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Meigs County |
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Meigs County Curriculum |
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2nd Grade - Science |
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Earth and Sun: Temperature
The learner will be able to
identify that the sun provides a main source of heat and light for the earth and understand that the temperature on Earth is affected by the sun's heat and light.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Earth and Sun |
Comprehension |
Master |
0.8 |
National Science Education Standards, 1996, Grades K-4, p. 134; TN: Curriculum Standards, 2001, Grade 2, 2.14.1 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Adopted Text, Scott Foresman Science Book Ch.9 [Work Books]. |
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| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
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| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
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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 |
1.0 |
Terra Nova, Complete Battery, 1997, Level 12, Item#7 week tested: 31..; National Science Education Standards, 1996, Grades K-4, p. 130 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Scott Foresman, Chapter 9 [Textbook]. |
| · |
Materials, Computer, Balls, Flashlight, Solar System [Lesson plan]. |
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Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
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| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
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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 |
0.3 |
Terra Nova, Complete Battery, 1997, Level 12, Obj Statement #22 week tested: 31. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Book, Let's Find Out About the Moon [Lesson plan]. |
| · |
Adopted Text, Discover Science- Foresman [Work Books]. |
| · |
Materials, Activity Sheets [Lesson plan]. |
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Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
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| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
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Water: Properties
The learner will be able to
understand the properties and functions of water.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Water |
Knowledge |
Master |
0.1 |
Meigs County, 7/99 |
Classroom
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| |
Instructional Resources |
| |
| · |
Scott Foresman, On the Move - Our Big Wet World Activity Log [Textbook]. |
| · |
Materials, Draw- cut out water droplets [Lesson plan]. |
| · |
Materials, Write water uses on each droplet [Lesson plan]. |
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Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
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Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
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Sky: Objects/Night/Day
The learner will be able to
develop an understanding of the objects in the sky and identify that different objects appear in the sky during the day and at night.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sky |
Knowledge |
Master |
0.4 |
Terra Nova, Complete Battery, 1997, Level 12, Item#10, #21 week tested: 31.; National Science Education Standards, 1996, Grades K-4, p. 130; TN: Curriculum Standards, 2001, Grade 2, 2.7.1 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Materials, Earth & Sun Temperature [Lesson plan]. |
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| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
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Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
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Solar System: Components
The learner will be able to
identify the three basic components of the solar system: sun, planets, moons.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Solar System |
Knowledge |
Master |
0.4 |
Meigs County, 7/99 |
Classroom
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| |
Instructional Resources |
| |
| · |
Materials, Earth & Sun Temperature [Lesson plan]. |
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| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
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| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
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Stars: Earth/Numerous
The learner will be able to
observe stars in relation to the Earth and identify that there are too many stars to count in the night sky.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Stars |
Knowledge |
Master |
0.2 |
TN: Curriculum Standards, 2001, Grade 2, 2.7.1.a |
Classroom
|
| |
Instructional Resources |
| |
| · |
Materials, Solar System Unit [Lesson plan]. |
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| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
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| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
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Stars: Brightness
The learner will be able to
observe the brightness of the stars visible from Earth.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Stars |
Knowledge |
Master |
0.2 |
Meigs County, 7/99, Second Grade |
Classroom
|
| |
Instructional Resources |
| |
| · |
Materials, Solar System Unit [Lesson plan]. |
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Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
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| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
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Earth: History
The learner will be able to
understand the Earth's history.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Earth: History |
Knowledge |
Master |
0.8 |
Terra Nova, Complete Battery, 1997, Level 12, Item#17 week tested: 31. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Materials, Solar System Unit [Lesson plan]. |
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| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
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| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
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Earth: Materials/Properties
The learner will be able to
understand the properties of Earth's materials and composition.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Earth: Materials |
Comprehension |
Master |
0.1 |
Terra Nova, Complete Battery, 1997, Level 12, Item#13 week tested: 31..; National Science Education Standards, 1996, Grades K-4, p. 130; Meigs Co. Board of Ed. Jan. 2000. |
Classroom
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| |
Instructional Resources |
| |
| · |
Experiments, Crystals, Trickles to Tributaries [Unit]. |
| · |
Experiments, Books [Unit]. |
| · |
Materials, Soil Samples [Lesson plan]. |
| · |
Book, Soil [Lesson plan]. |
| · |
Materials, Rocks [Lesson plan]. |
| · |
Unit, Geology Earth Structure Unit [Unit]. |
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Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
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Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
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Earth/Space Science: Concepts
The learner will be able to
comprehend the most pertinent ideas and principles of Earth/Space science.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Earth/Space Science |
Application |
Master |
0.8 |
Terra Nova, Complete Battery, 1997, Level 12, Obj Statement #22 week tested: 31. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Unit, Geoglogy/Earth Structure Unit [Unit]. |
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| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
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| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
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Earth: Surface/Changes/Speed
The learner will be able to
understand that the Earth's surface changes slowly (e.g., weathering) and quickly (e.g., earthquakes).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Earth: Surface Changes |
Knowledge |
Master |
0.5 |
National Science Education Standards, 1996, Grades K-4, p. 134 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Unit, Geoglogy / Earth Structure Unit [Unit]. |
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| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
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| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
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Weather: Describe
The learner will be able to
describe weather by temperature, wind speed, and precipitation.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Weather |
Comprehension |
Master |
0.1 |
National Science Education Standards, 1996, Grades K-4, p. 134 |
Classroom
|
| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
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| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Weather: Environment
The learner will be able to
observe how weather affects the environment.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Weather: Impact Of |
Knowledge |
Master |
0.8 |
Meigs County, 7/99 |
Classroom
|
| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
| · |
Unit Test, Teacher Made [Tests]. |
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
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Weather: Changes
The learner will be able to
understand that weather changes daily.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Weather: Change |
Comprehension |
Master |
0.8 |
Meigs County, 7/99..; National Science Education Standards, 1996, Grades K-4, p. 134 |
Classroom
|
| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
| · |
Unit Test, Teacher Made [Tests]. |
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
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Earth/Space Science: Use/Knowledge
The learner will be able to
use concepts, theories, principles and laws from earth/space science to gain scientific knowledge .
