C URRICULUM M APPING PROJECT EDUC 542 B Y : M ONICA M AC E ACHEN

. A W ORLD OF L IVING T HINGS All things in the environment can be classified as living or nonliving objects, unlike nonliving objects, living organisms grow and change and have basic needs This is a four week science unit developed for second grade students..

S TANDARDS AND B ENCH M ARKS FOR W EEK ONE : inherited characteristics influences characteristics 1-D.2.5 compare and contrast Strand I (NM Content) Understand processes of scientific investigations and use inquiry and scientific ways of observing, experimenting, predicting, and validating to think critically Benchmark B Use scientific thinking and knowledge and communicate

O BJECTIVES FOR WEEK ONE Sort objects as living and non-living Identify and describe characteristics that distinguish living and non-living things Understand that living things reproduce, and non-living things do n ot

A CTIVITIES FOR WEEK O NE the students will generate their own questions about living and non-living things The students will look at a variety of pictures and categorize them into living and non-living things The students will go for a nature walk around the school and list things that they see in their journals that are living an non-living The students will do an investigation/inquiry they will place three different kinds of bird food outside the classroom. They will then observe and record what kinds of food the birds eat at 9:30 a.m. and the n again at 2:00 p.m. They will record observations in their science journals The students will make a small book. They will select three animals and draw a picture of each on the pages and write two sentences to describe how the animal gets oxygen, what it eats, and what shelter it needs to survive. The student will play “Who lives here?’ interactive game on Harcourt

A SSESSMENTS F OR WEEK ONE Workbook page 5 Classifying living and non-living things Science journal entries Plant and Animals in the local environment interactive game on website hspscience.com Workbook page 6 Compare and contrast Observation and participation

S TANDARDS A ND B ENCH M ARKS FOR WEEK TWO inherited characteristics influences characteristics 1 -A.2.1 main idea and details 11-c.2.3 writing process (NM Content II) Understand the properties, structures, and processes of living things and the interdependence of living things and their environments

O BJECTIVES F OR WEEK TWO Observe the needs of animals Identify and describe the basic needs of animals Understand that an animal’s needs depend on its size and type

A CTIVITIES FOR WEEK TWO The students will do an investigation/inquiry they will place three different kinds of bird food outside the classroom. They will then observe and record what kinds of food the birds eat at 9:30 a.m. and then again at 2:00 p.m. They will record observations/predictions in their science journals The students will make a small book. They will select three animals and draw a picture of each on the pages and write two sentences to describe how the animal gets oxygen, what it eats, and what shelter it needs to survive. The student will play “Who lives here?’ interactive game on Harcourt website to learn who lives in a tree

A SSESSMENTS FOR WEEK TWO Student Workbook page 8 main idea and details Science journal entries Observation through interactive Harcourt website Student workbook page 7 inquiry skill practice-observe Student made book

S TANDARDS AND BENCH MARKS FOR WEEK THREE A.2.1 main idea And details 1-B.2.1 sources of information Strand I (NM Content) Understand processes of scientific investigations and use inquiry and scientific ways of observing, experimenting, predicting, and validating to think critically Benchmark B Use scientific thinking and knowledge and communicate findings

O BJECTIVES F OR W EEK THREE Predict and observe what plants need to grow Understand that plants’ needs depend on their size and shape Know the factors that influence the growth of living things

A CTIVITIES FOR WEEK THREE The students will read in the student science reading book pages The students will make predictions in their science journals about what might happen to plants when they don’t get what they need The student will do an investigation by placing two plants in a sunny place. They will then water only one plant over a period of five days. Each day they will make observations about any changes they see and record it in their science journals. After a period of five days they will check to see if their predictions are correct. The students will make a class encyclopedia. Each student will research a plant of their choice and contribute a page with the illustration of the plant and a few descriptive sentences about it. Parts of a Flower interactive video on Harcourt website

