1. Life Science Standards
  2. Earth and Space Science Standards
  3. Science and Technology Standards
  4. History and Nature of Science Standards
  5. Standard 2 –Information Systems
  6. Standard 7—Interdisciplinary Problem Solving
  7. Standard 4—Science
  8. Scope and Sequence Grade 2

Subject Area: Science        Grade Level k-4
 
 
Mission Statement: It is the mission of the Elba Central School District to actualize the phrase “Elba Equals Educational Excellence for Everyone.” We are committed to providing both quality and equity. Every student will have the opportunity to develop to the best of his/her ability.
 
 
Elba Standards: In addition to the knowledge and basic skills they need in order to participate in society, graduates of Elba Central School will develop:
1.   Empowering skills: decision making, goal setting, creative thinking and problem solving abilities;
2.   Communication and social interaction skills;
3.   Technological literacy;
4.   Total wellness (social, physical, emotional health and self-esteem);
5.   The values necessary to participate in society.
As a result of achieving these outcomes, our students will embrace lifelong learning.
 
National Standards:
(from National Academy of Sciences, 1995)
 
Physical Science Standards
  Properties of objects and material
  Position and motion of objects
  Light, heat, electricity and magnetism
 
Life Science Standards
  Characteristics of organisms
  Life cycles of organisms
  Organisms and environments
 

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Earth and Space Science Standards
  Properties of earth materials
  Objects in the sky
  Changes in earth and sky
 
 
 
 

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Science and Technology Standards
  Abilities to distinguish between natural objects and objects made by humans
  Abilities of technological design
  Understanding about science and technology
 
Science in Personal and Social Perspectives
  Personal health
  Characteristics and changes in populations
  Types of resources
  Changes in environments
  Science and technology in local challenges
 

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History and Nature of Science Standards
  Science as a human endeavor
 
Unifying Concepts and Processes
  Systems, order, and organization
  Evidence, models, and explanation
  Change, constancy and measurement
  Evolution and equilibrium
  Form and function
Science as Inquiry
  Abilities necessary to do scientific inquiry
  Understandings about scientific inquiry
 
 
New York State Standards
Standard 1: Analysis, Inquiry, and Design
Math Analysis, Scientific Inquiry and Engineering Design
 
Math Analysis
  Abstraction and symbolic representation are used to communicate mathematically
  Deductive and inductive reasoning are used to reach mathematical conclusions.
  Critical thinking skills are used in the solution of mathematical problems.
 
 
Scientific Inquiry
  The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing, creative process.
  Beyond the use of reasoning and consensus, scientific inquiry involves the testing of proposed explanations involving the use of conventional techniques and procedures and usually requiring considerable ingenuity.
  The observations made while testing proposed explanations, when analyzed using conventional and invented methods, provide new insights into phenomena.
 
Engineering Design
  Engineering design is an iterative process involving modeling and optimization (finding the best solution within given constraints); this process is used to develop technological solutions to problems within given constraints.
 

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Standard 2 –Information Systems
  Information technology is used to retrieve, process, and communicate information and as a tool to enhance learning.
  Knowledge of the impacts and limitations of information systems is essential to its effectiveness and ethical use.
  Information technology can have positive and negative impacts on society, depending upon how it is used.
 
Standard 6—Interconnectedness: Common Themes
  Systems Thinking—Through systems thinking, people can recognize the commonalities that exist among all systems and how parts of a system interrelate and combine to perform specific functions.
  Models—Models are simplified representations of objects, structure, or systems, used in analysis, explanation, or design.
  Magnitude and Scale—The grouping of magnitudes of size, time, frequency, and pressures or other units of measurement into a series of relative order provides a useful way to deal with the immense range and the changes in scale that affect behavior and design of systems.
  Equilibrium and Stability—Equilibrium is a state of stability due either to a lack of changes (static equilibrium) or a balance between opposing forces (dynamic equilibrium).
  Patterns of Change—Identifying patterns of change is necessary for making predictions about future behavior and conditions.
  Optimization—In order to arrive at the best solution that meets criteria within constraints, it is often necessary to make trade-offs.
 