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Earth/Space Science |
|
Master |
|
TN: Curriculum Framework (K-12), December 8, 1995, Grade 2, p.10,Goal |
Classroom
|
| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
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| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
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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
|
| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
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 2, 2.9.1 |
Classroom
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
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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 2, 2.10.1 |
Classroom
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
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 2, 2.10.2 |
Classroom
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Moon: Phases/Recognize/Change
The learner will be able to
recognize the phases of the moon as components of a cycle of regular change.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Moon |
Knowledge |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 2, 2.7.2.b |
Classroom
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Soil: Composition/Properties/Identify
The learner will be able to
identify the composition and observe the properties of soils.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Soil |
Knowledge |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 2, 2.10.1.a, 2.10.1.b |
Classroom
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Sand: Identify/Composition/Properties
The learner will be able to
identify the composition and survey the properties of sand.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Soil |
Knowledge |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 2, 2.10.1.a, 2.10.1.b |
Classroom
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Stars: Identify/Differ
The learner will be able to
identify that stars differ in their brightness, color, and location in the sky.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Stars |
Knowledge |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 2, 2.7.1.a |
Classroom
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Sun: Identify/Brightest/Nearest/Star
The learner will be able to
identify that the brightest object in the sky and the nearest star is the sun.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sun |
Knowledge |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 2, 2.7.1.b |
Classroom
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Sun: Position/Time
The learner will be able to
use the position of the sun in the sky to establish the approximate time of day.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sun |
Application |
Master |
1.5 |
TN: Curriculum Standards, 2001, Grade 2, 2.7.2.a |
Classroom
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
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 2, 2.7.2 |
Classroom
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Weather: Cooling/Heating/Rates
The learner will be able to
compare the cooling rates and the heating rates of land, air, and water.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Weather: Influences On |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Grade 2, 2.14.1 |
Classroom
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Organisms: Characteristics
The learner will be able to
develop an understanding of organisms' characteristics.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Organisms: Characteristics |
|
Master |
0.1 |
Terra Nova, Complete Battery, 1997, Level 12, Item#8, #9 week tested: 31..; National Science Education Standards, 1996, Grades K-4, p. 127 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Materials, Worksheets, Examples of Animals [Lesson plan]. |
| · |
Materials, Vein Diagram [Lesson plan]. |
| · |
Scott Foresman, Charts in Unit Package [Textbook]. |
| · |
Unit, Science & Animals [Unit]. |
|
| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Plants: Classify
The learner will be able to
classify plants by their physical attributes.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Plants |
Knowledge |
Master |
0.1 |
Meigs County, 7/99 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Scott Foresman, Book [Textbook]. |
| · |
Scott Foresman, Workbook [Textbook]. |
| · |
Materials, plant samples [Lesson plan]. |
| · |
Materials, Video Reference Books [Lesson plan]. |
| · |
Materials, hand lens, tape. plastic cups, water, potting soil [Lesson plan]. |
| · |
Materials, milk cartons, scoop, marker, plastic knife [Lesson plan]. |
| · |
Materials, jar lid, potato with an eye, onion, carrot [Lesson plan]. |
| · |
Materials, sunflower seeds ,scientific method steps [Lesson plan]. |
|
| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Plants: Survival/Understand
The learner will be able to
describe how the characteristics of plants help them survive in their environment.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Plants: Survival |
Synthesis |
Master |
0.1 |
Meigs County, 7/99 |
Classroom
|
| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Plants/Animals: Habitats/Compare
The learner will be able to
compare plants and animals in their natural habitat with those in other habitats.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Plants: Habitats |
Application |
Master |
2.0 |
Meigs County, 7/99 |
Classroom
|
| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Prehistoric and Present Animals
The learner will be able to
compare prehistoric animals with similar animals that exist today.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Living Things: Prehistoric |
Application |
Master |
0.8 |
Meigs County, 7/99 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Materials, Dino- Rama [Lesson plan]. Clay, Boxes, Paper |
| · |
Materials, Literature & Books about dinosaurs & their habitat [Lesson plan]. |
|
| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Animals: Survival/Understand/Describe
The learner will be able to
describe how the characteristics of animals help them survive in their environment.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Animals: Survival |
Synthesis |
Master |
1.6 |
Meigs County, 7/99 |
Classroom
|
| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Organisms: Instruments and Observations
The learner will be able to
use the proper instruments to observe living organisms.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Organisms |
Application |
Master |
0.8 |
Meigs County, 7/99 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Scott Foresman, Chapter 2 Animals [Textbook]. |
| · |
Scott Foresman, Workbook pages [Textbook]. |
| · |
Materials, graphs, charts, picture cards, hand lenses [Lesson plan]. |
|
| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Organisms: Adaptation and Diversity
The learner will be able to
understand the adaptations and diversity of organisms.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Organisms |
Comprehension |
Master |
1.6 |
Terra Nova, Complete Battery, 1997, Level 12, Item#11 week tested: 31. |
Classroom
|
| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Environment: Quality
The learner will be able to
develop an understanding about environmental quality.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Environment |
Comprehension |
Master |
0.1 |
Terra Nova, Complete Battery, 1997, Level 12, Item#24 week tested: 31. |
Classroom
|
| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Biology: Concepts
The learner will be able to
