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Meigs County |
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Meigs County Curriculum |
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1st Grade - Science |
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Resources
The learner will be able to
discuss priorities on the utilization of resources.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Economics |
Knowledge |
Master |
0.5 |
Meigs County Bd of Ed(a) TN Standard 4.5c |
Classroom
|
| |
Instructional Resources |
| |
| · |
Guest Speaker, Guest Speaker [Guest Speaker]. |
| · |
Adopted Text, Current [Work Books]. |
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| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
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Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
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Society
The learner will be able to
compare the differences between a coal operated power plant and a nuclear operated power plant.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Attitudes |
Application |
Master |
0.5 |
Meigs County Bd of Ed(a) TN Standard 4.5a |
Classroom
|
| |
Instructional Resources |
| |
| · |
TVA Resources, TVA Videos, books, & related resources [Video]. |
| · |
Adopted Text, Current [Work Books]. |
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| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
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| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
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Economic Growth
The learner will be able to
read about the development of Tennessee Valley Authority and the production of electricity and the impact electricity has had on society.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Economics |
Knowledge |
Master |
0.5 |
Meigs County Bd of Ed(a) TNStandard 4.5d |
Classroom
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| |
Instructional Resources |
| |
| · |
Materials, water, bottles, tube [Lesson plan]. |
| · |
Adopted Text, Current [Work Books]. |
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Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
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Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
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Technology
The learner will be able to
listen to or read "Mike Mulligan's Steam Shovel" and discuss cost effectiveness of better technology.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Politics |
Knowledge, Comprehension |
Master |
0.5 |
Meigs County Bd of Ed(a) TNStandard 4.6b |
Classroom
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| |
Instructional Resources |
| |
| · |
Book, Mike Mulligan's Steam Shovel [Lesson plan]. |
| · |
Adopted Text, Current [Work Books]. |
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| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
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Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
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Developments
The learner will be able to
make an experiment making steam and moving water from one bottle to another through a tube.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Economics |
Application |
Master |
0.3 |
Meigs County Bd of Ed(a) TNStandard 4.5d |
Classroom
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| |
Instructional Resources |
| |
| · |
Materials, water, bottles, tube [Lesson plan]. |
| · |
Adopted Text, Current [Work Books]. |
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| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
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Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
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Technological Advancement
The learner will be able to
discuss the technological advancement of milk production.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Societal Needs |
Knowledge |
Master |
0.5 |
Meigs County Bd of Ed(a) TNStandard 4.4b |
Classroom
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| |
Instructional Resources |
| |
| · |
Book, The Milk Makers & Make Mine Ice Cream [Lesson plan]. |
| · |
Field Trip, Mayfield Trip [Guest speaker]. |
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Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
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Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
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Research
The learner will be able to
research how elderly people lived with technological advancements.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Societal Needs |
Application |
Master |
0.5 |
Meigs County Bd of Ed(a) TN Standard 4.4d |
Classroom
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| |
Instructional Resources |
| |
| · |
Guest Speaker, Interview elderly relatives [Guest Speaker]. |
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Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
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Progress and Attitudes of Science
The learner will be able to
discuss different life forms in the ocean.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Attitudes |
Comprehension |
Master |
0.5 |
Meigs County Bd of Ed(a) TN Standard 4.1a |
Classroom
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| |
Instructional Resources |
| |
| · |
Frank Schaffer Science, p. 123 &125 [Work Books]. |
| · |
Book, Life in the Sea [Lesson plan]. |
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Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
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Plant and Animal Life
The learner will be able to
create an ocean with plant and animal life.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Attitudes |
Application |
Master |
0.5 |
Meigs County Bd of Ed(a) TN Standard 4.1b |
Classroom
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| |
Instructional Resources |
| |
| · |
Book, Beneath the N. Atlantic [Lesson plan]. |
| · |
Book, Ocean Life [Lesson plan]. |
| · |
Book, Gateways to Science [Lesson plan]. |
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Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
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Beliefs, Superstitions and Fears
The learner will be able to
understand that sharks only live in the ocean and are not harmful unless threatned.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Attitudes |
Knowledge |
Master |
0.5 |
Meigs County Bd of Ed(a) TN Standard 4.1d |
Classroom
|
| |
Instructional Resources |
| |
| · |
Book, Amazing Sharks - Library [Lesson plan]. |
| · |
Field Trip, Chattanooga Aquarium Field Trip [Guest speaker]. |
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Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
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Participate in the Process of Science
The learner will be able to
make a aquarium and keep a log of growth.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Personal Needs |
Knowledge |
Master |
0.5 |
Meigs County Bd of Ed(a) TN Standard 4.2a |
Classroom
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| |
Instructional Resources |
| |
| · |
Materials, Aquarim ( goldfish ) [Lesson plan]. |
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Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
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Food Chains
The learner will be able to
discuss the importance of the balance of the food chain in the ocean.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Personal Needs |
Knowledge |
Master |
0.5 |
Meigs County Bd of Ed(a) TN Standard 4.2b |
Classroom
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| |
Instructional Resources |
| |
| · |
Materials, Pictures of Fish [Lesson plan]. |
| · |
Field Trip, Imax "Deep In The Sea" [Guest speaker]. |
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| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
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Creates New Problems
The learner will be able to
read and discuss the affects of ocean travel on the environment. Conduct an experiment with oil and water.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Personal Needs |
Knowledge |
Introduce |
0.5 |
