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JEFFERSON PARISH PUBLIC SCHOOL SYSTEM Grade 2 Science 2015 Scope, Sequence, Timeline Correlation to Grade Level Expectations, Benchmarks, the Louisiana Comprehensive Curriculum and Textbook

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JEFFERSON PARISH PUBLIC SCHOOL SYSTEM

Grade 2 Science

2015

Scope, Sequence, Timeline

Correlation to Grade Level Expectations, Benchmarks, the

Louisiana Comprehensive Curriculum and Textbook

Revised 2015

Cathie Smith

2

Instructions for use:

The book used in the 2

nd grade curriculum is:

Name of Textbook: Macmillan McGraw-Hill Louisiana Science-A Closer Look

Copyright date: 2012

Cost: $50.49

The 2008 Comprehensive Curriculum (Page Numbers are given for the activities) LCC can be accessed on the Louisiana Department of

Education website at www.louisianabelieves.com

Important: Using the Louisiana Comprehensive Curriculum activities will assure you that you will be applying and using the

Science as Inquiry GLEs and the Content GLEs.

LCC Features:

BLM: Black Line Masters [Note: Not all activities have a BLM]

Literacy Strategies [Note: Not all activities have Literacy Strategies] Directions: Any activity that has a literacy strategy

has a built in link to the literacy strategy in the 2008 Comprehensive Curriculum.

Activities Specific Assessments (These activities are located at the end of each unit.) [Note: Not all activities have Activity

Specific Assessments]

There are also activities in the textbook that may cover the Science as Inquiry and Content GLEs. These textbook activities are listed in

this document.

Online Resources: ConnectED Master Access Codes – Codes can be redeemed at

http://connected.mcgraw-hill.com/

o Louisiana Science A Closer Look Grade 2 Teacher Edition QK1S-G5GN-Z195-3H3M

o Louisiana Science A Closer Look Grade 2 Student Edition DOK6-2E7K-T7XP-LTJE (Note – This student code is

NOT to share with students. It is for the teacher to have online access to a student edition of the text. Once registering

online, student codes will be generated to share with students.)

McGraw Hill Technical Support : 1-800-437-3715 or [email protected]

Revised 2015

Cathie Smith

3

Grade Level Expectations for Second Grade Science

Science as Inquiry The Abilities to Do Scientific Inquiry

1. Ask questions about objects and events in the environment (e.g., plants, rocks, storms) (SI-E-A1)

2. Pose questions that can be answered by using students’ own observations, scientific knowledge, and testable scientific investigations (SI-

E-A1)

3. Use observations to design and conduct simple investigations or experiments to answer testable questions (SI-E-A2)

4. Predict and anticipate possible outcomes (SI-E-A2)

5. Use a variety of methods and materials and multiple trials to investigate ideas (observe, measure, accurately record data) (SI-E-A2)

6. Use the five senses to describe observations (SI-E-A3)

7. Measure and record length and temperature in both metric system and U.S. system units (SI-E-A4)

8. Select and use developmentally appropriate equipment and tools (e.g., magnifying lenses, graduated cylinders) and units of measurement

to observe and collect data (SI-E-A4)

9. Express data in a variety of ways by constructing illustrations, graphs, charts, tables, concept maps, and oral and written explanations as

appropriate (SI-E-A5) (SI-E-B4)

10. Use a variety of appropriate formats to describe procedures and to express ideas about demonstrations or experiments (e.g., drawings,

journals, reports, presentations, exhibitions, portfolios) (SI-E-A6)

11. Identify and use appropriate safety procedures and equipment when conducting investigations (e.g., gloves, goggles, hair ties) (SI-E-A7)

Understanding Scientific Inquiry

12. Recognize that a variety of tools can be used to examine objects at different degrees of magnification (e.g., hand lens, microscope) (SI-E-

B3)

13. Explain and give examples of how scientific discoveries have affected society (SI-EB6)

Physical Science Properties of Objects and Materials

14. Classify objects as bendable or rigid (PS-E-A1)

15. Record the temperature of objects (Celsius and Fahrenheit) (PS-E-A1)

16. Measure weight/mass and volume of a variety of objects and materials by using a pan balance and various containers (PS-E-A2)

17. Use standard tools to measure objects or materials (e.g., ruler, meter stick, measuring tape, pan balance, thermometer, graduated

cylinder) (PS-E-A2)

18. Observe, describe, and record the characteristics of materials that make up different objects (e.g., metal, nonmetal, plastic, rock, wood,

paper) (PS-E-A3)

19. Describe and illustrate what remains after water evaporates from a salt or sugar solution (PS-E-A5)

Revised 2015

Cathie Smith

4

Position and Motion of Objects

20. Observe and describe differences in motion between objects (e.g., toward/away, cardinal directions) (PS-E-B3)

Forms of Energy

21. Use students’ own voices to demonstrate pitch (e.g., low, high) (PS-E-C1)

22. Give examples of objects that vibrate to produce sound (e.g., drum, stringed instrument, end of a ruler, cymbal) (PS-E-C1)