comprehend the most pertinent ideas and principles of biology.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Biology |
Application |
Master |
0.8 |
Terra Nova, Complete Battery, 1997, Level 12, Obj Statement #21 week tested: 31. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Materials, Various books about Biology, dictionary [Lesson plan]. |
| · |
Materials, Bio- Handouts [Lesson plan]. |
| · |
Materials, internet resources [Lesson plan]. |
|
| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Biology: Use
The learner will be able to
use understanding of biology in experiments and real world situations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Biology |
Application |
Master |
0.8 |
Terra Nova, Complete Battery, 1997, Level 12, Obj Statement #21 week tested: 31. |
Classroom
|
| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Life Cycle: Understand
The learner will be able to
observe and understand simple life cycles and how new organisms are created by ones that die.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Living Things: Life Cycle |
Application |
Master |
1.6 |
Terra Nova, Complete Battery, 1997, Level 12, Item#3, #6, #23 week tested: 31. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Unit, Dinosaur [Unit]. |
| · |
Scott Foresman, Chapter 3 [Textbook]. |
| · |
Book, Dino [Lesson plan]. |
| · |
Materials, Lifecycle charts & posters [Lesson plan]. |
| · |
Scott Foresman, Workbook [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Animals & Plants: Dependency
The learner will be able to
understand and describe that plants and animals depend on each other for survival.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Animals and Plants |
Comprehension |
Master |
0.4 |
National Science Education Standards, 1996, Grades K-4, p. 129 |
Classroom
|
| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Environment
The learner will be able to
understand that there are many different environments.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Environment |
Comprehension |
Master |
1.5 |
National Science Education Standards, 1996, Grades K-4, p. 129 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Materials, Artic Animals, Forest, Night Time, Wild Animals [Lesson plan]. |
| · |
Materials, Life in Pond, Sea & Meadow define habitat [Lesson plan]. |
|
| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Environment: Changes/How
The learner will be able to
understand that natural phenomena and human interaction can alter the environment.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Environment: Changes |
Knowledge |
Master |
1.0 |
National Science Education Standards, 1996, Grades K-4, p. 140 |
Classroom
|
| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Environment: Changes/Short/Long Term
The learner will be able to
understand short versus long term changes to the environment.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Environment: Changes |
Knowledge |
Master |
1.0 |
National Science Education Standards, 1996, Grades K-4, p. 140 |
Classroom
|
| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Environment: Definition
The learner will be able to
understand that an environment is the space, conditions, and factors that affect a species survival and quality of life.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Environment |
Knowledge |
Master |
1.0 |
National Science Education Standards, 1996, Grades K-4, p. 140 |
Classroom
|
| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Environment: Human Interaction
The learner will be able to
understand that humans alter the environment both positively and negatively for themselves and other organisms.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Environment: Human Activities |
Comprehension |
Master |
1.0 |
National Science Education Standards, 1996, Grades K-4, p. 129 |
Classroom
|
| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Environment: Pollution/Recognize/Impact
The learner will be able to
recognize forms of pollution, identify that pollution can impact the environment and the organisms that live in it, and understand that pollution is a change to the environment that can cause health problems to living organisms, including humans.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Pollution |
Knowledge |
Master |
1.0 |
National Science Education Standards, 1996, Grades K-4, p. 140; TN: Curriculum Standards, 2001, Grade 2, 2.2.4 |
Classroom
|
| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Environment: Solutions/Identify
The learner will be able to
identify methods for helping the environment.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Environment: Conservation |
Knowledge |
Master |
0.8 |
Meigs County, 7/99 |
Classroom
|
| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Environment: Resources/Recognize
The learner will be able to
recognize natural resources.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Environment: Resources |
Knowledge |
Master |
1.0 |
Terra Nova, Complete Battery, 1997, Level 12, Item#1 week tested: 31. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Materials, Collection of Natural Resources samples [Lesson plan]. |
| · |
Materials, Books on natural resources [Lesson plan]. |
| · |
Scott Foresman, Worksheets [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Natural Resources
The learner will be able to
understand that air, water, and soil are natural resources and they are used to make additional resources such as food and fuel.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Anatomy & Physiology |
Knowledge |
Master |
0.2 |
National Science Education Standards, 1996, Grades K-4, p. 140; Meigs Co. Board of Ed. Jan. 2000. |
Classroom
|
| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Resources
The learner will be able to
understand different types of resources come from living and non-living environments.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Anatomy & Physiology |
Comprehension |
Master |
0.2 |
National Science Education Standards, 1996, Grades K-4, p. 140; Meigs Co. Board of Ed. Jan. 2000. |
Classroom
|
| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Natural Resources: Conservation
The learner will be able to
understand that natural resources need to be conserved and identify ways to conserve resources on the earth.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Anatomy & Physiology |
Comprehension |
Master |
0.2 |
National Science Education Standards, 1996, Grades K-4, p. 140; TN: Curriculum Standards, 2001, Grade 2, 2.10.2 |
Classroom
|
| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Fossils: Evidence
The learner will be able to
describe how fossils provide evidence about plants and animals.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Fossils |
Comprehension |
Master |
1.0 |
National Science Education Standards, 1996, Grades K-4, p. 134 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Scott Foresman, Chapter 2 [Textbook]. |
| · |
Book, Digging Up Dinosaurs [Lesson plan]. |
| · |
Technology, Museum Tour on Internet [Technology Plan]. |
| · |
Materials, Make own Fossils [Lesson plan]. |
| · |
Guest Speaker, Archeologist [Guest Speaker]. |
|
| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Human Health: Personal
The learner will be able to
engage in personal health care, including hygiene and exercise.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Human Health: Personal & Community |
Application |
Master |
1.0 |
National Science Education Standards, 1996, Grades K-4, p. 140 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Journal, Human Body [Journal]. |
