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@gmail.com

17. 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

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 E’s – A Visual

22. Anecdotal Record

23. -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.

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 <-> Liquid <-> 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 (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

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