23. Change the direction of light by using a mirror and/or lens (PS-E-C2)

24. Describe how light behaves when it strikes objects and materials (e.g., transparent, translucent, opaque) (PS-E-C2)

25. Investigate ways of producing static electricity and describe its effects (PS-E-C4)

26. Identify and describe sources of energy used at school, home, and play (PS-E-C7)

Life Science Characteristics of Organisms

27. Match the appropriate food source and habitat for a variety of animals (e.g., cows/grass/field, fish/tadpoles/water) (LS-E-A1)

28. Describe structures of plants (e.g., roots, leaves, stems, flowers, seeds) (LS-E-A3)

29. Compare differences and similarities among a variety of seed plants (LS-E-A3)

30. Identify physical characteristics of organisms (e.g., worms, amphibians, plants) (LSE- A4)

31. Identify and discuss the arrangement of the food pyramid (LS-E-A6)

32. Analyze selected menus to determine whether they include representatives of all the required food groups (LS-E-A6)

Life Cycles of Organisms

33. Compare the life cycles of selected organisms (e.g., mealworm, caterpillar, tadpole) (LS-E-B1)

34. Describe inherited characteristics of living things (LS-E-B3)

Organisms and Their Environments

35. Identify the components of a variety of habitats and describe how organisms in those habitats depend on each other (LS-E-C1)

Revised 2015

Cathie Smith

5

Earth and Space Science Properties of Earth Materials

36. Observe and record the properties of rocks, minerals, and soils gathered from their surroundings (e.g., color, texture, odor) (ESS-E-A1)

37. Compare bodies of water found on Earth (e.g., oceans, seas, lakes, rivers, glaciers) (ESS-E-A2)

38. Explain why most of the water on Earth cannot be used as drinking (potable) water (ESS-E-A2)

39. Design an experiment involving evaporation (ESS-E-A3)

40. Gather, record, and graph weather data (e.g., precipitation, wind speed, wind direction, temperature) using appropriate instruments (ESS-

E-A4)

41. Analyze recorded daily temperatures and weather conditions from newspapers, television, the Internet, and home/outdoor thermometers

(ESS-E-A4)

42. Identify and use appropriate tools to gather and study rocks, minerals, and fossils (ESS-E-A5)

Objects in the Sky

43. Describe characteristics of the Sun, stars, and Earth’s moon (e.g., relative size, shape, color, production of light/heat) (ESS-E-B1)

44. Give examples of how the Sun affects Earth’s processes (e.g., weather, water cycle) (ESS-E-B5)

Science and the Environment 45. Locate and identify plants and animals within an ecosystem (SE-E-A2)

46. Illustrate and describe a simple food chain located within an ecosystem (SE-E-A2)

47. Identify the Sun as the primary energy source in a food chain (SE-E-A2)

48. Describe a variety of activities related to preserving the environment (SE-E-A3)

49. Describe how consumption of resources can be reduced by recycling, reusing, and conserving (SE-E-A4)

50. Describe ways in which habitat loss or change can occur as a result of natural events or human impact (SE-E-A5)

51. Describe and give examples of threatened or endangered species (SE-E-A5)

Revised 2015

Cathie Smith

6

Third Grade Suggested Time Line Louisiana Comprehensive Units and Textbook Lessons