| · |
Video, Hygiene [Video]. |
| · |
Lesson, Dental Health [Lesson Plan]. |
| · |
P.E. Teacher, Daily Exercise for Class [Teaching Strategies]. |
|
| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Human Health: Safety
The learner will be able to
understand that safety means to be free from danger or injury both at home and at school.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Human Health: Safety |
Knowledge |
Master |
0.8 |
National Science Education Standards, 1996, Grades K-4, p. 139 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Unit, Safety [Unit]. |
| · |
Unit, Bicycle Safety [Unit]. |
| · |
Lesson, Emergency [Lesson Plan]. |
| · |
Book, Safety [Lesson plan]. |
| · |
Guest Speaker, EMT Speaker [Guest Speaker]. |
| · |
Lesson, First Aid [Lesson Plan]. |
| · |
Lesson, Prevention Lesson [Lesson Plan]. Fire, Poison, ETC. |
|
| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Human Nutrition: Food
The learner will be able to
understand how the body uses food and how different foods contribute to the overall health of the body.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Human Health: Food/Nutrition |
Comprehension |
Master |
0.1 |
National Science Education Standards, 1996, Grades K-4, p. 140 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Scott Foresman, Digestive System Chapter 10 [Textbook]. |
| · |
Video, Magic School Bus [Video]. |
| · |
Materials, Model of Body [Lesson plan]. |
| · |
Materials, Trace Digestive Tract [Lesson plan]. |
| · |
Materials, Calorie/Vitamin Chart [Lesson plan]. |
| · |
Guest Speaker, Doctor or Nurse [Guest Speaker]. |
|
| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Human Substances: Abuse
The learner will be able to
understand that certain substances, such as tobacco and alcohol, can damage the body and its functions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Human Health: Substances |
Knowledge |
Master |
1.0 |
National Science Education Standards, 1996, Grades K-4, p. 140 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Unit, Drug [Unit]. |
| · |
Technology, Internet Resources [Technology Plan]. |
| · |
School Resource Officer, DARE [Guest Speaker]. |
| · |
P.E. Teacher, Coordinate Activities With [Teaching Strategies]. |
| · |
Adopted Text, Discover Science Book [Work Books]. |
| · |
Adopted Text, Workbook [Work Books]. |
|
| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Human Substances: Prescription Drugs
The learner will be able to
understand that prescription drugs are prescribed by a doctor to aid in the body's natural healing process.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Human Health: Substances |
Knowledge |
Master |
1.0 |
National Science Education Standards, 1996, Grades K-4, p. 140 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Materials, Immune System Information [Lesson plan]. |
| · |
Scott Foresman, Chapter 11 [Textbook]. |
| · |
Guest Speaker, Pharmacy Visit [Guest Speaker]. |
|
| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Life Cycle
The learner will be able to
understand that living things have a life cycle.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Living Things: Life Cycle |
Comprehension |
Master |
1.0 |
National Science Education Standards, 1996, Grades K-4, p. 127 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Unit, Butterfly [Unit]. |
| · |
Materials, Butterfly Kit - P&S Supply Store [Lesson plan]. |
| · |
Scott Foresman, Worksheet [Textbook]. |
| · |
Materials, Butterfly Mobile [Lesson plan]. |
| · |
Video, Magic School Bus [Video]. |
|
| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Life Cycle: Process
The learner will be able to
understand the life cycle process: birth, development into adults, reproduction, and death.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Living Things: Life Cycle |
Comprehension |
Master |
0.1 |
National Science Education Standards, 1996, Grades K-4, p. 129 |
Classroom
|
| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Humans: Growth Patterns
The learner will be able to
identify the different stages of the human growth pattern, such as infant, child, or adult.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Human |
Knowledge |
Master |
0.8 |
Meigs County, 7/99 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Unit, Mammal [Unit]. |
| · |
Book, Best Buy Bargain Book [Lesson plan]. |
| · |
Frank Schaffer Science, Grades 2-3 [Work Books]. |
| · |
Materials, Sequencing Cards Baby to Adult [Lesson plan]. |
| · |
Scott Foresman, Lesson 1 Chapter 10 [Textbook]. |
| · |
Materials, ZooBabies Animals Born Alive & Well [Lesson plan]. |
| · |
Book, Additional Books [Lesson plan]. |
| · |
Materials, Matching animal cards [Lesson plan]. |
|
| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Heredity: Offspring/Parents/Associate
The learner will be able to
associate parents with their offspring and understand that the offspring of plants and animals will tend to resemble their parents.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Heredity |
Knowledge |
Master |
0.1 |
National Science Education Standards, 1996, Grades K-4, p. 129; TN: Curriculum Standards, 2001, Grade 2, 2.4.2 |
Classroom
|
| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Organisms: Environment/Affect
The learner will be able to
understand that all organisms affect their environment, both positively and negatively.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Organisms: Environment |
Comprehension |
Master |
0.1 |
National Science Education Standards, 1996, Grades K-4, p. 129 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Unit, Pollution & Conservation Unit [Unit]. |
| · |
Materials, Food Chain [Lesson plan]. |
| · |
Materials, Fred the Fish Activity [Lesson plan]. |
| · |
Unit, Oceanography Unit [Unit]. |
|
| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Organisms: Needs
The learner will be able to
understand the basic needs organisms (living things) require for survival and compare how animals and plants go about meeting their basic needs.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Organisms |
Comprehension |
Master |
0.1 |
National Science Education Standards, 1996, Grades K-4, p. 129; TN: Curriculum Standards, 2001, Grade 2, 2.3.1 |
Classroom
|
| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Organisms: Compare/Contrast
The learner will be able to
use observation skills to compare and contrast organisms.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Organisms: Characteristics |
Application |
Master |
0.1 |
Meigs County, 7/99 |
Classroom
|
| |
Instructional Resources |
| |
| · |
MacMillan- McGraw- Hill, Life Then & Now [Textbook]. |
| · |
MacMillan- McGraw- Hill, Workbook pages [Textbook]. |
| · |
Video, Library [Video]. |
| · |
Materials, Tables & Pictures of Animal Classification [Lesson plan]. |
|
| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Graphs: Animals
The learner will be able to
analyze simple graphs representing animal characteristics.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Graphs: Life Science |
Analysis |
Master |
|
Meigs County, 7/99 |
Classroom
|
| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
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 |
1.0 |
TN: Curriculum Framework (K-12), December 8, 1995, Grade 2, p.3,1.3a |
Classroom
|
| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
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 |
1.0 |
TN: Curriculum Framework (K-12), December 8, 1995, Grade 2, p.1,1.1b,K-2, p.4,1.3a,K-2 |
Classroom
|
| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Animals: Parts/Examine/Functions
