Grade 2 Science Units

1
Grade 2 Science Units

• By Ed. Students at the UofR

2
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

3
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

4
First day of School
5
Start of Animal Growth and Changes (Unit 1)
Labour Day No School
6
Unit Animal Growth and Changes (Unit 1)
Continued
No School
Thanksgiving No school
7
Unit Animal Growth and Changes (Unit 1)
Continued
Remembrance Day No School
No School
End of Animal Growth and Changes (Unit 1)
Start of Motion and Relative Position Unit (Unit
2)
8
No School
Unit Motion and Relative Position (Unit 2)
Continued
Start of Winter Break No school
9
Last Day of Winter Break
End of Motion and Relative Position (Unit 2)
Start of Liquids and Solids Unit (Unit 3)
10
Unit Liquids and Solids (Unit 3) Continued
Teachers Convention No School
100th Day of School
Family Day No School
11
Unit Liquids and Solids (Unit 3) Continued
No School
No School
No School
12
End of Liquids and Solids Unit (Unit 3)
Start of Air and Water Unit (Unit 4)
No School
Good Friday No School
- S P R I N G B
R E A K -No School
13
Unit Air and Water (Unit 4) Continued
No School
No School
Victoria Day - No School
14
Unit Air and Water (Unit 4) Continued
No School
End of Air and Water Unit (Unit 4)
Last day of the School year ?
No School
No School
15
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!

16
Air and Water

• By Michelle Schulz
• schulz2m_at_gmail.com

17
Air and Water

• 13 lesson unit
• Lessons range from 30 - 60 minutes
• All 5 Es 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

18
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! ?

19
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!)

20
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!

21
5 Es A Visual
Engage 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 - -
22
Anecdotal Record
23
-Note on Assessment-

• Depending on your schools 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.

24
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

25
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).

26
Into the Meat of It

• What am I? (Suspension mixture Cornstarch and
  water)
• Changes in State (solid lt-gt Liquid lt-gt Gas)
• Where does water come from?
• Water Cycle
• DEMONSTRATION (Explore activity)
• From Lesson 7

27
More of the Middle

• Importance of Water
• Exploring our water use
• How do we keep water clean? (Environmental
  Sustainability ? )

28
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

29
Things to Note

• Technology has been integrated throughout the
  unit (Videos 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

30
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