Meigs County Bd of Ed(a) |
Classroom
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| |
Instructional Resources |
| |
| · |
Book, Peter's Place [Lesson plan]. |
| · |
Book, Oil Spill [Lesson plan]. |
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Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
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Occupation
The learner will be able to
study occupations that are related to the ocean.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Career Goals |
Knowledge |
Introduce |
0.5 |
Meigs County Bd of Ed(a) TN Standard 4.3a |
Classroom
|
| |
Instructional Resources |
| |
| · |
Book, Use Books from the Library [Lesson plan]. |
| · |
Guest Speaker, Scuba Diver [Guest Speaker]. |
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| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
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Career Opportunities
The learner will be able to
discuss the occupation of an ocean photographer.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Career Goals |
Knowledge |
Introduce |
0.5 |
Meigs County Bd of Ed(a) TN Standard 4.3b |
Classroom
|
| |
Instructional Resources |
| |
| · |
Video, Library Videos [Video]. |
| · |
Materials, Pictures of Oceans [Lesson plan]. |
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Ocean Travel
The learner will be able to
understand the means of travel across the ocean.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Attitudes |
|
Master |
0.5 |
Meigs County Bd of Ed(a) |
Classroom
|
| |
Instructional Resources |
| |
| · |
Materials, Pictures of Boats and Planes [Lesson plan]. |
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Inventions
The learner will be able to
invent something from recycled objects.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Creative Enterprise |
Knowledge |
Introduce |
0.5 |
Meigs County Bd of Ed(a) TN Standard 3.6c |
Classroom
|
| |
Instructional Resources |
| |
| · |
Materials, Recycled Objects [Lesson plan]. |
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Earth and Sky: Changes
The learner will be able to
develop an understanding of the various changes to the Earth and sky.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Earth and Sky |
|
Master |
0.3 |
Terra Nova, Complete Battery, 1997, Level 11, Item#4, #20 week tested: 28. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Book, The Magic School Bus Gets Lost In Space [Lesson plan]. |
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
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Resources: Understand/Limited/Prioritize
The learner will be able to
understand that since resources are limited, there is a need to prioritize how they are used.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Resources |
Comprehension |
Master |
0.5 |
TN: Curriculum Framework (K-12), December 8, 1995, Grade 2, p.47,4.5c, p.47,4.5c,K-2 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Frank Schaffer Science, p. 75 [Work Books]. |
| · |
Guest Speaker, Agricultture Office [Guest Speaker]. |
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Natural Phenomena: Humans/Predict
The learner will be able to
understand that the wish to predict the course of natural phenomena is in everyone.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Natural Phenomena: Humans |
Comprehension |
Master |
0.5 |
TN: Curriculum Framework (K-12), December 8, 1995, Grade 2, p.30,3.1c |
Classroom
|
| |
Instructional Resources |
| |
| · |
Materials, Flashlight, stickers, globe [Lesson plan]. |
| · |
Classroom Participation, voting [Teaching Strategies]. |
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Sky: Objects
The learner will be able to
develop an understanding of the objects in the sky.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sky |
Knowledge |
Master |
0.5 |
Terra Nova, Complete Battery, 1997, Level 11, Item#7 week tested: 28. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Frank Schaffer Science, p. 103 [Work Books]. |
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Solar System: Earth
The learner will be able to
understand Earth as it exists in our solar system.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Solar System |
Knowledge |
Master |
0.5 |
Terra Nova, Complete Battery, 1997, Level 11, Item#14 week tested: 28. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Frank Schaffer Science, p. 98 [Work Books]. |
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Earth/Space Science: Use
The learner will be able to
use understanding of Earth/Space science in experiments and real world situations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Earth/Space Science |
Application |
Master |
0.5 |
Terra Nova, Complete Battery, 1997, Level 11, Obj Statement #22 week tested: 28. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Book, On Cassettes [Lesson plan]. |
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Travel in Space
The learner will be able to
discuss the space shuttle and rockets as a means of traveling in space, make a rocket and have a contest to see which rocket will fly the farthest.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Historical and Cultural Perspective |
Knowledge |
Introduce |
0.5 |
Meigs County Bd of Ed(a) TN Standard 3.1b |
Classroom
|
| |
Instructional Resources |
| |
| · |
Materials, Alkaseltzer, film canisters [Lesson plan]. |
| · |
Book, Rocket to the Moon [Lesson plan]. |
| · |
Book, Weekly Reader [Lesson plan]. |
| · |
Book, Earth and Sky Planning Guide T82 [Lesson plan]. |
| · |
Activity Support Master, P. 14 [Work Books]. |
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Development through History
The learner will be able to
discuss and demonstrate various products used in every day living that were developed as a result of the space program.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Historical and Cultural Perspective |
|
Master |
0.5 |
Meigs County Bd of Ed(a) TN Standard 3.1f |
Classroom
|
| |
Instructional Resources |
| |
| · |
Materials, Metal spoons, grapes, apple, 2 small bowls [Lesson plan]. |
| · |
Book, Now I know Stars Which Star is the Closest One? [Lesson plan]. |
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Creative Play
The learner will be able to
use Legos to build space rockets, use water tables to experiment with flotation, use puzzles to improve logical thinking skills.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Creative Enterprise |
Knowledge |
Introduce |
0.5 |
Meigs County Bd of Ed(a) TN Standard 3.6a |
Classroom
|
| |
Instructional Resources |
| |
| · |
Materials, Legos, puzzles [Lesson plan]. |
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Craters on the Moon
The learner will be able to
understand how craters form on the moon.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Assumptions |
|
Master |
0.5 |
Meigs County Bd of Ed(a) TN Standard 3.2c |
Classroom
|
| |
Instructional Resources |
| |
| · |
Materials, Flour, Marbles [Lesson plan]. |
|
| |
Assessment Resources |
| |
| · |
Unit Test Form 1, p. 13-18A, 3-4A, 5-6A, 7-8A [Tests]. |
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Rocks
The learner will be able to
explain that the Earth and the Moon are made up of rocks.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Estimation and Computation |
|
Master |
0.5 |
Meigs County Bd of Ed(a) TN Standard 3.3a |
Classroom
|
| |
Instructional Resources |
| |
| · |
Classroom Participation, Rock Collections [Teaching Strategies]. |
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Earth's Rotation
The learner will be able to
demonstrate Earth's rotation by making a model of Sun and Earth.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Change |
|
Master |
0.5 |
Meigs County Bd of Ed(a) TN Standard 2.5a |
Classroom
|
| |
Instructional Resources |
| |
| · |
Classroom Participation, Student Demonstrations [Teaching Strategies]. |
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Predict Change
The learner will be able to
predict what causes day and night.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Historical and Cultural Perspective |
|
Master |
0.5 |
Meigs County Bd of Ed(a) TN Standard 3.1c |
Classroom
|
| |
Instructional Resources |
| |
| · |
Frank Schaffer Science, p. 105 [Work Books]. |
| · |
Materials, Globe, Flashlight [Lesson plan]. |
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Changes in Day and Night
