2nd Grade Science and Social Studies
Fall Semester | |||
Unit Title | Citizens Make a Difference | Environments and Interactions Around the World | Forces of Nature |
Time | 5 Weeks | 7 Weeks | 6 Weeks |
Understandings | Students will create and follow classroom rules.
Students will demonstrate good citizenship within their school and classroom community.
Students will identify functions and services of government such as establishing order, managing conflict, and providing security, education, and recreation.
Students will explain the value of government services such as laws providing order, police, fire, and military providing protection, and schools providing education.
Students will identify their campus principal, the current mayor, governor and president.
Students will compare the roles and responsibilities of principal, mayor, governor and president.
Students will identify that public officials are either voted into office by citizens or appointed by another government leader.
Students will identify how citizens of all ages can participate in their own governance.
Students will identify and describe how good citizens participate in the classroom and community, such as volunteering, showing respect for diversity, caring for others and the environment, speaking up, and following rules and expectations.
Students will identify contributions of Irma Rangel to the state of Texas, including advocating for the rights of minorities.
Students will identify contributions of Thurgood Marshall to the nation, including advocating for equal rights of all citizens.
Students will identify historical figures who exemplify good citizenship such as Sojourner Truth, supporter of equal rights for women and abolishing slavery.
Students will identify contributions of Theodore Roosevelt to the nation, including advocating for environmental conservation.
Students will identify Jane Goodall as a scientist who stressed the importance of practicing science with humanity.
Students will identify the physical characteristics of an environment, including vegetation, landforms, bodies of water, climate, rainfall, and soil.
Students will describe how physical characteristics of an environment support plants and animals in an ecosystem.
Students will explain how science and data collection can help others learn about and care for their environment and community.
Students will complete a STEM Challenge to increase biodiversity in their school community. | Students will utilize map elements on the U.S./world desk map to locate San Antonio,Texas, the United States, Mexico, and Canada.
Students will measure and record the weather (temperature and precipitation) in San Antonio.
Students will utilize globes and world desk maps to locate the seven continents and the five oceans.
Students will locate and record the weather (temperature and precipitation) in different cities around the world.
Students will compare the weather (temperature and precipitation) in different cities around the world by creating a bar graph.
Students will locate and identify varieties of physical environments located within North America and explain how these ecosystems support animals.
Students will explore how animal structures allow them to take in food, water, and air and develop a model to represent the phenomena.
Students will record and compare how structures such as the proboscis and sticky tongue help animals find and take in food, skins and mouths help animals take in water, and gills and lungs help animals take in air.
Students will record and compare how behaviors such as echolocation and migration help some animals find and take in food.
Students will use district provided caterpillars to investigate and describe the life cycle of a butterfly including how the caterpillar stages do not resemble the adult butterfly.
Students will use models to investigate and describe the life cycle of a frog including how the tadpole stages do not resemble the adult frog.
Students will locate the tropical rainforest environment within South America and explain how this ecosystem supports plants.
Students will explore how plant structures allow them to take in food, water, and air.
Students will identify how roots, stems, and leaves help plants meet their needs, such as absorbing and transporting water and minerals and providing support.
Students will identify how flowers, fruits, and seeds help plants meet their needs, such as allowing plants to reproduce.
Students will locate the savanna grasslands located within Africa and explain how these ecosystems support animals. observe the physical features of different types of seeds.
Students will explain how some plants depend on the movement of other living things, wind, and water to move their seeds and assist with pollination.
Students will research, record, and compare how being part of a group helps animals obtain food, defend themselves, and cope with changes.
Students will complete a STEM Challenge to analyze animal structures and behaviors and design a prosthetic beak.
Students will locate the Great Barrier Reef along the coast of Australia and explain how this ecosystem supports plants and animals.
Students will explore how living things depend on each other by creating food chains from different environments in Australia.
Students will identify the producers and consumers in each food chain and explain how organisms depend on each other for energy. | Students will use models to investigate the effects of the force of moving water and wind.
