1b,5.2e,5.2f,5.2g,6.1e,7.1c) || R || Identify several habitats like tundra, forest, desert & identify features that allow animals to prosper there (including toads) |||| Lesson 5 p.A38-A39 || (1.1a,1.2a,3.2a,4.2b,6.1b,6.1c,6.2b) || R || Intro. food chain, discuss importance of the sun (discuss toad's place in a food chain) |||| Lesson 6 p.A40 Lab Manual p.22 || (1.1a,3.1a,3.1c,3.2a,3.2b,5.2f) || R || Identify ways in which several animals protect themselves including camouflage, coloring (white in arctic), speed |||| Lesson 7 p.A42 flip chart ||
 * < Identify types of animals, characteristics of them, and how they are classified
 * < Explore life cycles, describe the growth and development of animals
 * < Identify features that enable animals to live in various habitats
 * < Explain how animals depend on plants and other animals for food
 * < Examine various ways in which animals protect themselves