The learner will be able to
observe sun and moon and their effect on daytime and night time.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Change |
|
Master |
0.5 |
Meigs County Bd of Ed(a) TN Standard 2.5a |
Classroom
|
| |
Instructional Resources |
| |
| · |
Book, What A Moon Is Like [Lesson plan]. |
| · |
Book, Our Friend the Sun [Lesson plan]. |
| · |
Frank Schaffer Science, p. 105 [Work Books]. |
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Sundial
The learner will be able to
make a sundial and discuss how a sundial was used long ago as a instrument to tell time.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Historical and Cultural Perspective |
|
Master |
0.5 |
Meigs County Bd of Ed(a) TN Standard 3.1d |
Classroom
|
| |
Instructional Resources |
| |
| · |
Materials, digital clock, face clock [Lesson plan]. |
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Computer and Space
The learner will be able to
will use computer to gather information about Space.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Creative Enterprise |
|
Master |
0.5 |
Meigs County Bd of Ed(a) TN Standard 3.6d |
Classroom
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Creativity
The learner will be able to
make a Ceiling Contellation.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Creative Enterprise |
|
Master |
0.5 |
Meigs County Bd of Ed(a) TN Standard 3.6b |
Classroom
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Stars
The learner will be able to
observe constellations and draw a picture to show what they see.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Methods |
|
Master |
0.5 |
Meigs County Bd of Ed(a) TN Standard 3.4d |
Classroom
|
| |
Instructional Resources |
| |
| · |
Book, The Sun and Other Stars [Lesson plan]. |
| · |
Frank Schaffer Science, p. 112 [Work Books]. |
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Solar System
The learner will be able to
make a model of the solar system.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Methods |
|
Master |
0.5 |
Meigs County Bd of Ed(a) TN Standard 3.4a |
Classroom
|
| |
Instructional Resources |
| |
| · |
Book, I Can Read About Planets [Lesson plan]. |
| · |
Materials, Construction Paper, Pom Poms, String, Glue [Lesson plan]. |
| · |
Frank Schaffer Science, p. 100 & 103 [Work Books]. |
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Earth and Sun: Identify/Heat/Light
The learner will be able to
identify that the sun provides a main source of heat and light for the earth.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Earth and Sun |
Knowledge |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 1, 1.14.1 |
Classroom
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Earth: Geology/Features
The learner will be able to
recognize geological features.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Earth: Geological Properties |
Knowledge |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 1, 1.9.1 |
Classroom
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Earth: Materials/Distinguish
The learner will be able to
distinguish among earth materials using their observable characteristics.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Earth: Materials |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Grade 1, 1.10.1 |
Classroom
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Earth: Materials/Identify/Properties
The learner will be able to
identify that a variety of earth materials exist which have properties that can be measured and observed.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Earth: Materials |
Knowledge |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 1, 1.10.1 |
Classroom
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Earth: Materials/Observe
The learner will be able to
observe that earth materials can be recycled or conserved.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Earth: Materials |
Comprehension |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 1, 1.10.2 |
Classroom
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Instruments: Objects/Identify/Sky
The learner will be able to
identify that there are instruments for observing objects in the sky during the day and at night.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Instruments: Astronomical |
Knowledge |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 1, 1.7.1.c |
Classroom
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Resources: Recognize/Beneficial
The learner will be able to
recognize the ways in which the earth's resources are beneficial to man.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Resources |
Knowledge |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 1, 1.10.2 |
Classroom
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Sky: Moon/Identify
The learner will be able to
identify that the closest object in the sky to the earth is the moon.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sky |
Knowledge |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 1, 1.7.1.b |
Classroom
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Sky: Objects/Distinguish/Day/Night
The learner will be able to
identify and distinguish between objects visible in the sky during the day and those visible at night.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sky |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Grade 1, 1.7.1.a, 1.7.1 |
Classroom
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Sun: Position/Show/Survey/Day
The learner will be able to
show and survey the position of the sun at different times during the day.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sun |
Application |
Master |
1.5 |
TN: Curriculum Standards, 2001, Grade 1, 1.7.2.a |
Classroom
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Universe: Patterns/Identify
The learner will be able to
identify that events in the universe occur in predictable patterns.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Universe |
Knowledge |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 1, 1.7.2 |
Classroom
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Weather: Change/Identify
The learner will be able to
identify that weather is constantly undergoing change.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Weather: Change |
Knowledge |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 1, 1.8.1.a |
Classroom
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Weather: Change/Recognize/Daily/Seasonal
The learner will be able to
recognize daily and seasonal changes in weather.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Weather: Change |
Knowledge |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 1, 1.8.1 |
Classroom
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Weather: Instrument/Recognize
The learner will be able to
recognize the appropriate instrument used to measure temperature, precipitation, wind speed, and wind direction.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Instruments: Weather |
Knowledge |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 1, 1.8.2.b |
Classroom
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Weather: Measured/Recognize
The learner will be able to
recognize that weather can be measured using tools and instruments.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Weather |
Knowledge |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 1, 1.8.2 |
Classroom
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Weather: Patterns/Describe/Seasonal
The learner will be able to
describe seasonal weather patterns.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Weather: Patterns |
Comprehension |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 1, 1.8.1.b |
Classroom
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Weather: Recognize
The learner will be able to
recognize that temperature, wind conditions, and precipitation are associated with weather.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Weather |
Knowledge |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 1, 1.8.2 |
Classroom
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Weather: Types/Relate/Conditions
The learner will be able to
relate temperature, precipitation, and wind conditions with different types of weather.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Weather |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Grade 1, 1.8.2.a |
Classroom