Students will explain that Earth’s surface is constantly changing due to the forces of wind and water.
Students will use information from a variety of sources to explore hurricanes, floods, and tornadoes where they commonly take place, and how they modify the environment.
Students will explain that natural resources are things that are made by nature and used by living organisms.
Students will explain that manmade resources come from natural resources that have been changed or combined to create new material.
Students will identify how and explain why humans modify their environment.
Students will describe the positive consequences of modifying the natural environment, such as providing goods, shelter, income, transportation, and recreation.
Students will describe the negative consequences of modifying the natural environment, such as decreasing biodiversity, polluting the environment, and destroying natural resources.
Students will explain how conserving resources through reducing, reusing, and recycling can have a positive impact on the environment.
Students will identify ways people can replenish Earth’s resources such as, planting small plants and trees, composting, and animals reproducing.
Students will conduct a biodiversity audit and complete a STEM Challenge to create a design to increase biodiversity in their school community.
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TEKS | Science 2.1C, 2.4B, 2.4A, 2.12A, 2.5G
Social Studies 2.16G, 2.8A, 2.8B, 2.9A, 2.9B, 2.9C, 2.10A, 2.9D, 2.10A, 2.10C, 2.2A, 2.10B, 2.2A, 2.10B, 2.4A, 2.5A, 2.5B, 2.5C | Science 2.10B, 2.5C, 2.12A, 2.13B, 2.13D, 2.5A, 2.5F, 2.13A, 2.12C, 2.13C, 2.5B, 2.5G, 2.12B, 2.5D
Social Studies 2.4B, 2.3A, 2.4A, | Science 2.10A, 2.10C, 2.5B, 2.5G, 2.11A, 2.11B, 2.12A
Social Studies 2.5A, 2.5B, 2.5C, 2.10C, |
Skills TEKS | Science 2.1E, 2.1D, 2.1E, 2.1F, 2.2B, 2.1A, 2.1B, 2.1C
Social Studies 2.16F, 2.15C, 2.15D, 2.16D, 2.16E, 2.17A, 2.17B | Science 2.2A, 2.1D, 2.1F, 2.1G, 2.1E, 2.3B, 2.3C, 2.1A, 2.1B, 2.2D, 2.3A, 2.4A
Social Studies 2.15C | Science 2.1D, 2.1G, 2.2A, 2.1E, 2.3B, 2.4A, 2.1A, 2.1B, 2.1C
Social Studies 2.15C, 2.16E, 2.17A, 2.17B |
Spring Semester | ||||
Unit Title | Innovations Change Lives | Choices Matter | Who Are We? | STEM Challenge - Time Capsule |
Time | 6 Weeks | 7 Weeks | 3 Weeks | 2 Weeks |
Understandings | Students will describe how we use science and technology within examples of recreation in our everyday lives.
Students will describe how science and technology within everyday recreation helps people meet their basic needs, enjoy life, and establish relationships within the community.
Students will compare how science and technology within recreation has changed over time.
Students will explore objects pushing on each other and observe how that action may change their motion or shape.
Students will explain how the action of objects pushing on each other may change their motion or shape by identifying everyday examples.
Students will plan and conduct a descriptive investigation to demonstrate how the strength of a push and pull changes an object's motion.
Students will explore how technology, such as telescopes and binoculars, help us observe objects in the sky.
Students will explain that we are able to observe the moon in the sky because it reflects the Sun’s light.
Students will observe and describe how the sun provides light and heat.
Students will describe how we use science and technology within examples of transportation in our everyday lives.
Students will describe how science and technology within everyday transportation helps move people and products efficiently to meet basic needs.
Students will compare how science and technology within transportation has changed over time.
Students will describe how Amelia Earhart’s actions, such as being the first woman to fly solo across the Atlantic ocean, showed inventiveness and individualism.
Students will describe how we use science and technology within examples of communication in our everyday lives.
Students will describe how science and technology within communication helps people build relationships and share information to meet basic needs.
Students will compare how science and technology within communication has changed over time.