A SSESSMENTS FOR WEEK THREE Student work book page 9 –what do plants need-inquiry skills practice-predict Student workbook page 10 Main idea and details chart Graphic organizer (light, air, nutrients, water) Check facts on students Individual page for class plant encyclopedia Science journal entries

S TANDARDS A ND B ENCH M ARKS F OR WEEK FOUR understand that everybody can do science, invent things, and formulate ideas know that science has discovered many things about objects, events and nature and that there are many more questions to be answered Science and Society: NM content standard IV Understand how scientific inventions, practices, and knowledge influence, and are influenced by individuals and societies

O BJECTIVES FOR WEEK FOUR Make predictions Assess prior knowledge Inquiry skills Problem solving skills

A CTIVITIES FOR WEEK FOUR The students will conduct an experiment-they will place one leaf of lettuce in a cup of water and another in a cup of salt water. They will write their predictions in their science journals. After one day they will observe the cups and record the data of what happened to the each leaf The students will read Tomato Says, “Pass the Salt!” After reading, the students will inquire as to why the scientists wanted to develop a new tomato plant. Class discussion about what questions might the students have about making a new plant. If the students were going to develop a new plant, what would it be? How might they make it happen? The students will watch a united streaming video about new farming techniques to grow plants

A SSESSMENTS FOR WEEK FOUR Science journal entries Question and answer segment about video A First Look at Water inquiry questions in journals

I STE STANDARDS CHECKLIST FOR SECOND GRADE SCIENCE – 2ND GRADE STRAND I: Scientific Thinking and Practice NM CONTENT STANDARD I: Understand the processes of scientific investigations and use inquiry and scientific ways of observing, experimenting, predicting, and validating to think critically. BENCHMARK A : Use scientific methods to observe, collect, record, analyze, predict, interpret, and determine reasonableness of data. PERFORMANCE STANDARDS (OBJECTIVES): 1. Conduct simple investigations (e.g., measure the sizes of plants of the same kind that are grown in sunlight and in shade ) 2. Use tools to provide information not directly available through only the senses (e.g., magnifiers, rulers, thermometers). 3. Make predictions based on observed patterns as opposed to random guessing. 4. Follow simple instructions for a scientific investigation.

I STE STANDARDS CONTINUED BENCHMARK E : Know that living things have similarities and differences and that living things change over time. PERFORMANCE STANDARDS (OBJECTIVES): 1. Explain that stages of the life cycle are different for different animals (e.g., mouse, cat, horse, butterfly, frog). 3. Observe how the environment influences some characteristics of living things (e.g., amount of sunlight required for plant growth). NM CONTENT STANDARD III : Understand how scientific discoveries, inventions, practices, and knowledge influence, and are influenced by, individuals and societies. BENCHMARK A : Describe how science influences decisions made by individuals and societies. 5. Know that science has discovered many things about objects, events, and nature and that there are many more questions to be answered.

I STE STANDARDS CONTINUED 5. Digital Citizenship A. Exhibit a positive attitude toward technology that supports collaboration, learning, and productivity. B. Demonstrate personal responsibility for lifelong learning.. 6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. A. Understand and use technology systems B. Select and use applications effectively and productively

R ESOURCES FOR UNIT INCLUDE. Harcourt Student Science Book Science Journal Intervention Reader: Living and Non Living Things Harcourt Student Science Workbook Discovery Education.com

R EFLECTION I learned so much about my Harcourt teacher’s edition and the unit on living things. I will continue to use my science journal as an activity, observation, inquiry, and predictions. I will definitely incorporate the interactive website that is available through Harcourt. hspscience.com I never even knew this website existed before doing the curriculum map. I know the students will have a lot of fun with it also! I will incorporate more science experiments when teaching this unit and incorporate the united streaming videos. This is also a resource I have not used before in teaching science. It offers so many informative videos on the content! Doing the curriculum mapping was very helpful for me, simply because I don’t feel real comfortable teaching science and always felt like I didn’t have enough time to get in the labs, experiments, etc…I hope now that I have learned so much more about our science program, that I can implement meaningful instruction in an effective manner.