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Senses: Utilize/Characteristics
The learner will be able to
utilize the senses to gain an awareness of the characteristics of objects or events.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Senses |
Application |
Master |
0.5 |
TN: Curriculum Framework (K-12), December 8, 1995, Grade 2, p.1,1.1 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Book, The Ear Book [Lesson plan]. |
| · |
Book, What Do You Feel? [Lesson plan]. |
| · |
Book, What Do You See? [Lesson plan]. |
| · |
Book, Thing To See [Lesson plan]. |
| · |
Adopted Text, Chapter 1 Poster [Work Books]. |
| · |
Materials, Feely Box [Lesson plan]. |
| · |
Frank Schaffer Science, p. 10-12 &14 [Work Books]. |
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Senses: Use/Gain/World
The learner will be able to
use the senses to experience and gain knowledge of the world.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Senses |
Comprehension |
Master |
0.5 |
TN: Curriculum Framework (K-12), December 8, 1995, Grade 2, p.1,1.1b,K-2, p.4,1.3a,K-2 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Materials, Tuning Fork, Five Senses CD, Feely Box [Lesson plan]. |
| · |
Materials, The Town and The Country Mouse [Lesson plan]. |
| · |
Materials, The Little Red Hen [Lesson plan]. |
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Senses: Use/Collect/Information
The learner will be able to
use the senses to collect information.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Senses |
Comprehension |
Master |
0.5 |
TN: Curriculum Framework (K-12), December 8, 1995, Grade 2, p.3,1.3a |
Classroom
|
| |
Instructional Resources |
| |
| · |
Materials, Feely Box, Food to Taste [Lesson plan]. |
| · |
Games, I Spy [Teaching Strategies]. |
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Humans: Understand/Traits
The learner will be able to
understand that though external traits of humans may differ, the overall similarities remain the same.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Human |
Comprehension |
Master |
0.5 |
TN: Curriculum Framework (K-12), December 8, 1995, Grade 2, p.18,2.3a,K-2 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Materials, Five Senses Chart [Lesson plan]. |
| · |
Materials, Magazine Pictures [Lesson plan]. |
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Environment: Changes/Understand
The learner will be able to
understand that alterations that happen in an environment can impact living and/or non-living things.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Environment: Changes |
Comprehension |
Master |
0.5 |
TN: Curriculum Framework (K-12), December 8, 1995, Grade 2, p.23,2.4b,K-2 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Book, Dinosaur Time [Lesson plan]. |
| · |
Book, Danny Dinosaur [Lesson plan]. |
| · |
Book, The World of Dinosaurs [Lesson plan]. |
| · |
Book, A New Look At Dinosaurs [Lesson plan]. |
| · |
Book, I Can Read About Fossils [Lesson plan]. |
| · |
Book, I Can Read About Dinosaurs [Lesson plan]. |
| · |
Book, Mr. Toggle and the Dinosaur [Lesson plan]. |
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Organisms: Characteristics
The learner will be able to
develop an understanding of organisms' characteristics.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Organisms: Characteristics |
|
Master |
0.3 |
Terra Nova, Complete Battery, 1997, Level 11, Item#3, #11 week tested: 28. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Classroom Participation, Classifying Critters [Teaching Strategies]. |
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Organisms: Environment/Understanding
The learner will be able to
develop an understanding of organisms and the environments in which they live.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Organisms: Environment |
|
Master |
0.3 |
Terra Nova, Complete Battery, 1997, Level 11, Item#5 week tested: 28. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Book, Science for Early Grades p. 30-31 & 39, 45 [Lesson plan]. |
| · |
Book, Old MacDonald Had a Farm [Lesson plan]. |
| · |
Book, Who's in the Shed [Lesson plan]. |
| · |
Video, Barney and Buddies [Video]. |
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Life Cycle: Understand
The learner will be able to
understand the life cycle and how new organisms are created by ones that die.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Living Things: Life Cycle |
Application |
Master |
0.5 |
Terra Nova, Complete Battery, 1997, Level 11, Item#15 week tested: 28. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Book, Lifesaver Lessons - What Changes p.25 [Lesson plan]. |
| · |
Book, A Butterfly is Born [Lesson plan]. |
| · |
Book, The World of Ants [Lesson plan]. |
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Animal Groups
The learner will be able to
classify animals by groups (including animal groups).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Organization |
|
Master |
0.5 |
Meigs County Bd of Ed(a) TN Standard 2.3a |
Classroom
|
| |
Instructional Resources |
| |
| · |
Materials, Pictures of different color Cats & Dogs [Lesson plan]. |
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Careers
The learner will be able to
understand that working with animals is also a career option.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Careers: Life Science |
|
Master |
0.5 |
Meigs County Bd of Ed(a) TN Standard 4.3c |
Classroom
|
| |
Instructional Resources |
| |
| · |
Guest Speaker, Veterinarian [Guest Speaker]. |
| · |
Book, Verteriniarians by Dee Ready [Lesson plan]. |
| · |
Book, A Day in the Life of a Veterinarian by Mary Bowman [Lesson plan]. |
| · |
Field Trip, ZOO & Animal Clinic [Guest speaker]. |
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Animals & Plants: Different/Identify
The learner will be able to
identify how plants and animals of the same kind can be different from one another.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Animals and Plants |
Knowledge |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 1, 1.5.1 |
Classroom
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Animals & Plants: Environments/Analy
The learner will be able to
analyze the interactions among plants, animals, and their environments.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Animals and Plants |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Grade 1, 1.2.3 |
Classroom
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Environment: Adaptation/Identify/Traits
The learner will be able to
identify that living things have certain traits that enable them to adapt to specific environments and carry out basic life processes.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Environment: Adaptation |
Knowledge |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 1, 1.5.2 |
Classroom
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Environment: Differentiate
The learner will be able to
differentiate between water and land environments.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Environment |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Grade 1, 1.9.1 |
Classroom
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Instruments: Magnifiers/Survey/Parts
The learner will be able to
survey smaller parts of larger objects, using magnifiers.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Instruments: Life Science |
Comprehension |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 1, 1.1.1 |
Classroom
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Living Things: Parts/Identify
The learner will be able to
identify that living things are composed of smaller parts.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Living Things |
Knowledge |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 1, 1.1.1 |
Classroom
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Living Things: Parts/Well-Being
The learner will be able to
identify that the small parts that make up an organism contribute to the performance and well being of the whole organism.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Living Things |
Knowledge |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 1, 1.1.2 |
Classroom
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Organisms: Ecosystems/Gather
The learner will be able to
gather information about organisms that inhabit specific ecosystems.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Organisms |
