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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]
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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
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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
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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)
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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
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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.
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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
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
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