The learner will be able to
examine the smaller parts of animals and identify their functions through the use of magnifiers.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Animals: Parts |
|
Master |
|
TN: Curriculum Standards, 2001, Grade 2, 2.1.1 |
Classroom
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
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 2, 2.2.3 |
Classroom
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Animals and Plants: Explain/Part/Survey
The learner will be able to
explain and use magnifiers to survey what happens when a plant or an animal loses a part.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Animals and Plants |
Comprehension |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 2, 2.1.2 |
Classroom
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Animals & Plants: Differences/Eviden
The learner will be able to
identify and give evidence of the fact that plants and animals of the same kind can have differences.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Animals |
Application |
Master |
1.5 |
TN: Curriculum Standards, 2001, Grade 2, 2.5.1 |
Classroom
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
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 2, 2.5.2 |
Classroom
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Environment: Discover/Animals/Interact
The learner will be able to
discover and recognize how animals and/or organisms use their senses to interact with the environment around them.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Environment |
Application |
Master |
1.5 |
TN: Curriculum Standards, 2001, Grade 2, 2.2.2 |
Classroom
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Environment: Discover/Interact
The learner will be able to
discover how the non-living parts of the environment and organisms interact.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Environment |
Application |
Master |
1.5 |
TN: Curriculum Standards, 2001, Grade 2, 2.2.3 |
Classroom
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Life Cycle: Identify/Alter/Appearance
The learner will be able to
identify that the appearance of an organism may alter as it grows and identify alterations in the appearance of plants and animals, as they get older.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Living Things: Life Cycle |
Knowledge |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 2, 2.4.3 |
Classroom
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Living Things: Parts/Well-Being
The learner will be able to
identify that living things are composed of smaller parts which 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 2, 2.1.2, 2.1.1 |
Classroom
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Living/Non-Living: Categorize/Recognize
The learner will be able to
categorize things as living or non-living and recognize how living and non-living things are different.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Living/Non-Living Things |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Grade 2, 2.2.1 |
Classroom
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Living/Non-living: Classify
The learner will be able to
identify objects from the environment as either living or non-living.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Living/Non-Living Things |
Knowledge |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 2, 2.2.1 |
Classroom
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Organisms: Environment/Categorize
The learner will be able to
categorize living things based on the particular environments in which they live.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Organisms: Environment |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Grade 2, 2.5.2 |
Classroom
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Organisms: Recognize/Lived
The learner will be able to
recognize that there are plants and animals that once lived on the earth.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Organisms |
Knowledge |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 2, 2.6.1 |
Classroom
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Reproduction: Recognize/Living Things
The learner will be able to
recognize that all living things reproduce.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reproduction |
Knowledge |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 2, 2.4.1 |
Classroom
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Reproduction: Recognize/Organisms
The learner will be able to
recognize that all organisms come from other organisms.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reproduction |
Knowledge |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 2, 2.4.1 |
Classroom
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Magnetism: Understand
The learner will be able to
develop an understanding of magnetism and work individually or with others to recognize what materials are attracted to magnets.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Magnetism: Properties |
Knowledge |
Introduce |
0.2 |
National Science Education Standards, 1996, Grades K-4, p. 123 & 127; Meigs Co. Board of Ed. Jan. 2000.; TN: Curriculum Standards, 2001, Grade 2, 2.11.1.b |
Classroom
|
| |
Instructional Resources |
| |
| · |
Unit, Magnet Unit [Unit]. |
| · |
Book, Big Book on Magnetism Unit [Lesson plan]. |
|
| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Temperature: Understand
The learner will be able to
develop an understanding about temperature.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Temperature |
|
Master |
0.2 |
Meigs County, 7/99 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Unit, Weather Unit [Unit]. |
| · |
Unit, Temperature & You [Unit]. |
| · |
Materials, Weather Log [Lesson plan]. |
| · |
Materials, Thermometers [Lesson plan]. |
| · |
Experiments, Hot/Cold [Unit]. |
| · |
Frank Schaffer Science, Best Buy Bargain Books [Work Books]. |
|
| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Motion: Objects/Understand
The learner will be able to
begin to understand and discuss the motion of objects.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Motion: Objects |
Knowledge |
Introduce |
|
National Science Education Standards, 1996, Grades K-4, p. 123; Meigs Co. Board of Ed. Jan. 2000. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Unit, Motion of Objects [Unit]. |
|
| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Motion: Position/Push and Pull
The learner will be able to
understand that pushing or pulling an object can change the motion.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Motion |
Comprehension |
Master |
0.1 |
Meigs County 7/99, Second Grade..; National Science Education Standards, 1996, Grades K-4, p. 127 |
Classroom
|
| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Forces: Motion
The learner will be able to
understand that force can cause motion in objects.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Forces: Motion |
Comprehension |
Master |
0.2 |
TN: Curriculum Standards, 2001, Grade 2, 2.11.1 |
Classroom
|
| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Motion: How/Describe
The learner will be able to
describe how objects move.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Motion |
Comprehension |
Master |
0.2 |
Meigs County, 7/99 |
Classroom
|
| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Electricity: Understand
The learner will be able to
develop an understanding of electricity.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Electricity |
|
Master |
|