Comprehension |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 1, 1.2.3 |
Classroom
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Organisms: Habitat/Identify
The learner will be able to
identify the typical habitat of an organism.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Organisms |
Knowledge |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 1, 1.5.2 |
Classroom
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Organisms: Needs/Identify
The learner will be able to
identify the basic needs living things require for survival.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Organisms |
Knowledge |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 1, 1.3.1 |
Classroom
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Organisms: Senses/Investigate
The learner will be able to
investigate the surrounding environment using the senses.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Organisms |
Application |
Master |
1.5 |
TN: Curriculum Standards, 2001, Grade 1, 1.2.2 |
Classroom
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Organisms: Senses/Recognize
The learner will be able to
recognize that organisms use their senses to interact with the environment around them.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Organisms |
Knowledge |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 1, 1.2.2 |
Classroom
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Pollution: Impact Of/Identify
The learner will be able to
identify that pollution can impact the environment and the organisms that live in it.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Pollution: Impact Of |
Knowledge |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 1, 1.2.4 |
Classroom
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Pollution: Impact Of/Pollutants/Examples
The learner will be able to
give examples of pollutants that may be found in a specific environment.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Pollution: Impact Of |
Application |
Master |
1.5 |
TN: Curriculum Standards, 2001, Grade 1, 1.2.4 |
Classroom
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Objects: Composition/Small
The learner will be able to
understand that objects are composed of smaller parts.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Objects: Composition |
Comprehension |
Master |
0.5 |
TN: Curriculum Framework (K-12), December 8, 1995, Grade 2, p.16,2.2b,K-2 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Guest Speaker, Mechanic [Guest Speaker]. |
| · |
Materials, Gears & Pulleys [Lesson plan]. |
| · |
Book, People Walk in Tops of Rain Forest [Lesson plan]. |
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Materials: Classify/Sets/Similarities
The learner will be able to
classify sets utilizing similarities of materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Materials |
Analysis |
Master |
0.5 |
TN: Curriculum Framework (K-12), December 8, 1995, Grade 2, p.19,2.3b,K-2 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Materials, Simple Objects in the Classroom [Lesson plan]. |
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Forces: Motion/Understand/Change/Path
The learner will be able to
understand that a force that pushes or pulls can change the path of an object in motion.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Forces: Motion |
Comprehension |
Master |
0.5 |
TN: Curriculum Framework (K-12), December 8, 1995, Grade 2, p.21,2.4a,K-2 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Materials, Transparency- What Machine Makes Work Easier? [Lesson plan]. |
| · |
Book, Simple Machine Books - Library [Lesson plan]. |
| · |
Book, Discover Science Books [Lesson plan]. |
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Mass: Understand/Parts/Equal/Whole
The learner will be able to
understand that when an object is broken into pieces, the total mass of the pieces is equal to the mass of the original object.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Mass |
Comprehension |
Master |
0.5 |
TN: Curriculum Framework (K-12), December 8, 1995, Grade 2, p.27,2.6a,K-2 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Materials, Fraction Plates, Cup, Water, Freezer [Lesson plan]. |
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Objects: Composition/Understand/Part
The learner will be able to
understand that an object may not work properly if a part is taken away from the whole.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Objects: Composition |
Comprehension |
Master |
0.5 |
TN: Curriculum Framework (K-12), December 8, 1995, Grade 2, p.16,2.2b,K-2 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Materials, Clocks, unsharpened pencils [Lesson plan]. |
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Events:Understand/Predicted
The learner will be able to
understand that some events can be predicted while others cannot.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Events |
Comprehension |
Master |
0.5 |
TN: Curriculum Framework (K-12), December 8, 1995, Grade 2, p.3,1.2c,K-2 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Classroom Participation, Predict Weather [Teaching Strategies]. |
| · |
Materials, Thermometer [Lesson plan]. |
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Magnetism: Comprehend
The learner will be able to
comprehend magnetism.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Magnetism |
Comprehension |
Master |
0.5 |
Terra Nova, Complete Battery, 1997, Level 11, Item#12 week tested: 28. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Materials, Magnets & Magnetic Stripping [Lesson plan]. |
| · |
Materials, Magnet Kit [Lesson plan]. |
| · |
Materials, Paper clips, picture cards, Trade Books [Lesson plan]. |
| · |
Book, Magnets by T.Jennings [Lesson plan]. |
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Forces: Motion/Relationship
The learner will be able to
understand that there exists a relationship between force and motion and that foce can cause motion in objects.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Forces: Motion |
Application |
Master |
0.5 |
Terra Nova, Complete Battery, 1997, Level 11, Item#16, #19 week tested: 28.; TN: Curriculum Standards, 2001, Grade 1, 1.11.1 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Materials, Gears & Pulleys, Balls [Lesson plan]. |
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Materials: Alterations/Explain/Observe
The learner will be able to
explain and observe alterations that can take place when two materials interact.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Materials |
Comprehension |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 1, 1.13.1 |
Classroom
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Materials: Properties/Differentiate
The learner will be able to
differentiate between solids and liquids.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Materials: Properties |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Grade 1, 1.12.1.b |
Classroom
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Matter: Properties/Alterations/Explore
The learner will be able to
explore alterations that occur when various types of matter interact.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Matter: Properties |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Grade 1, 1.13.1 |
Classroom
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Motion: Changing/Describe/Survey
The learner will be able to
describe how an object can change motion and survey changes in the motion of an object.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Motion |
Comprehension |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 1, 1.11.1 |
Classroom
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Objects: Part/Explain/Survey
The learner will be able to
explain and survey what happens when part of an object is removed.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Objects |
Comprehension |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 1, 1.1.2 |
Classroom
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Objects: Position/Balance/Observe
The learner will be able to
observe how the weight and/or position of an object impacts balance.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Objects: Position |
Comprehension |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 1, 1.11.2 |
Classroom
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Objects: Position/Balance/Predict
