grade 2 science units by: ed. students at the uofr
TRANSCRIPT
Grade 2 Science Units
By: Ed. Students at the UofR
Grade 2 Units
• Life Science – Animal Growth and Changes• Physical Science – Motion and Relative
Position• Physical Science – Liquids and Solids• Earth and Space Science – Air and Water in
the Environment
A Year Overview
• Based off the Regina Public School Board (RPS) Elementary School Calendar 2010 – 2011
• Calendar to Follow• This is a sample of long range planning for
grade 2 Science
*First day of School*
Labour Day – No School
Start of Animal Growth and Changes (Unit 1)
No School
Thanksgiving – No school
Unit: Animal Growth and Changes (Unit 1) Continued
Remembrance Day – No School
No School
Start of Motion and Relative Position Unit (Unit 2)
End of Animal Growth and Changes (Unit 1)
Unit: Animal Growth and Changes (Unit 1) Continued
No School
Start of Winter Break – No school
Unit: Motion and Relative Position (Unit 2) Continued
Last Day of Winter Break
Start of Liquids and Solids Unit (Unit 3)
End of Motion and Relative Position (Unit 2)
100th Day of School
Teachers Convention – No School
Family Day – No School
Unit: Liquids and Solids (Unit 3) Continued
No School No School
No School
Unit: Liquids and Solids (Unit 3) Continued
No School Good Friday – No School
- S P R I N G B R E A K -No School
Start of Air and Water Unit (Unit 4)
End of Liquids and Solids Unit (Unit 3)
No School No School
Victoria Day - No School
Unit: Air and Water (Unit 4) Continued
No School
No School No SchoolLast day of the School year
Unit: Air and Water (Unit 4) Continued
End of Air and Water Unit (Unit 4)
Importance of Order
• Order is important when teaching students.• Over summer new animals are born – a great
way to get students engaged in science from the start!
• Liquids and solids – a unit that is wonderful for the winter season – students are experiencing the science outdoors at recess!
• Air and Water – Snow has melted and Spring is in the air – students are once again experiencing science outdoors!
Air and Water
• 13 lesson unit• Lessons range from 30 - 60 minutes• All 5 E’s have been met (more information to
follow)• Science Journals made, and ready to use!– Suggestion: photocopy 1 journal for each student
and bind / put into duotang
Safety
• Safety is KEY! • It should be reviewed at the beginning of
EVERY science class• It has been built into every lesson• Ensure routines and expectations have been
established with students around spilling things and general safety and respect.
• Remember: When you spill something, have someone bring you paper towel. Clean up the mess. Ask politely for assistance if required!
Importance of Teaching• Why is it important to teach students about air and
water?– Without water and air we can not live– Air is apart of the water cycle, if we did not have air
there would be no water cycle and therefore no water movement
– Lack of a water cycle, impacts water volume and water supply for life
– Students need to learn about these elements of nature as they are so crucial to our survival
– Environmental stewardship (we need to make sure we take care of the environment!)
Why So Much Evaluation (Assessment)?
• With the use of a science journal, student assessment becomes easier.
• Every lesson uses the science journal– Record observations– Answer daily questions (a way to show knowledge)
• A great way to keep track of student growth and achievement!
• A great way to know if students have grasped a concept and are ready to move on to the next!
5 E’s – A VisualEngage Explore Explain Elaborate Evaluate
Lesson 1 - - -Lesson 2 - -Lesson 3 - - - -Lesson 4 - -Lesson 5 - - -Lesson 6 - -Lesson 7 - - - -Lesson 8 - -Lesson 9 - - - -Lesson 10 - - - -Lesson 11 - - - -Lesson 12 - -Lesson 13 - -
Anecdotal Record
-Note on Assessment-• Depending on your school’s policy, reporting
student success will differ (familiarize yourself)
• Remember to be informed of the reporting standards and procedures!
• Be familiar with schools grade objectives too! If you can, have student work samples (anonymous) at various levels of achievement to show parents when the question assessment and evaluation.
Learning Outcomes
• AW2.1 (Lessons 1-6)– Describe forms and observable properties of and
and water in the environment
• AW 2.2 (Lessons 7-13)– Describe how air and water contribute to the
health and survival of living things, including self
Starting The Unit
• Formative Assessment – KWL to learn about prior knowledge
• Review Science Safety• Review of Solids and Liquids (Through Stations)• Diving into the concept of Gases (Yes… this
includes passing gas).
Into the Meat of It
• What am I? (Suspension mixture = Cornstarch and water)
• Changes in State (solid <-> Liquid <-> Gas)• Where does water come from? • Water Cycle• DEMONSTRATION (Explore activity)– From Lesson 7
More of the Middle
• Importance of Water– Exploring our water use
• How do we keep water clean? (Environmental Sustainability )
Bringing the Unit to the End
• Wind• Impact of Wind• Temperatures impact on solids, liquids and
gasses• ONE more activity (Elaborate Activity)– From Lesson 13
Things to Note
• Technology has been integrated throughout the unit (Video’s in particular) – Internet access and the use of a projector will
enhance student learning and understanding through visual and print resources
• Many of the Resources / Materials used can be found throughout your home / school
Some Resources You May Not Have
• Hand Air Pump (To blow up balloons) – Wal-Mart or convince store.
• Salt Water Toffee (Lesson 13) – local candy store
• Change It!: Solids, Liquids, Gases and You (lesson 5)
– By: Adrienne Mason– Can be purchased on amazon.ca– ISBN: 9781553378372– Price Range: $10.00 – $15.00