 

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Standard 7—Interdisciplinary Problem Solving
  Connections—The knowledge and skills of mathematics, science, and technology are used together to make informed decisions and solve problems, especially those relating to issues of science/technology/society, consumer decision making, design, and inquiry into phenomena.
  Strategies—Solving interdisciplinary problems involves a variety of skills and strategies, including effective work habits; gathering and processing information; generating and analyzing ideas; realizing ideas; making connections among common themes of mathematics, science, and technology; and presenting results.
 

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Standard 4—Science
Physical Setting
Key Ideas 		Performance Indicators
1.The Earth and celestial phenomena can be described by principles of relative motion and perspective. 1A. describe patterns of daily, monthly, and seasonal changes in their environment
2. Many of the phenomena that we observe on Earth involve interactions among components of air, water, and land. 2A. describe the relationships among air, water, and land on Earth
3. Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity. 3A. observe and describe properties of materials using appropriate tools
  3B. describe chemical and physical changes, including changes in states of matter
4. Energy exists in many forms, and when these forms change energy is conserved. 4A. describe a variety of forms of energy (heat, chemical, light) and the changes that occur in objects when they interact with those forms of energy
  4B. observe the way one form of energy can be transformed into another form of energy present in common situations (mechanical to heat energy, mechanical to electrical energy, chemical to heat energy)
5. Energy and matter interact through forces that result in changes in motion. 5A. describe the effects of common forces (pushed and pulls) on objects, such as those caused by gravity, magnetism and mechanical forces

Living Environment
Key Ideas 		Performance Indicators
1. Living things are both similar to and different from each other and nonliving things. 1A. describe the characteristics of and variations between living and nonliving things
  1B. describe the life processes common to all living things
2. Organisms inherit genetic information in a variety of ways that result in continuity of structure and function between parents and offspring. 2A. recognize the traits of living things are both inherited and acquired or learned
  2B. recognize that for humans and other living things there is genetic continuity between generations
3. Individual organisms and species change over time. 3A. describe how the structures of plants and animals complement the environment of the plant or animal
  3B. observe that differences within a species may give individuals an advantage in surviving and reproducing
4. The continuity of life is sustained through reproduction and development 4A. describe the major stages in the life cycles of selected plants and animals
  4B. describe evidence of growth, repair, and maintenance, such as nails, hair, and bone, and the healing of cuts and bruises
5. Organisms maintain a dynamic equilibrium that sustains life 5A. describe basic life functions of common living specimens
(guppy, mealworm, gerbil)
  5B. describe some survival behaviors of common living specimens
  5C. describe the factors that help promote good health and growth in humans

6. Plants and animals depend on each other and their physical environment. 6A. describe how plants and animals, including humans, depend upon each other and the nonliving environment
  6B. describe the relationship of the sun as an energy source for living and nonliving cycles
7. Human decisions and activities have had a profound impact on the physical and living environment 7A. identify ways in which humans have changed their environment and the effects of those changes

 

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Scope and Sequence Grade 2
 
Scope:
Interactions of Living Things
Light and Color
Earth Through Time
Solids, Liquids, and Gases
What Makes Me Sick
 
 
Sequence:
What content knowledge (what should students know and understand?) is taught for each unit of study?
 
Unit Content Knowledge
Interaction of Living Things The needs of living things; plant and animal adaptations to various habitats; the effect of living things, including people, and natural forces on environments
Light and Color Characteristics of light, such as light sources, how light affects vision, and the way light travels; how shadows are formed and changed; the spectrum and color mixing
Solids, Liquids, and Gases Properties of solids, liquids, and gases; the changing of materials form one state to another
Earth Through Time Characteristics of different dinosaurs; how fossil imprints and fossil remains provide clues about the earth’s history
What Makes Me Sick How germs cause illness; how illnesses spread; prevention of illnesses and injuries; how to stay healthy
   
   
Assessment Teacher Observation
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   

 

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