1

st Nine Weeks

Unit 1: Properties of Matter

Science as Inquiry- Be A Scientist……………………………………………………….………………2 weeks

Lesson 1: Describing Matter……………………………………………………..….…….……………..5 days

Lesson 2: Liquids and Gases………………………………………………………...…….……………. 5 days

Lesson 3: Position and Motion………………………………………………….….….….…………….. 5 days

Unit 2: Sound and Light

Lesson 1: Using Energy………………………………………………………………..….……………. 5 days

Lesson 2: Sound………………………………………………………………………..….……………. 5 days

Lesson 3: Light………………………………………………………………………..….……………... 5 days

2nd

Nine weeks

Unit 3: Basic Needs of Living Things

Lesson 1: Plants and Their Parts……………………………………………………….………………. 5 days

Lesson 2: Animal Groups…………………………………………………………….………………… 5 days

Lesson 3: Animals Grow and Change………………………………………………….………………. 5 days

Lesson 4: Places to Live……………………………………………………………….……………….. 5 days

Lesson 5: Food Chains and Food Webs……………………………………………….……………….. 5 days

Revised 2015

Cathie Smith

7

3rd

Nine Weeks

Unit 4: Environment

Lesson 1: Land Habitats…………………………………………………………….……………………. 5 days

Lesson 2: Water Habitats……………………………………………………………………………….... 5 days

Lesson 3: Habitat Changes……………………………………………………………………………….. 5 days

Lesson 4 Using Earth’s Resources……………………………………………………………………….. 5 days

4th

Nine Weeks

Unit 5: Earth and Beyond

Lesson 1: Rocks and Minerals……………………………………………………...……………………. 5 days

Lesson 2: Soil…………………………………………………………………………………………….. 5 days

Lesson 3: Earth’s Water………………………………………………………………………………….. 5 days

Lesson 4: The Moon and Stars…………………………………………………………………………… 5 days

Unit 6: Weather

Lesson 1: Weather………………………………………………………………………………………… 5 days

Lesson 2: The Sun………………………………………………………………………………………… 5 days

Note: Approximately 12 instructional periods of 45 minutes per period for each unit.

NOTE:

LABORATORIES AND HANDS-ON ACTIVITIES SHOULD BE AN INTEGRAL PART OF ALL SCIENCE COURSES.

Unit 1:

Properties of Matter

Revised 2015

Cathie Smith

9

Benchmarks

GLEs

Grade Level Expectation

Comprehensive

Curriculum

Unit 1: Properties of Matter

Activities

From

Comprehensive

Curriculum

Activities From

Textbook

Readings

From

Textbook

SI-E-A5 Using data, including

numbers and graphs, to

explain observations and

experiments

SI-E-B4 Developing

explanations by using

observations and experiments

SI-E-A7 Utilizing safety

procedures during

experiments

PS-E-A3 Observing and

describing the objects by the

properties of the materials

from

which they are made

SI 9 – Express data in a variety of

ways by constructing illustrations,

graphs, charts, tables, concept

maps, and oral and written

explanations as appropriate

SI 11 – Identify and use appropriate

safety procedures and equipment

when

^SI-A5, 7, B4

PS 18 - Observe, describe, and

record the characteristics of

materials that make up different

Objects

^SI-A1,5,6, B4

^PS-A1,3

►Activity 1: States of

Matter Review

p. 3-4

Literacy Strategy-

Brainstorming

Literacy Strategy-

Learning Logs

►BLM:

States of Matter

Inquiry Activity:

How can a frog float

on a lily pad? page 2-

9

Science Safety

pages 18-19

Describing Matter

pages 22-31

Revised 2015

Cathie Smith

10

Benchmarks

GLEs

Grade Level Expectation

Comprehensive

Curriculum

Unit 1: Matter

Activities

From

Comprehensive

Curriculum

Activities From

Textbook

Readings

From

Textbook

SI-E-A5 Using data, including

numbers and graphs, to

explain observations and

experiments

SI-E-B4 Developing

explanations by using

observations and experiments

PS-E-A1 Observing,

describing, and classifying

objects by properties

PS-E-A3 Observing and

describing the objects by the

properties of the materials

from which they are made

SI 9 - Express data in a variety of

ways by constructing illustrations,

graphs, charts, tables,

concept maps, and oral and written

explanations as appropriate

PS 14 Classify objects as bendable

or rigid

PS 18 Observe, describe, and

record the characteristics of

materials that make up different

objects

^SI-A5, B4

^PS-A1, A3

►Activity 2: Using a

Word Grid

p. 4

Literacy Strategy-

Word Grid

Science skills p. 2-9

Scientific Method p.

10-15

Explore p. 23

Describing Matter p.

20-31

Revised 2015

Cathie Smith

11

Benchmarks

GLEs

Grade Level Expectation

Comprehensive

Curriculum

Unit 1: Matter

Activities

From

Comprehensive

Curriculum

Activities From

Textbook

Readings

From

Textbook

SI-E-A2 Planning and/or

designing and conducting a

scientific investigation

PS-E-A2 Measuring

properties of objects using

appropriate materials, tools,

and

technology

SI 4 Predict and anticipate possible

outcomes

PS 16 Measure weight/mass and

volume of a variety of objects and

materials by using a pan balance

and various containers

^SI-A2,6,

►Activity 3: How Much

Does It Weigh?

p. 4-5

Quick Lab pages 28-

29

Inquiry Activity:

What happens to

water in different

containers?

pages 32-33

What is matter?

pages 24-25

Measure solids

pages 28-29

What is a liquid?

pages 34-35

SI-E-A4 Employing

equipment and tools to gather

data and extend the sensory

observations

PS-E-A2 Measuring

properties of objects using

appropriate materials, tools,

and

technology

SI 8 Select and use

developmentally appropriate

equipment and tools and units of

measurement to observe and collect

data

PS 17 Use standard tools to

measure objects or materials

^SI-A2,3,5,6 B4

►Activity 4: Measuring

Matter?

p. 5-6

Quick Lab TM page

36

Focus on Skills:

Measure pages 38-39

What is a gas?

pages 36-37

Revised 2015

Cathie Smith

12

Benchmarks

GLEs

Grade Level Expectation

Comprehensive

Curriculum

Unit 1: Matter

Activities

From

Comprehensive

Curriculum

Activities From

Textbook

Readings

From

Textbook

PS-E-A2 Measuring

properties of objects using

appropriate materials, tools,

and

technology

PS-E-A3 Observing and

describing the objects by the

properties of the materials

from

which they are made (paper,

wood, metal)

PS 17 Use standard tools to

measure objects or materials (e.g.,

ruler, meter stick,

measuring tape, pan balance,

thermometer, graduated cylinder)

PS18 Observe, describe, and record

the characteristics of materials that

make up different

objects (e.g., metal, nonmetal,

plastic, rock, wood, paper)

^SI A4,7, B3

►Activity 5: Eating

Matter

p. 6

Literacy Strategy-

Learning Log

How can you describe

objects? pages 22-23

What is a solid?

pages 26-27

Natural or Made by

people?

pages 30-31

PS-E-B3 Describing an

object's motion by tracing and

measuring its position over

time

PS 20 Observe and describe

differences in motion between

objects (e.g., toward/away,

cardinal directions)

^SI A2,3,

►Activity 6: Moving

Matter

p. 7

Inquiry Activity What

words help us find

things? Page 40-41

Quick Lab TM p. 43

What are positions

and motion?

pages 42-43, 44-47

Revised 2015

Cathie Smith

13

Benchmarks

GLEs

Grade Level Expectation

Comprehensive

Curriculum

Unit 1: Properties of Matter

Activities

From

Comprehensive

Curriculum

Activities From

Textbook

Readings

From

Textbook

PS-E-C7 Exploring and

describing the uses of energy at

school, home, and play

PS 25 Investigate ways of

producing static electricity and

describe its effects

^SI A1

►Activity 7: Static

Electricity and Solids

p. 7- 8

Inquiry Activity: What

makes the bulb light

up? pages 60-61

Quick Lab page 66

How do we get

electricity? pages 62-63

What is current? pages

64-66

What is static

electricity? pages 66-67

SI-E-A4 Employing equipment

and tools to gather data and

extend the sensory

observations

PS 7 Measure and record length

and temperature in both metric

system and U.S. system units

^SI A1,2,3,7

^PS A1

►Activity 8: The Solid to

Liquid Race

p. 8 – 9

Literacy Strategy-

Learning Log

►BLM:

Solids to Liquids Race

Quick Lab page 36

Revised 2015

Cathie Smith

14

Unit 2:

Sound and Light

Revised 2015

Cathie Smith

15

Benchmarks

GLEs

Grade Level Expectation

Comprehensive

Curriculum

Unit 2: Sound and Light

Activities

From

Comprehensive

Curriculum

Activities From

Textbook

Readings

From

Textbook

S-E-C1 Experimenting and

communicating how

vibrations of objects produce

sound and how changing the

rate of vibration varies the

pitch

PS 22 Give examples of objects

that vibrate to produce sound (e.g.,

drum, stringed instrument, end of a

ruler, cymbal)

^SI A1,2,5, B4

►Activity 1:

I Think . . .

p. 12-13

Literacy Strategy-

Opinionnaire

Literacy Strategy-

Graphic Organizer

Inquiry Activity: How

sound is made. pages

70-71

Writing in Science

pages 78-79

How do we hear

sounds?

pages 72-73

PS-E-C1 Experimenting and

communicating how

vibrations of objects produce

sound and

how changing the rate of

vibration varies the pitch

PS 22. Give examples of objects

that vibrate to produce sound (e.g.,

drum, stringed instrument, end of a

ruler, cymbal)

^SI A1,2,6

►Activity 2:

Wave Time!

p. 13-14

Literacy Strategy-

Learning Log

►BLM:

Science Learning Log

Recording Sheet

►BLM:

Science Learning Log

Rubric

Quick Lab TM page 73 How are sounds

different? pages 74-

75

What do sounds

move through? pages

76-77

Revised 2015

Cathie Smith

16

Benchmarks

GLEs

Grade Level Expectation

Comprehensive

Curriculum

Unit 2: Sound and Light

Activities

From

Comprehensive

Curriculum

Activities From

Textbook

Readings

From

Textbook

SI-E-A6 Communicating

observations and experiments

in oral and written formats

PS-E-C1 Experimenting and

communicating how

vibrations of objects produce

sound and how changing the

rate of vibration varies the

pitch

SI 10 Use a variety of appropriate

formats to describe procedures and

to express ideas about

demonstrations or experiments

(e.g., drawings, journals, reports,

presentations, exhibitions,

portfolios)