The learner will be able to
predict how the weight and/or position of an object will impact balance.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Objects: Position |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Grade 1, 1.11.2 |
Classroom
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Objects: Position/Balanced/Identify
The learner will be able to
identify objects that are balanced.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Objects: Position |
Knowledge |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 1, 1.11.2 |
Classroom
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Objects: Properties/Identify/Change
The learner will be able to
identify that the observable properties of objects can change over time and under different conditions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Objects: Properties |
Knowledge |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 1, 1.12.1 |
Classroom
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Objects: Similarities/Differences
The learner will be able to
find similarities and differences in the weight, length, and size of objects.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Objects: Properties |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Grade 1, 1.12.1.a |
Classroom
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Shadows: Change/Identify
The learner will be able to
identify that, during the course of a day, shadows change in their length and position.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Shadows |
Knowledge |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 1, 1.7.2.b |
Classroom
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Sound: Properties/Categorize/Identify
The learner will be able to
categorize sounds by their basic properties and identify that sound is created by vibrations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sound: Properties |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Grade 1, 1.14.2 |
Classroom
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Sun: Energy/Explain/Impact
The learner will be able to
explain the impact of the sun's energy on various materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sun: Energy |
Comprehension |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 1, 1.14.1 |
Classroom
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Atmosphere Conditions
The learner will be able to
recognize weather is the result of atmosphere conditions, recognize a thermometer as an instrument used to measure temperature, observe daily weather and keep a chart.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Questioning |
Knowledge |
Introduce |
0.5 |
Meigs County Bd of Ed(a) |
Classroom
|
| |
Instructional Resources |
| |
| · |
Book, Who Cares About the Weather? [Lesson plan]. |
| · |
Book, What Will the Weather Be Like Today? [Lesson plan]. |
| · |
Frank Schaffer Science, My Book About Weather P. 85-95 [Work Books]. |
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Graphs
The learner will be able to
graph the daily temperature, favorite foods, music, stories and books.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Collecting Data |
Knowledge |
Introduce |
0.5 |
Meigs County Bd of Ed(a) TN Standard 1.3a |
Classroom
|
| |
Instructional Resources |
| |
| · |
Classroom Participation, Make A Graph [Teaching Strategies]. |
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Safety Methods
The learner will be able to
perform tornado and fire drills and discuss measures in case of emergency.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Collecting Data |
Application |
Master |
0.5 |
Meigs County Bd of Ed(a) TN Standard 1.3c |
Classroom
|
| |
Instructional Resources |
| |
| · |
Book, Weekly Reader [Lesson plan]. |
| · |
Book, Fire Drills the Great Escape [Lesson plan]. |
| · |
Book, Official Fire Safety Manuel [Lesson plan]. |
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Cold and Warm Weather
The learner will be able to
conduct and experiment on what causes colder weather in the winter and warmer weather in the summer.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Historical and Cultural Perspective |
Knowledge |
Introduce |
0.5 |
Meigs County Bd of Ed(a) TN Standard 3.1e |
Classroom
|
| |
Instructional Resources |
| |
| · |
Materials, Thermometer, Rain Gaige [Lesson plan]. |
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Levels of Temperature
The learner will be able to
compare morning temperature to afternoon temperature through observations and a thermometer.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Estimation and Computation |
Knowledge |
Introduce |
0.5 |
Meigs County Bd of Ed(a) TN Standard 3.3c |
Classroom
|
| |
Instructional Resources |
| |
| · |
Materials, Thermometer [Lesson plan]. |
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Wind
The learner will be able to
contruct various things to show wind movement.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Methods |
Knowledge |
Introduce |
0.5 |
Meigs County Bd of Ed(a) TN Standard 3.4e |
Classroom
|
| |
Instructional Resources |
| |
| · |
Materials, Pinwheels - straws, paper, sailing ships [Lesson plan]. |
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Inquiry: Skills
The learner will be able to
begin to develop the skills necessary to perform scientific inquiries.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Scientific Inquiry |
|
Master |
0.5 |
Terra Nova, Complete Battery, 1997, Level 11, Item#1, #8, #17, #18 week tested: 28. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Games, Play 20 Questions [Teaching Strategies]. |
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Scientific Inquiry: Perform
The learner will be able to
exhibit the ability to conduct science inquiry.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Scientific Inquiry |
Application |
Master |
0.5 |
Terra Nova, Complete Battery, 1997, Level 11, Obj Statement #19 week tested: 28. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Materials, poster board, magazines, scissors, glue, markers [Lesson plan]. |
| · |
Materials, various fruits and vegetables [Lesson plan]. |
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Attitudes/Values: Develop/Positive
The learner will be able to
develop a positive attitude with respect to science by making careful observations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Attitudes/Values |
|
Master |
0.5 |
TN: Curriculum Framework (K-12), December 8, 1995, Grade 2, p.42,4.1d,K-2 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Field Trip, Tennessee Aquarium [Guest speaker]. |
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Attitudes/Values: Show/Positive
The learner will be able to
show a positive attitude with respect to science when solving problems as well as when making individual choices regarding issues impacting himself/herself, society and the environment.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Attitudes/Values |
|
Master |
0.5 |
TN: Curriculum Framework (K-12), December 8, 1995, Grade 2, p.41,Goal |
Classroom
|
| |
Instructional Resources |
| |
| · |
Activity Support Master, W.O.W. Character Counts [Work Books]. |
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Careers: Understand/Chance
The learner will be able to
understand that all students have a chance to have a career in science.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Careers |
|
Master |
0.5 |
TN: Curriculum Framework (K-12), December 8, 1995, Grade 2, p.44,4.3a,K-2 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Guest Speaker, Scuba Diver [Guest Speaker]. |
| · |
Book, Books From Library [Lesson plan]. |
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Careers: Understand/Enjoying/Foundation
The learner will be able to
understand that enjoying science may be the foundation for developing the abilities and attitudes needed for a profession in science.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Careers |
|
Master |
0.5 |
TN: Curriculum Framework (K-12), December 8, 1995, Grade 2, p.44,4.3c,K-2 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Field Trip, Visit Zoo [Guest speaker]. |
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Critical Thinking: Develop/New Learning
The learner will be able to
develop new learning from current knowledge.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Critical Thinking Skills |
