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School: SRES, RES, EIES Grade Level: 2nd Content Area/ Course: Science
Quarter/ Month
Duration Unit Title Concepts Colorado Academic Standards/Common Core State Standards Evidence Outcomes
Q1 3-5 weeks
(4-6 wks per CDE)
Unit Strand : Physical Science
Unit Title: Force & Motion
Concepts : Force Motion Properties Relationship Variable Change Speed
Standard 1 : Physical Science, GLE 1 : Changes in speed or direction of motion are caused by forces such as pushes and pulls. Evidence Outcomes: Students can: a. Identify and predict how the direction or speed of an object may change due to an outside force (DOK 1-2) b. Analyze and interpret observable data about the impact of forces on the motion of objects (DOK 1-2)
Guiding Questions: ` Academic Vocab: Collaborate, Analyze, Interpret Technical Vocab: Force, Impact, Properties, Motion, Relationships, Constants, Variables, Distance traveled
Resources: Take pictures of teachers on two different playground slides & or two different poles (curly slide & straight slide/curly pole & straight pole.) Pictures will be used with the student writing assessment.
Assessment Type: formative (observe students understanding during force & motion experimentation.) & summative – key terms and the explanation of observable data. Also can incorporate a writing assessment using the following prompt:
Take a look at the two pictures of slides (or poles). What is different about the two slides (or poles)? How do their differences affect the speed and motion of the teacher sliding down? Describe which teacher will have a greater speed and why.
Professional Development Needs:
Needs which need to be filled: Admin supporting access and use of the writing prompts.
School: SRES, RES, EIES Grade Level: 2nd Content Area/ Course: Science
Quarter/ Month
Duration Unit Title Concepts Colorado Academic Standards/Common Core State Standards Evidence Outcomes
Q2 & Q
Split
Standard
into 2
quarters
??
weeks
( 7 - 9 wks per CDE)
- Fall break- Winter Break (Oct 27 th-Dec 17 th) roughly 7 weeks Split standards into 2 quarters??
Unit Strand : Life Science
Unit Title: Plants and Animals in Habitats
Habitat Organism Biotic Abiotic Environment Population Structure/ function Behaviors Interaction Survival
Standard 2 : Life Science, GLE 1 : Organisms depend on their habitat’s nonliving parts to satisfy their needs Evidence Outcomes: Students can: a. Use evidence to develop a scientific explanation about how organisms depend on their habitat (DOK 2-3) b. Analyze and interpret data about nonliving components of a habitat (DOK 1-2) c. Assess and provide feedback on other scientific explanations regarding why an organism can survive its habitat (DOK 1-3) d. Use instruments to make observations about habitat components – for example, data can be collected from a fish tank to assess the environmental health (dissolved oxygen, pH, Nitrogen content.) (DOK 1-2)
Standard 2 : Life Science, GLE 2 : Each plant or animal has different structures or behaviors that serve different functions. Evidence Outcomes: Students can: a. use evidence to develop an explanation as to why a habitat is or is not suitable for specific organism (DOK 1-3) b. Analyze and interpret data about structures or behaviors of a population that help that population survive (DOK 1-2)
Academic Vocab: scientific explanation, data, evidence, interpret, analyze, assess, collaborate, observation, observations, feedback Technical Vocab: organisms, habitat, living components, non-living components, environmental health, basic need, structures, behaviours, survive, organism, advantages, unique, population,
School: SRES, RES, EIES Grade Level: 2nd Content Area/ Course: Science
Quarter/ Month
Duration Unit Title Concepts Colorado Academic Standards/Common Core State Standards Evidence Outcomes
Q3 & Q4 4 - 6 weeks
( 4 - 6 wks per CDE)
Unit Title: Weather & Seasons
Unit Strand : Earth Systems Science
Weather Seasons Environment Organisms Change Environment Survival Atmosphere
Standard 3 : Earth Systems Science, GLE 1 : Weather and the changing seasons impact the environment and organisms such as humans, plants, and other animals. Evidence Outcomes: Students can: a. Use evidence to develop a scientific explanation for how the weather and changing seasons impacts the organisms such as humans, plants, and other animals – and the environment (DOK 1-3) b. Analyze and interpret data such as temperatures in different locations (SUN or shade) at different times and seasons as evidence of how organisms and the environment are influenced by the weather and changing seasons. (DOK 1- 3 ) c. Analyze ways in which sever weather contributes to catastrophic events such as floods and forest fires. (DOK 1- 2 )
Academic Vocab: analyze, interpret, evidence, scientific explanation, prediction Technical Vocab: temperature, weather, seasons, severe, catastrophic, weather patters, environment, organisms, impact, hemisphere
Resources: Use the curriculum sample located on the CDE website at: http://www.cde.state.co.us/standardsandinstruction/sc2-weatherandseasons-pdf created by the Rocky Ford School District.
Assessment Type: formative & summative – Also can incorporate a writing assessment using a prompt: (See RWC ILT writing prompt notes)
Professional Development Needs:
School: SRES, RES, EIES Grade Level: 2nd Content Area/ Course: Science
Quarter/ Month
Duration Unit Title Concepts Colorado Academic Standards/Common Core State Standards Evidence Outcomes
Needs which need to be filled: Admin supporting access and use of the writing prompts.
Course prerequisite: ____________________________________