National Science Education Standards, 1996, Grades K-4, p. 123 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Scott Foresman, Chapter 6 Lesson 3 [Textbook]. |
| · |
Materials, Lighting a Lightbulb [Lesson plan]. |
| · |
Guest Speaker, Volunteer Electric Representative [Guest Speaker]. |
|
| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Materials: Properties/Understand
The learner will be able to
begin to understand the properties of materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Materials: Properties |
|
Master |
|
National Science Education Standards, 1996, Grades K-4, p. 123 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Scott Foresman, Chapter 4 Matter Around You [Textbook]. |
| · |
Unit, Matter [Unit]. |
|
| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Objects: Properties/Positions/Understand
The learner will be able to
begin to understand the properties and positions of objects.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Objects: Properties |
|
Master |
|
National Science Education Standards, 1996, Grades K-4, p. 123 |
Classroom
|
| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Electricity: Circuits
The learner will be able to
understand that light, heat, sound, and magnetism can be produced by the electricity in circuits.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Electricity: Circuits |
Knowledge, Comprehension |
Introduce |
0.4 |
National Science Education Standards, 1996, Grades K-4, p. 127 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Unit, Electricity [Unit]. |
|
| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Electricity: Circuits
The learner will be able to
understand that in order for electricity to travel, the electrical circuit must have a complete loop.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Electricity: Circuits |
Knowledge, Comprehension |
Introduce |
0.5 |
National Science Education Standards, 1996, Grades K-4, p. 127 |
Classroom
|
| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Heat: Conduction
The learner will be able to
understand that heat can be transferred from one object to another by conduction.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Heat |
Knowledge, Comprehension |
Introduce |
0.1 |
National Science Education Standards, 1996, Grades K-4, p. 127 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Unit, Energy, Light, Sound, Heat [Unit]. |
| · |
Frank Schaffer Science, Grade 2-3 P. 57-76 [Work Books]. |
|
| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Heat: Production/Understand
The learner will be able to
understand that different objects and processes produce heat.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Heat: Production |
Comprehension |
Introduce |
0.2 |
National Science Education Standards, 1996, Grades K-4, p. 127 |
Classroom
|
| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Heat & Light: Understand
The learner will be able to
develop an understanding of heat and light.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Heat |
Comprehension |
Master |
0.4 |
National Science Education Standards, 1996, Grades K-4, p. 123 |
Classroom
|
| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Light: Lens/Mirror/Object
The learner will be able to
understand that a lens can refract light, a mirror can reflect light, and an object can absorb light.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Light: Lenses and Mirrors |
Knowledge, Comprehension |
Introduce |
0.1 |
National Science Education Standards, 1996, Grades K-4, p. 127 |
Classroom
|
| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Light: Travel
The learner will be able to
understand that light travels in a straight line until it reaches an object.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Light: Travel |
Comprehension |
Master |
0.1 |
National Science Education Standards, 1996, Grades K-4, p. 127 |
Classroom
|
| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Sound: Pitch
The learner will be able to
understand that the pitch of a sound can be altered by changing the rate of vibration.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sound: Vibrations |
Knowledge, Comprehension |
Introduce |
0.1 |
National Science Education Standards, 1996, Grades K-4, p. 127 |
Classroom
|
| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Energy: Understanding
The learner will be able to
develop an understanding of energy.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Energy |
Comprehension |
Master |
0.1 |
Terra Nova, Complete Battery, 1997, Level 12, Item#12 week tested: 31. |
Classroom
|
| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Liquids: Changes/Describe
The learner will be able to
describe what occurs when a liquid changes form.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Liquids |
Comprehension |
Master |
0.1 |
Meigs County, 7/99 |
Classroom
|
| |
Instructional Resources |
| |
|
| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Materials: States of Matter
The learner will be able to
understand that materials exist in three different states: solids, liquids, and gases; these states can change through different processes such as heating or cooling.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Materials: States of Matter |
Comprehension |
Master |
0.1 |
National Science Education Standards, 1996, Grades K-4, p. 127 |
Classroom
|
| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Matter: Physical Changes/Reversible
The learner will be able to
identify reversible changes of matter, such as ice to water.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Matter: Physical Changes |
Knowledge |
Master |
0.1 |
Meigs County, 7/99 |
Classroom
|
| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Matter: Physical Changes/Irreversible
The learner will be able to
identify irreversible changes of matter, such as eroded rocks.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Matter: Physical Changes |
Knowledge |
Introduce |
0.1 |
Meigs County, 7/99 |
Classroom
|
| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Physical Science: Concepts
The learner will be able to
comprehend the most pertinent ideas and principles of physical science.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Physical Science |
Application |
Reinforce |
|
Terra Nova, Complete Battery, 1997, Level 12, Obj Statement #20, Item#5, #15, #18 week tested: 31. |
Classroom
|
| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Physical Science: Use
The learner will be able to
use understanding of physical science in experiments and real world situations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Physical Science |
Application |
Reinforce |
|
Terra Nova, Complete Battery, 1997, Level 12, Obj Statement #20 week tested: 31. |
Classroom
|
| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Energy: Matter/Understand/Interactions
The learner will be able to
understand that our world is formed by the interactions between matter and energy.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Energy: Matter |
Comprehension |
Master |
0.4 |
TN: Curriculum Framework (K-12), December 8, 1995, Grade 2, p.23,2.4b |
Classroom
|
| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Energy: Matter/Understand/Same/Transform
The learner will be able to
understand that the sum of matter and energy remains the same even though they can be transformed.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Energy: Matter |
Comprehension |
Master |
0.5 |
TN: Curriculum Framework (K-12), December 8, 1995, Grade 2, p.27,2.6a |
Classroom
|
| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
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
|
| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Materials: Properties/Structure/Dictate
The learner will be able to
understand that the structure of a material can dictate its function.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Materials: Properties |
Comprehension |
Master |
0.5 |
TN: Curriculum Framework (K-12), December 8, 1995, Grade 2, p.15,2.2 |
Classroom
|
| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
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 |
1.0 |
TN: Curriculum Framework (K-12), December 8, 1995, Grade 2, p.16,2.2b,K-2 |
Classroom
|
| |
Assessment Resources |
| |
| · |
Unit Test, Teacher [Tests]. |
| · |
Observation, Teacher Made [Observation]. |
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
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
|
| |
Assessment Resources |
| |
| · |
Unit Test, Teacher [Tests]. |
| · |
Observation, Teacher Made [Observation]. |
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Objects: Properties/Understand/Design
The learner will be able to
understand that the effectiveness of an object will be influenced by any change in its design.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Objects: Properties |
Comprehension |
Master |
0.5 |
TN: Curriculum Framework (K-12), December 8, 1995, Grade 2, p.15,2.2a,K-2 |
Classroom
|
| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
| · |
Unit Test, Teacher Made [Tests]. |
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Materials: Explain/Change
The learner will be able to
explain the conditions that would cause change in a material.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Materials |
Comprehension |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 2, 2.12.1.b |
Classroom
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Materials: Identify/Combined/Keep/Lose
The learner will be able to
identify that when some materials are combined, they keep their individual characteristics while others lose their individual characteristics.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Materials: Combining |
Knowledge |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 2, 2.13.1.a, 2.13.1.b |
Classroom
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
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 2, 2.13.1 |
Classroom
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Objects: Position/Balance/Observe
The learner will be able to
observe how the weight and/or the position of an object impacts balance.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Objects: Position |
Comprehension |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 2, 2.11.2 |
Classroom
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
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 2, 2.11.2 |
Classroom
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Objects: Position/Identify/Fall/Earth
The learner will be able to
identify that objects in close proximity to the earth fall to the ground unless they are held up.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Objects: Position |
Knowledge |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 2, 2.11.1.a |
Classroom
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
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 2, 2.12.1 |
Classroom
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Objects: Survey/Weight/Balanced
The learner will be able to
survey how changing weight impacts a balanced system.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Objects: Position |
Comprehension |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 2, 2.11.2 |
Classroom
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Physical Properties: Recognize
The learner will be able to
recognize the physical properties that can be used to describe materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Chemical and Physical Properties |
Knowledge |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 2, 2.12.1.a |
Classroom
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Inquiry: Understanding
The learner will be able to
begin to develop an understanding of scientific inquiries.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Scientific Inquiry |
Application |
Introduce |
|
National Science Education Standards, 1996, Grades K-4, p. 121 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Unit, Enviromental Education Unit [Unit]. |
|
| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
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 |
Knowledge |
Introduce |
|
Terra Nova, Complete Battery, 1997, Level 12, Item#2, #16, #20, #25 week tested: 31..; National Science Education Standards, 1996, Grades K-4, p. 121 |
Classroom
|
| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Results: Investigations/Compare
The learner will be able to
use scientific investigations to compare results.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Results |
Application |
Master |
|
Meigs County, 7/99 |
Classroom
|
| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Technology: Real World/Uses
The learner will be able to
identify how technology is used in the real world.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Technology |
Knowledge |
Master |
0.2 |
Meigs County, 7/99 |
Classroom
|
| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Careers
The learner will be able to
understand that science is important to many different careers.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Careers |
Comprehension |
Master |
0.4 |
Meigs County, 7/99 |
Classroom
|
| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Society: Concepts
The learner will be able to
comprehend the most pertinent ideas and principles of science that effect society.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Science & Society |
Application |
Master |
0.4 |
Terra Nova, Complete Battery, 1997, Level 12, Obj Statement #24 week tested: 31. |
Classroom
|
| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Inquiry: Principles
The learner will be able to
understand the principles of scientific inquiry.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Scientific Inquiry |
Comprehension |
Master |
1.0 |
Terra Nova, Complete Battery, 1997, Level 12, Obj Statement #19 week tested: 31. |
Classroom
|
| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Scientific Inquiry: Perform
The learner will be able to
begin to exhibit the ability to conduct science inquiries.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Scientific Inquiry |
Application |
Introduce |
1.0 |
Terra Nova, Complete Battery, 1997, Level 12, Obj Statement #19 week tested: 31. |
Classroom
|
| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Science & Technology: Relate
The learner will be able to
understand how science and technology relate to each other.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Science and Technology |
Application |
Master |
0.2 |
Terra Nova, Complete Battery, 1997, Level 12, Obj Statement #23, Item#22 week tested: 31. |
Classroom
|
| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Technology: Design/Comprehend
The learner will be able to
comprehend technological designs (ex. computers, and advances in the way things are done).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Technology: Design |
Application |
Master |
0.8 |
Terra Nova, Complete Battery, 1997, Level 12, Obj Statement #23, Item#4 week tested: 31; Meigs Co. Board of Ed. Jan. 2000. |
Classroom
|
| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
| · |
Unit Test, Teacher Made [Tests]. |
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Problem Solving: Communicate/Classify