PS 22. Give examples of objects

that vibrate to produce sound (e.g.,

drum, stringed instrument, end of a

ruler, cymbal)

^SI A1,2

►Activity 3: Good

Vibrations

p. 14-15

Literacy Strategy-

Learning Log

►BLM:

: Science Learning Log

Recording Sheet

►BLM:

Science Learning Log

Rubric

Sound Off page 78

Sound Books TM page

78

PS-E-C1 Experimenting and

communicating how

vibrations of objects produce

sound and how changing the

rate of vibration varies the

pitch

PS 21 Use students’ own voices to

demonstrate pitch (e.g., low, high)

^SI A1

►Activity 4: How Low

Can You Go?

p. 15-16

Musical Link

TM page 77

What do sounds

move through? pages

76-77

Revised 2015

Cathie Smith

17

Benchmarks

GLEs

Grade Level Expectation

Comprehensive

Curriculum

Unit 2: Sound and Light

Activities

From

Comprehensive

Curriculum

Activities From

Textbook

Readings

From

Textbook

SI-E-A1 Asking appropriate

questions about organisms

and events in the environment

SI-E-A2 Planning and/or

designing and conducting a

scientific investigation

SI-E-A6

Communicating observations

and experiments in oral and

written formats

SI 2 Pose questions that can be

answered by using students’ own

observations, scientific knowledge,

and testable scientific investigations

SI 4 Predict and anticipate possible

outcomes

SI 10 Use a variety of appropriate

formats to describe procedures and

to express ideas about

demonstrations or experiments

(e.g., drawings, journals, reports,

presentations, exhibitions,

portfolios)

^SI A1,2,6

►Activity 5: You Are My

Sunshine

p. 16

Literacy Strategy-

Special Powers, Problem

Solving, Alternative

Viewpoints, What If?, and

Next

(SPAWN)

Literacy Strategy-

Learning Log

►BLM:

Science Learning Log

Recording Sheet

►BLM:

Science Learning Log

Rubric

Revised 2015

Cathie Smith

18

Benchmarks

GLEs

Grade Level Expectation

Comprehensive

Curriculum

Unit 2: Sound and Light

Activities from

Comprehensive

Curriculum

Activities From

Textbook

Readings

From

Textbook

PS-E-C2 Investigating and

describing how light travels

and what happens when light

strikes an object (reflection,

refraction, and absorption)

PS 24 Describe how light behaves

when it strikes objects and

materials (e.g., transparent,

translucent, opaque)

^SI A1,2,

►Activity 6: You’re Darn

Straight!

p. 16-17

Inquiry Activity

What does light pass

through? Pages 80-81

What is light? pages

82-83

PS-E-C2 Investigating and

describing how light travels

and what happens when light

strikes an object (reflection,

refraction, and absorption)

PS 24 Describe how light behaves

when it strikes objects and

materials (e.g., transparent,

translucent, opaque)

^SI A2,5,6 B4

►Activity 7: Just Passing

Through

p. 17-18

►BLM:

Just Passing Through

Art Link TM page 85 What happens when

light hits different

objects? pages 84-85

PS-E-C2 Investigating and

describing how light travels

and what happens when light

strikes an object (reflection,

refraction, and absorption)

PS 23 Change the direction of light

by using a mirror and/or lens

^SI A2,5,6, B4

►Activity 8: Mirror

Magic

p. 18-19

►BLM:

Mirror Magic

Quick Lab page 83 What is Light? pages

82-83

Revised 2015

Cathie Smith

19

Benchmarks

GLEs

Grade Level Expectation

Comprehensive

Curriculum

Unit 2: Sound and Light

Activities

From

Comprehensive

Curriculum

Activities From

Textbook

Readings

From

Textbook

PS-E-C7 Exploring and

describing the uses of energy

at school, home, and play

SI 10 Use a variety of appropriate

formats to describe procedures and

to express ideas about

demonstrations or experiments

(e.g., drawings, journals, reports,

presentations, exhibitions,

portfolios)

^SI A6, B6

►Activity 9: Using

Energy

p. 19

Light Work TM page

85

Inquiry Activity: Be a

Scientist pages 86-87

Unit Resources page 2-34

Energy Poem pages

88-91

Revised 2015

Cathie Smith

20

Unit 3:

Basic Needs

Of Living Things

Revised 2015

Cathie Smith

21

LS-E-A1 Identifying the

needs of plants and animals,

based on age appropriate

recorded observations

LS 27 Match the appropriate

food source and habitat for a

variety of animals match the

appropriate food source and

habitat for a variety of

animals(e.g.,

cows/grass/field,

fish/tadpoles/water)

^SI A1,3

►Activity 2: Animal

Habitats and Food Sources

p. 25

►BLM:

Animals, Habitats, and

Food Sources

►BLM:

Animals/Habitats Diorama

Rubric

Inquiry Activity:

What do animals eat?

pages 134-135

What is a food

chain?

pages 136-137

What is a food web?

pages 138-139

Benchmark

GLEs

Grade Level Expectation

Comprehensive

Curriculum

Unit 3: Basic Needs of Living

Things

Activities from

Comprehensive

Curriculum

Activities From

Textbook

Readings

From

Textbook

SI-E-A5 Using data,

including numbers and

graphs, to explain

observations and experiments

SI-E-B4 Developing

explanations by using

observations and experiments

SI 9 Express data in a variety of

ways by constructing illustrations,

graphs, charts, tables, concept

maps, and oral and written

explanations as appropriate

^GLEs 1,2,6,9,10

^SI A1,3,6

►Activity 1: I Need It! I

Want It!

p. 23-24

Literacy Strategy-

Graphic

Organizer

Literacy Strategy-

Split-Page Note-taking

Literacy Strategy-

Learning Logs

►BLM:

Split-Page Note-taking

Revised 2015

Cathie Smith

22

Benchmarks

GLEs

Grade Level Expectation

Comprehensive

Curriculum

Unit 3: Basic Needs of Living

Things

Activities

From

Comprehensive

Curriculum

Activities From

Textbook

Readings

From

Textbook

LS-E-A3 Locating and

comparing major plant and

animal structures and their

functions

LS 28 Describe structures of

plants (e.g., roots, leaves, stems,

flowers, seeds)

LS 29 Compare differences

and similarities among a

variety of seed plants

^SI A1,5, B4

►Activity 3: It All Starts

With A Plant

p. 25 – 26

Literacy Strategy-

Learning Logs

►BLM:

Science Learning Log

Rubric

Inquiry Activity:

What do leaves need?

pages 98-99

Quick Lab page 103

Focus on Skills pages

106-107

Unit Resource page3-

11

What do living

things need? pages

100-101

Where do seeds

come from? pages

104-105

SE-E-A2 Understanding the

components of a food chain

SE 45 Locate and identify plants

and animals within an ecosystem

SE 46 Illustrate and describe a

simple food chain located within

an ecosystem

SE 47 Identify the Sun as the

primary energy source in a food

chain

^SI A1,3,5, B4

►Activity 4: The Food

Chain

p. 26 -27

Literacy Strategy-

Learning Logs

►BLM:

Science Learning Log

Rubric

Inquiry Activity:

Where do animals

live? pages 126-127

Differentiated

Instruction Extra

Support TM page 137

What is a habitat?

pages 128-129

What is a food

chain?

pages 136-137

What is a food web?

pages 138-139

Revised 2015

Cathie Smith

23

Benchmarks

GLEs

Grade Level Expectation

Comprehensive

Curriculum

Unit: 3 Basic Needs of Living

Things

Activities

From

Comprehensive

Curriculum

Activities From

Textbook

Readings

From

Textbook

SE-E-A2 Understanding the

components of a food chain

SE 45 Locate and identify plants

and animals within an ecosystem

^SI A1, 3, 4,6,7

►Activity 5: I’m Home!

I’m Home!

p. 27-28

Literacy Strategy-

Learning Logs

►BLM:

Learning Log Rubric

How do plants

survive? pages 102-

103

LS-E-A Recognizing the food

groups necessary to maintain

a healthy body

LS 31 Identify and discuss the

arrangement of the food pyramid

LS 32 Analyze selected menus to

determine whether they include

representatives of all the required

food groups

^SI A 2,5, B4

►Activity 6: Human

Habitats and Food Sources

p. 28

Literacy Strategy-

Learning Logs

►BLM:

Food Pyramid Poster

►BLM:

Science Learning Log

Rubric

Health Link TM page

141

Quick Lab page 140

Writing in Science

page 142

What foods should

you eat? pages 140-

141

Revised 2015

Cathie Smith

24

Benchmarks

GLEs

Grade Level Expectation

Comprehensive

Curriculum

Unit 4 Plants and Animals

Activities

From

Comprehensive

Curriculum

Activities From

Textbook

Readings

From

Textbook

LS-E-A4 Recognizing that

there is great diversity among

organisms

LS-E-B1 observing and

describing the life cycles of

some plants and animals

LS 30 Identify physical

characteristics of

organisms(e.g./mealworm,

caterpillar, tadpole)

LS 33 Compare the life cycles of

selected organisms (e.g.,

mealworm, caterpillar, tadpole)

^SI A1,2,3,5,6, B4,

►Activity 7: Life Cycles

p. 28-29

Literacy Strategy-

Graphic Organizer

Literacy Strategy-

Learning Log

►BLM:

Science Learning Log

Rubric

Inquiry Activity:

How can we put

animals into groups?

pages 108-109

Animal Accordion

Booklet TM page 113

Inquiry Activity:

How are babies and

adults alike and

different? pages 116-

117

Quick Lab TM page

119

Inquiry Investigation:

How does a mealworm

grow? pages 124-125

Unit Resources page 3-

33

How do we group

animals? pages 110-

111

What are some

animals without

backbones?

pages 112-113

What is a life cycle?

pages 118-123

Revised 2015

Cathie Smith

25

Unit 4:

Environment

Revised 2015

Cathie Smith

26

Benchmarks

GLEs

Grade Level Expectation

Comprehensive

Curriculum

Unit 4: Environment

Activities

From

Comprehensive

Curriculum

Activities From

Textbook

Readings

From

Textbook

LS-E-C1 Examining the

habitats of plants and animals

and determining how basic

needs are met within each

habitat

LS 35. Identify the components of

a variety of habitats and describe

how organisms in those habitats

depend on each other

^SI A1, 2, 3, 5, 6

B4

►Activity 1: A Home For

Everyone

p. 33-34

Literacy Strategy-

Questioning the Author

Inquiry Activity:

What is a forest like?

pages 154-155

Quick lab TM page 160

Inquiry Activity: What

lives in a saltwater

habitat? pages 167

Quick Lab Tm page

169

Math in Science TM

page 173

How are living things

like their parents?

pages 156-157

Forest Types pages

158-159, 160-161

Deserts pages 162-

163

What is an ocean

like? pages 168-169

What is a pond like?

pages 170-171

SE-E-A5 Understanding that

most plant and animal species

are threatened or endangered

today due to habitat loss or

change

SE 50. Describe ways in which

habitat loss or change can occur as

a result of natural events or human

impact

^SI A2, 3,7

►Activity 2: Habitat for

Survival

p. 34-35

What happens when

habitats change? page

175

Quick Lab page 178

Activity: When habitats

change TM page 181

How do habitats

change? page 176-

177

What happens when

habitats change page

178-180

Read to review

changing habitats

pages 194-197

Revised 2015

Cathie Smith

27

Benchmarks

GLEs

Grade Level Expectation

Comprehensive

Curriculum

Unit 4: Environment

Activities

From

Comprehensive

Curriculum

Activities From

Textbook

Readings

From

Textbook

SE-E-A4 Understanding that

the original sources of all

material goods are natural

resources and that the

conserving and recycling of

natural resources is a form of

stewardship

SE 49 Describe how consumption

of resources can be reduced by

recycling, reusing, and conserving

^SI A1,2,4,5 B4

^SE A3

►Activity 3: From Trash

to Treasure

p. 35-36

Literacy Strategy-

Brainstorm

Inquiry Activity: How

do we use Earth’s

resources every day?

page 185

Quick Lab TM page

190

How do we use

natural resources?

pages 186-187

How should we care

for Earth’s resources?

pages 188-189

How can we save

Earth’s resources?

pages 190-191

LS-E-B3 Observing and

recording how the offspring of

plants and animals are similar

to

their parents

SE-E-A5 understanding that

most plant and animal species

are threatened or endangered

today due to habitat loss or

change

LS 34 Describe inherited

characteristics of living things

LS 51 Describe and give examples

of threatened or endangered

species

^SI A1,2,5, 6, B4,6

►Activity 4: Endangered

Animals and Plants

p. 36-37

Literacy Strategy-

KWL chart

Literacy Strategy:

RAFT Writing

►BLM:

Endangered Species Report

Rubric

What happens when

habitats change?

Pages 178-179

Revised 2015

Cathie Smith

28

Unit 5:

Earth and Beyond

Revised 2015

Cathie Smith

29

Benchmarks

GLEs

Grade Level Expectation

Comprehensive

Curriculum

Unit 5: Earth and Beyond

Activities

From

Comprehensive

Curriculum

Activities From

Textbook

Readings

From

Textbook

ESS-E-A1 Understanding that

earth materials are rocks,

minerals, and soils

ESS-E-A5 Observing and

communicating that rocks are

composed of various

substances

ESS 36. Observe and record the

properties of rocks, minerals, and

soils gathered from their

surroundings (e.g., color, texture,

odor)

ESS 42. Identify and use

appropriate tools to gather and

study rocks, minerals, and fossils

^SI A1, 2, 3, 5, 7

B1, 3, 4

►Activity 1: Rocks,

Minerals, and Soils

p. 40-42

Literacy Strategy-

Learning Logs

Literacy Strategy-

Graphic Organizer

Inquiry Activity: How

we sort rocks? p205

Quick Lab page 208

Be a Scientist pages

210-211

Unit Resources p. 5-11

Inquiry Activity: What

is in soil? page 213

Quick Lab Tm p217

Be a Scientist

Which soil holds more

water? pages 218-219

Unit resources p 5-22

What are rocks?

pages 206-209

What is soil?