Students will explore and explain how different levels of sound are used in communication and everyday life. Students will use tuning forks and other objects to explore how sound energy is made by vibrating matter.
Students will explain that sound energy moves through vibrating matter.
Students will identify and explain that vibrations can be caused by sound.
Students will complete a STEM Challenge to design a communication device. | Students will identify examples of producers creating businesses that offer goods and services.
Students will identify examples of consumers purchasing goods and services.
Students will explain how work allows individuals to earn an income in order to purchase goods and services that meet their wants and needs.
Students will explain the choices people make when earning money such as what job to do based on their skills.
Students will explain the choices people can make when saving money such as how much, how often, and for what.
Students will explain the choices people can make when spending money such as what, how much, and where.
Students will observe and classify items based on the physical properties shape, color, size, heavier/lighter (mass), texture, flexibility, relative temperature, and state of matter (solid/liquid).
Students will describe how the physical properties of natural resources can be changed in order to be developed into products.
Students will plan and conduct a descriptive investigation to explore how cutting and sanding change the physical properties of wood.
Students will plan and conduct a descriptive investigation to explore how melting and freezing change the physical properties of solids and liquids.
Students will plan and conduct a descriptive investigation to explore how cutting and folding change the physical properties of fabric.
Students will use different materials to build products and explain the purpose in selecting the materials based on their physical properties.
Students will use the parts of the product previously built to assemble a new product with a new purpose and explain the reasoning for selecting the materials based on their physical properties.
Students will complete a STEM Challenge and design a package based on need and physical properties.
| Students will create maps of places in their community, including a title, cardinal directions and a legend.
Students will identify the San Antonio River Walk as a community landmark and describe how Robert Hugman influenced community history.
Students will identify the Tower of the Americas as a community landmark and describe how O’Neil Ford influenced community history.
Students will identify the Alamo as a national landmark and describe how Clara Driscoll and Adina Dezavala influenced community history.
Students will identify various celebrations during each season of the year and explain their significance, including being symbols of individualism.
Students will compare celebrations by identifying similarities and differences.
Students will vote to make a decision on an end of the year celebration.
Students will recite the Pledge of Allegiance to both the US Flag and the Texas Flag, and identify flags and pledges as symbols of freedom.
Students will sing, recite, or identify selected patriotic songs, including "The Star-Spangled Banner" and "America the Beautiful”, and identify the songs as symbols of inventiveness.
Students will identify the mockingbird bird as the state bird of Texas and the bald eagle as the national bird of the United States.
Students will identify the Bluebonnet as the state flower of Texas and the rose as the national flower of the United States.
| Students will collect and/or create items to include in a time capsule and then design and build the time capsule to test it to ensure that it will last over time. |
TEKS | Science 2.7A, 2.7B, 2.9B, 2.9A, 2.5G, 2.5B, 2.8B, 2.8A, 2.8C
Social Studies 2.13A, 2.13B, 2.14 | Science 2.6A, 2.7C, 2.5C, 2.5E, 2.5G, 2.6B, 2.6C, 2.5D, 2.5F
Social Studies 2.7A, 2.7B, 2.6A, 2.6B | Science
Social Studies 2.3A, 2.3B, 2.1B, 2.2B, 2.12A, 2.12B, 2.1A, 2.11E, 2.11C, 2.11A, 2.11B, 2.11D | Science
Social Studies |
Skills TEKS | Science 2.4A, 2.1D, 2.1E, 2.3A, 2.1B, 2.1F, 2.3B, 2.4B, 2.1A, 2.2D
Social Studies 2.16A, 2.16B, 2.16C, 2.15B, 2.15C | Science 2.1E, 2.1D, 2.2C, 2.1E, 2.1B, 2.1C,
Social Studies 2.16D, 2.16E, 2.15C | Science
Social Studies 2.16F, 2.16C, 2.16E, 2.17B, 2.15A, 2.15C | Science 2.2D
Social Studies 2.15B, 2.15C, 2.16B, 2.16F |