The learner will be able to
use communication, classification, and comparisons as means of solving scientific problems.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Problem Solving: Methods |
Application |
Introduce |
0.5 |
Meigs County, 7/99 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Unit, Scientific Inventors [Unit]. |
| · |
Unit, Anatomy [Unit]. |
|
| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Technology: Natural vs. Manufactured
The learner will be able to
understand that objects can be classified into two categories: natural and human-made.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Technology: Natural vs. Manufactured |
Knowledge |
Master |
0.1 |
Terra Nova, Complete Battery, 1997, Level 12, Item#14, #19 week tested: 31..; National Science Education Standards, 1996, Grades K-4, p. 138 |
Classroom
|
| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Investigations: Environment
The learner will be able to
use scientific investigations to explore his or her environment.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Investigations: Conducting |
Comprehension |
Master |
0.5 |
Meigs County, 7/99 |
Classroom
|
| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Problem Solving: Applying Resources
The learner will be able to
use various resources, such as tools or techniques, to solve problems.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Problem Solving: Methods |
Synthesis |
Master |
0.1 |
National Science Education Standards, 1996, Grades K-4, p. 137 |
Classroom
|
| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Problem Solving: Constraints
The learner will be able to
recognize that solutions to a problem may have restrictions or constraints, such as costs or materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Problem Solving |
Comprehension |
Master |
0.4 |
National Science Education Standards, 1996, Grades K-4, p. 137 |
Classroom
|
| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Problem Solving: Describe
The learner will be able to
describe a simple scientific problem.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Problem Solving |
Application |
Master |
0.1 |
National Science Education Standards, 1996, Grades K-4, p. 137 |
Classroom
|
| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Problem Solving: Evaluation of Results
The learner will be able to
evaluate the results of a problem.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Problem Solving |
Evaluation |
Master |
0.1 |
National Science Education Standards, 1996, Grades K-4, p. 137 |
Classroom
|
| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Problem Solving: Independent/Team
The learner will be able to
work independently or as a team to solve scientific problems.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Problem Solving |
Application |
Introduce |
0.1 |
National Science Education Standards, 1996, Grades K-4, p. 137 |
Classroom
|
| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Problem Solving: Modifications
The learner will be able to
evaluate the results of a problem and offer improvements or modifications when appropriate.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Problem Solving |
Evaluation |
Master |
|
National Science Education Standards, 1996, Grades K-4, p. 138 |
Classroom
|
| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Problem Solving: Solution
The learner will be able to
propose a solution to a real-world problem.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Problem Solving |
Comprehension |
Master |
0.8 |
National Science Education Standards, 1996, Grades K-4, p. 137 |
Classroom
|
| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Problem Solving: Task and Solution
The learner will be able to
identify the task and solution of a simple scientific problem.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Problem Solving |
Comprehension |
Master |
0.1 |
National Science Education Standards, 1996, Grades K-4, p. 137 |
Classroom
|
| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Problem Solving: Tools and Technology
The learner will be able to
understand that people invent tools and technology to solve problems.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Invention |
Knowledge |
Master |
0.1 |
National Science Education Standards, 1996, Grades K-4, p. 138 |
Classroom
|
| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Science
The learner will be able to
understand that the study of science will never be complete.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Science |
Comprehension |
Master |
|
National Science Education Standards, 1996, Grades K-4, p. 141 |
Classroom
|
| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Science, Tech. & Society: History
The learner will be able to
understand that science and technology are not new concepts, but have been practiced throughout the ages.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Science, Tech. & Society |
Knowledge |
Master |
0.4 |
National Science Education Standards, 1996, Grades K-4, p. 141 |
Classroom
|
| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Science: Teamwork
The learner will be able to
understand the importance of teamwork in the study of science.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Science |
Comprehension |
Master |
|
National Science Education Standards, 1996, Grades K-4, p. 138 |
Classroom
|
| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
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 |
|
TN: Curriculum Framework (K-12), December 8, 1995, Grade 2, p.5,1.4 |
Classroom
|
| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
| · |
Unit Test, Teacher Made [Tests]. |
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Models: Understand/Bridge/Scales
The learner will be able to
understand that making models furnishes a conceptual bridge between the concrete and the abstract, while using scales gives a comparison of variations in magnitude between the model and the desired form.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Models |
|
Master |
|
TN: Curriculum Framework (K-12), December 8, 1995, Grade 2, p.10,2.1 |
Classroom
|
| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
| · |
Unit Test, Teacher Made [Tests]. |
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Questioning: Develop/Inquisitive Mind
The learner will be able to
develop an inquisitive mind to gain information.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Questioning |
|
Master |
|
TN: Curriculum Framework (K-12), December 8, 1995, Grade 2, p.2,1.2 |
Classroom
|
| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
| · |
Unit Test, Teacher Made [Tests]. |
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Arguments: Criticize/Validity/Data
The learner will be able to
criticize the validity of an argument through data presentation.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Arguments |
Evaluation |
Master |
0.4 |
TN: Curriculum Framework (K-12), December 8, 1995, Grade 2, p.31,3.2 |
Classroom
|
| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
| · |
Unit Test, Teacher Made [Tests]. |
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
|
Changes: Understand/Effects
The learner will be able to
understand that if changes occur in an identical way, similar effects can be expected.
| 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
|
| |
Assessment Resources |
| |
| · |
Observation, Teacher [Observation]. |
| · |
Unit Test, Teacher Made [Tests]. |
|
| |
Unit Assessment Resources |
| |
| · |
Unit Test, Teacher Made [Tests]. |
|
| |