|
Master |
0.5 |
TN: Curriculum Framework (K-12), December 8, 1995, Grade 2, p.8,1.5c,K-2 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Materials, Parts of Plants [Lesson plan]. |
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Data: Analyze/Patterns/Relationships
The learner will be able to
analyze data to find patterns and relationships that may indicate cause and effect or support inferences and hypotheses.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Data: Analysis/Interpretation |
|
Master |
0.5 |
TN: Curriculum Framework (K-12), December 8, 1995, Grade 2, p.5,1.4 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Classroom Participation, Graph [Teaching Strategies]. |
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Processes: Use/Toys/Games/Play
The learner will be able to
use toys, games and creative play as techniques for comprehending scientific processes.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Processes |
|
Master |
0.5 |
TN: Curriculum Framework (K-12), December 8, 1995, Grade 2, p.39,3.6a,K-2 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Materials, Pzzles, Geo Safari, Memory, Blocks, Legos [Lesson plan]. |
| · |
Materials, Water Table [Lesson plan]. |
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Science: Understand/Creativity/Means
The learner will be able to
understand that creativity provides the means for the growth of new ideas, processes and attitudes toward science.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Science |
|
Master |
0.5 |
TN: Curriculum Framework (K-12), December 8, 1995, Grade 2, p.39,3.6c, p.39,3.6c,K-2 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Classroom Participation, Art Class [Teaching Strategies]. |
| · |
Materials, Large Paper, Recycled Materials [Lesson plan]. |
| · |
Classroom Participation, Make Big Book [Teaching Strategies]. |
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Careers: Research/Scientists/Work
The learner will be able to
research careers in order to gain greater insight into scientists and their work.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Careers |
Comprehension |
Master |
0.5 |
TN: Curriculum Framework (K-12), December 8, 1995, Grade 2, p.44,4.3a |
Classroom
|
| |
Instructional Resources |
| |
| · |
Guest Speaker, Scuba Diver [Guest Speaker]. |
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Careers: Understand/Abilities/Result
The learner will be able to
understand that the development of scientific abilities can result in a rewarding career.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Careers |
Comprehension |
Master |
0.5 |
TN: Curriculum Framework (K-12), December 8, 1995, Grade 2, p.44,4.3, p.44,4.3b,K-2 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Materials, Pictures of the Ocean & Animals [Lesson plan]. |
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Careers: Understand/Technological Skills
The learner will be able to
understand that the development of technological skills can provide a rewarding career.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Careers |
Comprehension |
Master |
0.5 |
TN: Curriculum Framework (K-12), December 8, 1995, Grade 2, p.44,4.3b,K-2 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Materials, Pictures of Animals or Plant Life [Lesson plan]. |
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Changes: Understand/Cause
The learner will be able to
understand that altering one thing can sometimes cause another thing to alter.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Changes |
Comprehension |
Master |
0.5 |
TN: Curriculum Framework (K-12), December 8, 1995, Grade 2, p.21,2.4a,K-2 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Materials, Magnets [Lesson plan]. |
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Classification: Create/Groups
The learner will be able to
create groups by similarities of form and function.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Classification |
Analysis |
Master |
0.5 |
TN: Curriculum Framework (K-12), December 8, 1995, Grade 2, p.19,2.3b |
Classroom
|
| |
Instructional Resources |
| |
| · |
Materials, Pictures from Magazines [Lesson plan]. |
| · |
Materials, Bulletin Boards [Lesson plan]. |
| · |
Frank Schaffer Science, Animal Booklet [Work Books]. |
| · |
Book, Reptiles Do The Strangest Things [Lesson plan]. |
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Classification: Understand/Problems
The learner will be able to
understand that scientists use a variety of methods to classify problems.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Classification |
Comprehension |
Master |
0.5 |
TN: Curriculum Framework (K-12), December 8, 1995, Grade 2, p.35,3.4 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Video, Magic School Bus In The Solar System [Video]. |
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Communication: Comparisons/Terms
The learner will be able to
give comparisons in terms of number, shape, texture, size, weight, color and motion.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Communication: Methods |
Comprehension |
Master |
0.5 |
TN: Curriculum Framework (K-12), December 8, 1995, Grade 2, p.8,1.5b,K-2 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Materials, Pictures from magazines [Lesson plan]. |
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Communication: Descriptions/Using
The learner will be able to
give descriptions using number, shape, texture, size, weight, color and motion.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Communication: Methods |
Comprehension |
Master |
0.5 |
TN: Curriculum Framework (K-12), December 8, 1995, Grade 2, p.8,1.5b,K-2 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Materials, rulers, pictures from magazines [Lesson plan]. |
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Critical Thinking: Develop/Cognitive
The learner will be able to
develop cognitive ability by participating in creative activities.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Critical Thinking Skills |
Synthesis |
Master |
0.5 |
TN: Curriculum Framework (K-12), December 8, 1995, Grade 2, p.39,3.6b,K-2 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Materials, Glow In The Dark Paint & Black Paper [Lesson plan]. |
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Data: Collect/Way
The learner will be able to
collect data completely, accurately, concisely and in a way that is easy to use.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Data: Collection |
Comprehension |
Master |
0.5 |
TN: Curriculum Framework (K-12), December 8, 1995, Grade 2, p.3,1.3 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Materials, Growth Chart [Lesson plan]. |
| · |
Classroom Participation, Chart Daily Temperatures, Favorite Foods, etc... [Teaching Strategies]. |
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Economics: Understand/Climate
The learner will be able to
understand that progress in science and technology directly impacts the economic climate of a society.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Science, Tech. & Society: Economics |
Comprehension |
Master |
0.5 |
TN: Curriculum Framework (K-12), December 8, 1995, Grade 2, p.47,4.5a,K-2 |
Classroom
|
| |
Instructional Resources |
| |
| · |
TVA Resources, Production of Electricity Book [Video]. |
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Graphs: Analyze
The learner will be able to
analyze data that is shown in tables and graphs.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Graphing |
Analysis |
Master |
0.5 |
TN: Curriculum Framework (K-12), December 8, 1995, Grade 2, p.7,1.5a |
Classroom
|
| |
Instructional Resources |
| |
| · |
Materials, classroom graphs, weather, lost teeth, etc. [Lesson plan]. |
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Graphs: Illustrations/Use
The learner will be able to
use illustrations to represent relationships which have been observed.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Graphing |
Application |
Master |
0.5 |
TN: Curriculum Framework (K-12), December 8, 1995, Grade 2, p.8,1.5b,K-2 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Materials, paper, pencils, crayons, pictures from magazines [Lesson plan]. |
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Measurement: Understand/Approximation
The learner will be able to
understand that all measurements are approximate .
