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Key Concepts
The following are concepts that your students will run into over and over during the year. Understanding them is the key to understanding all of the other topics. I suggest that you introduce the concepts as early in the year as you can.
- Science is based on evidence:
- Force: Contact and at a distance
- States of Matter:
Teacher Pages
Since different districts approach the topics in different orders, I have organized the units in an order which flows smoothly and logically, but I have also tried to make the units modular, so that you can reorder them easily to fit your District's curriculum. If you run into questions or would like suggestions for adapting these units to your curriculum, please let me know.
- States of Matter: SC.2.P.8.2, SC.2.P.8.3, SC.2.P.8.6, SC.2.E.7.4, SC.2.P.8.4, SC.2.E.7.3
Nature of Science
SC.2.N.1.1 Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations.
Repetition and Replication
SC.2.N.1.2 Compare the observations made by different groups using the same tools.
SC.2.N.1.4 Explain how particular scientific investigations should yield similar conclusions when repeated.
Evidence
SC.2.N.1.3 Ask "how do you know?" in appropriate situations and attempt reasonable answers when asked the same question by others.
SC.2.N.1.5 Distinguish between empirical observation (what you see, hear, feel, smell, or taste) and ideas or inferences (what you think).
SC.2.N.1.6 Explain how scientists alone or in groups are always investigating new ways to solve problems.
Properties
SC.2.P.8.1 Observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets.
SC.2.P.9.1 Investigate that materials can be altered to change some of their properties, but not all materials respond the same way to any one alteration.
Rocks and Soil
SC.2.E.6.1 Recognize that Earth is made up of rocks. Rocks come in many sizes and shapes.
SC.2.E.6.2 Describe how small pieces of rock and dead plant and animal parts can be the basis of soil and explain the process by which soil is formed.
SC.2.E.6.3 Classify soil types based on color, texture (size of particles), the ability to retain water, and the ability to support the growth of plants.
Weather
SC.2.E.7.1 Compare and describe changing patterns in nature that repeat themselves, such as weather conditions including temperature and precipitation, day to day and season to season.
SC.2.E.7.2 Investigate by observing and measuring, that the Sun's energy directly and indirectly warms the water, land, and air.
SC.2.P.8.5 Measure and compare temperatures taken every day at the same time.
SC.2.E.7.5 State the importance of preparing for severe weather, lightning, and other weather related events.
Force and Motion
SC.2.P.13.1 Investigate the effect of applying various pushes and pulls on different objects.
SC.2.P.13.4 Demonstrate that the greater the force (push or pull) applied to an object, the greater the change in motion of the object.
Force at a Distance
SC.2.P.13.3 Recognize that objects are pulled toward the ground unless something holds them up.
SC.2.P.13.2 Demonstrate that magnets can be used to make some things move without touching them.
Energy
SC.2.P.10.1 Discuss that people use electricity or other forms of energy to cook their food, cool or warm their homes, and power their cars.
Human Body
SC.2.L.14.1 Distinguish human body parts (brain, heart, lungs, stomach, muscles, and skeleton) and their basic functions.
Adaptation
SC.2.L.17.1 Compare and contrast the basic needs that all living things, including humans, have for survival.
SC.2.L.17.2 Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs.
SC.2.L.16.1 Observe and describe major stages in the life cycles of plants and animals, including beans and butterflies.