pages 214-215

How is soil formed?

pages 216-217

ESS-E-A2 Understanding that

approximately three-fourths of

the Earth’s surface is covered

with water and how this

condition affects weather

patterns and climates

ESS 37. Compare bodies of water

found on Earth (e.g., oceans, seas,

lakes, rivers, glaciers)

ESS 38. Explain why most of the

water on Earth cannot be used as

drinking (potable) water

^SI A1, 3, 5 B4

►Activity 2: Water on

Earth’s Surface

p. 42-43

Literacy Strategy-

Learning Log

►BLM:

Bubble Map

Inquiry Activity: How

do people use water?

page 221

Why is Earth’s water

important?

pages 222-223

Where is most of

Earth’s water found?

pages 224-225

Revised 2015

Cathie Smith

30

Benchmarks

GLEs

Grade Level Expectation

Comprehensive

Curriculum

Unit 5: Earth and Beyond

Activities

From

Comprehensive

Curriculum

Activities From

Textbook

Readings

From

Textbook

ESS-E-A2 Understanding that

approximately three-fourths of

the earth’s surface is covered

with water and how this

condition affects weather

patterns and climates

ESS 38 Explain why most of the

water on Earth cannot be used as

drinking (potable)

water

►Activity3:

What if . . .

p.43-44

Literacy Strategy-

SPAWN

Literacy Strategy-

Learning Logs

Math in Science page

227

Quick Lab pages 224

ESS-E-B1 Observing and

describing the characteristics

of objects in the sky

ESS 43 Describe characteristics of

the Sun, stars, and Earth’s moon

(e.g., relative size, shape, color,

production of light/heat)

^SI A1, 5, 6

B4

►Activity 4: Beyond

Earth

p. 44-45

Literacy Strategy-

KWL chart

Literacy Strategy-

Graphic Organizer

Inquiry Activity: How

do we see the Moon at

night? pages 228-229

Quick lab: Observe the

nigh sky page 234

Why can we see the

moon from Earth?

pages 230-231

Why does the Moon

seem to change

shape? page 232-233

What are stars? pages

234-235

Revised 2015

Cathie Smith

31

Unit 6:

Weather

Revised 2015

Cathie Smith

32

Benchmarks

GLEs

Grade Level Expectation

Comprehensive

Curriculum

Unit 6: Weather

Activities

From

Comprehensive

Curriculum

Activities From

Textbook

Readings

From

Textbook

ESS-E-A4 Investigating,

observing, measuring, and

describing changes in daily

weather patterns and

phenomena

ESS 40 Gather, record, and graph

weather data (e.g., precipitation,

wind speed, wind direction,

temperature) using appropriate

instruments

ESS 41 Analyze recorded daily

temperatures and weather

conditions from newspapers,

television, the Internet, and

home/outdoor thermometers

^SI A1,4,5, 6,

B4

►Activity 1: Measuring

Weather

p. 48-51

Literacy Strategy-

Graphic Organizer

Literacy Strategy-

Vocabulary Cards

Inquiry Activity: How

does the weather

change each day? pages

248-249

Quick Lab: How strong

is the wind? TM page

252

Writing in Science

page 254

Math in Science page

255

Unit Resources pages

6-11; 6-13

What is weather?

pages 250-251

What is wind?

pages 252-253

Revised 2015

Cathie Smith

33

Benchmarks

GLEs

Grade Level Expectation

Comprehensive

Curriculum

Unit 6: Weather

Activities

From

Comprehensive Curriculum

Activities From

Activities From

Textbook

Readings

From

Textbook

ESS-E-A3 Investigating,

observing, and describing how

water changes from one form

to another and interacts with

the atmosphere

ESS 39 Design an experiment

involving evaporation

^SI A1,2,4,5, B4

►Activity 2: Evaporation

p. 51-52

Literacy Strategy-

Learning Logs

►BLM:

Evaporation Investigation

Inquiry Activity:

Where did the water

go? page 257

Skills Builder pages

262-263

Unit Resource page 6-

24

PS-E-A5 Creating mixtures

and separating them based on

differences in properties (salt,

sand)

PS 19 Describe and illustrate

what remains after water

evaporates from a salt or sugar

solution

^SI A2,6,7,

B3

►Activity 3: Evaporation

and Solutions

p. 52

Literacy Strategy-

Learning Logs

Quick Lab: Observe

Evaporation TM page

261

What does the sun do

to water? pages 260-

261

Earth’s water cycle

pages 264-267

ESS-E-B5 Understanding that

the sun, a star, is a source of

heat and light energy and

identifying its effects upon the

earth

ESS 44 Give examples of how the

Sun affects Earth’s processes

(e.g., weather, water cycle)

^SI A1, 2,3,6

►Activity 4: Important

Patterns

p. 53

What does the Sun

do?

pages 258-259