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Measurement |
Comprehension |
Master |
0.5 |
TN: Curriculum Framework (K-12), December 8, 1995, Grade 2, p.34,3.3c |
Classroom
|
| |
Instructional Resources |
| |
| · |
Materials, rulers, thermometer, tin pan [Lesson plan]. |
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Models: Build/Variety
The learner will be able to
build a variety of models to represent the same thing or idea.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Models |
Synthesis |
Master |
0.5 |
TN: Curriculum Framework (K-12), December 8, 1995, Grade 2, p.11,2.1b,K-2 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Activity Support Master, legos, blocks [Work Books]. |
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Observations: Describe/Comparison
The learner will be able to
describe observations accurately to allow comparison of the results with others.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Observations |
Application |
Master |
0.5 |
TN: Curriculum Framework (K-12), December 8, 1995, Grade 2, p.6,1.4b,K-2 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Materials, plants [Lesson plan]. |
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Observations: Make/Surroundings
The learner will be able to
make observations in order to gain an awareness of his or her surroundings.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Observations |
Application |
Master |
0.5 |
TN: Curriculum Framework (K-12), December 8, 1995, Grade 2, p.1,1.1a |
Classroom
|
| |
Instructional Resources |
| |
| · |
Classroom Participation, Create Maps of the Room [Teaching Strategies]. |
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Patterns: Create/Arranging/Shapes
The learner will be able to
create patterns by arranging various shapes.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Patterns |
Application |
Master |
0.5 |
TN: Curriculum Framework (K-12), December 8, 1995, Grade 2, p.5,1.4a,K-2 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Materials, unifix cubes, pattern blocks, pattern beads [Lesson plan]. |
| · |
Classroom Participation, calendar activities [Teaching Strategies]. |
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Quality of Life: Understand/Ability
The learner will be able to
understand that people have the ability to continuously improve life by using their knowledge.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Science, Tech & Society: Quality of |
Comprehension |
Master |
0.5 |
TN: Curriculum Framework (K-12), December 8, 1995, Grade 2, p.40,3.6d,K-2 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Technology, audio tapes, computer lab [Technology Plan]. |
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Questioning: Answer/Observing
The learner will be able to
answer questions by carefully observing.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Questioning |
Application |
Master |
0.5 |
TN: Curriculum Framework (K-12), December 8, 1995, Grade 2, p.2,1.2b,K-2 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Book, A.R. Books [Lesson plan]. |
| · |
Materials, magnifying glass, microscope, scissors, glue [Lesson plan]. |
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Real World: Develop/Kinesthetic/Creative
The learner will be able to
develop kinesthetic ability by participating in creative activities.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Real World |
Synthesis |
Master |
0.5 |
TN: Curriculum Framework (K-12), December 8, 1995, Grade 2, p.39,3.6b,K-2 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Materials, Glow in the dark paint & black paper [Lesson plan]. |
| · |
Materials, scissors & glue [Lesson plan]. |
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Real World: Shapes/Identify/Geometric
The learner will be able to
identify geometrical shapes in nature
.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Real World: Shapes & Forms |
Comprehension |
Master |
0.5 |
TN: Curriculum Framework (K-12), December 8, 1995, Grade 2, p.5,1.4a,K-2 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Classroom Participation, Nature Walk [Teaching Strategies]. |
| · |
Classroom Participation, Draw pictures of objects in nature [Teaching Strategies]. |
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Real World: Shapes/Understand/Produced
The learner will be able to
understand that geometrical shapes may be produced by humans.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Real World: Shapes & Forms |
Comprehension |
Master |
0.5 |
TN: Curriculum Framework (K-12), December 8, 1995, Grade 2, p.5,1.4a,K-2 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Materials, pictures of buildings & shapes [Lesson plan]. |
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Safety: Follow/Procedures
The learner will be able to
always follow appropriate safety procedures.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Safety |
Application |
Master |
0.5 |
TN: Curriculum Framework (K-12), December 8, 1995, Grade 2, p.5,1.3c,K-2 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Book, Otto the Auto [Lesson plan]. |
| · |
Classroom Participation, Fire Drills, Tornado Drills, Safety Rules [Teaching Strategies]. |
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Science: Show/Thinking/Acting
The learner will be able to
show methods of thinking and acting which are essential to the practice of science.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Science |
Application |
Master |
0.5 |
TN: Curriculum Framework (K-12), December 8, 1995, Grade 2, p.29,Goal |
Classroom
|
| |
Instructional Resources |
| |
| · |
Classroom Participation, Act Out the Growth of a Flower [Teaching Strategies]. |
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
Science: Understand/Imagination
The learner will be able to
understand that imagination is an important part of science.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Science |
Comprehension |
Master |
0.5 |
TN: Curriculum Framework (K-12), December 8, 1995, Grade 2, p.39,3.6a |
Classroom
|
| |
Instructional Resources |
| |
| · |
Materials, Legos, blocks, puzzles, water table [Lesson plan]. |
| · |
Adopted Text, Current [Work Books]. |
|
| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
| |
Unit Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
|
|
