Georgia
Quality Core Curriculum-Science, Grade 2
|
Galaxy
Classroom-Fixer Uppers, Science, Grade 2
|
| Inquiry |
Scientific
Thinking Processes |
| S.2.1-
Asks questions, classifies objects based on similarities
and differences, communicates with others, makes inferences
and predictions, uses estimation and measurement to construct
explanations, and makes sketches and diagrams to explain
ideas. |
Using
a constructivist approach, inherent in all aspects of Galaxy
programming, student inquiry is established through utilization
of the Scientific Thinking Processes. The following processes
are the fundamental underpinnings of all Galaxy hands-on/minds-on
investigations: observing, communicating, comparing, organizing,
relating, inferring, and applying. |
| S.2.2-
Uses books and other media to obtain information related
to science concepts. |
Students
will use the following medium to research and communicate their
findings: internet, fax, email, literature connections, and
video interactivity. |
| S.2.3-
Identifies and practices safety procedures in manipulating
science materials and equipment. |
Safety
is inherent in all aspects of Galaxy hands-on investigations
and teacher/student safety procedures are listed in all Teacher
guides. |
|
S.2.4- Actively engages in the learning process via hands-on/minds-on
science activities and experiences. Uses appropriate tools
to collect and analyze data and solve problems. |
All
Galaxy investigations require hands-on/minds-on implementation. |
|
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|
| Physical
Science |
Theme
1-Science is Doing "What Ifs?" to Use and Compare Materials |
| S.2.5-
Recognizes that all matter takes up space and has mass.
Observes and discusses the space gases take up in an inflated
balloon, water takes up in an aquarium and various solids
take up around the room. |
Hands-on
Activities: Sifting through Science/Liquid Explorations/
Involving Dissolving Observe, compare, and test the properties
of a variety of liquids, solids, and mixtures. Use air
pressure and movement to test the properties of various
materials.
Video Response: Discuss and record items that would be
necessary or not necessary for an aquarium environment. |
| S.2.6-
Distinguishes among states of matter (solid, liquid, and
gas). Sorts objects according to solid, liquid or gas. |
This
topic is embedded through out Theme 1: Science is Doing "What
Ifs?" to Use and Compare Materials. Observe, classify, and predict
the properties of matter in various states. |
| S.2.7-
Recognizes and compares physical properties of objects
(e.g., weight, size, and buoyancy.) |
Classify
matter by float-sink; magnetic-not magnetic, dissolve-not dissolve;
mix-not mix. Observe, classify, and predict the properties of
rocks and minerals. Describe the properties of given solids.
Describe the properties of given liquids. Classify and sort
by using various sizes of screens as filters. |
| S.2.8-
Predicts changes in states of matter such as when water
is being heated or frozen. |
Predict
what will happen to various solids when added to liquids. Predict
what will happen when two liquids are mixed together (e.g. oil
and water.) |
| S.2.9-
Recognizes that all matter does not change in the same
way. Observes a variety of changes such as; a nail in
water compared to plastic in water; a wooden block in
the freezer compared; slice of apple compared to a slice
of orange. |
Observe
and compare a variety of solids in a variety of liquids.
Observe and compare an egg in a glass of plain water and
a glass of salt water. Compare drops of water with drops
of oil. Observe how the drops inter act with each other. |
| |
|
| Life
Science |
Theme
2:
Science is doing "What Ifs" to Find and Compare Creature Features |
| S.2.10-
Describe how plants use water, nutrients, and light to
produce their own food in a process called photosynthesis.
Compare plants grown with all or these resources with
plants deprived of these resources. |
Build
a terrarium habitat that must include everything a plant needs
to survive. Compare this habitat to one that is missing the
necessary resources. |
| S.2.11-
Compares variables that might affect the growth of plants.
Identifies and tests how variables such as temperature,
light, water, and moisture affect plant growth. |
Build
a terrarium habitat that must include everything a plant needs
to survive. Observe, record, and communicate about the introduction
of variables to their habitats and their effects on the plants.
Construct a seed necklace that must include everything a seed
needs to sprout and grow. Observe and record the growth of a
seed sprouted using water and body temperature. |
| S.2.12-
Identifies and explains function of main parts of a plant.
Names parts of plant and explains function of each (root,
stem, leaf, and flower) |
Observe
plant parts of plants placed in terrariums. Name the parts of
each plant in the terrariums and explain the function of each
part. During "Buzzing A Hive" bee studies, examine live flowers
and use hands-on experience to observe and identify all their
parts and their functions. |
| S.2.13-
Observes and describes plant parts as they grow and change.
Compares the roots, stems, and leaves of various plants
as they grow from seeds to mature plants |
Observe
and record changes in plants as they grow in the seed necklaces. |
| S.2.14-
Identifies varieties of plants and their uses. Identifies
trees, shrubs, herbs, flowers, fruits, and vegetables.
Recognizes that plants are used for beauty, food, clothing
and shelter |
Identify
and choose plants that are appropriate for living in a terrarium.
Observe, communicate, and record date pertaining to the use
of each plant in the terrarium. Discuss and recognize the important
role flowers play in the life of a honeybee |
| S.2.15-
Identifies and describes habitats (desert, woodland, ponds,
streams) of plants and animals and their characteristics
(light, moisture, temperature). |
Build,
maintain and observe appropriate habitats for a variety of plants
and animals. |
| S.2.16-
Matches various animals to plants to their habitats based
on needs |
Choose
appropriate plants to live in a terrarium habitat. Build and
maintain appropriate habitats of a variety of animals and plants. |
| S.2.17-
Identifies the many feeding relationships among various
plants and animals. Illustrates food chains and food webs
and predator-prey relationships. |
Identify
and illustrate the various food chains and food webs and predator-prey
relationships that exist among the plants and animals living
in a terrarium. Identify and discuss the feeding relationships
between flowers and butterflies, and flowers and honeybees. |
| S.2.18-
Recognizes how plants and animals interact and depend
on one another. Illustrates the many ways plants and animals
interact (pollination, shelter, and seed dispersal) |
Observe
and record the interaction between plants and animals living
in a terrarium. Identify and discuss the important relationship
that exists between flowers and honeybees. |
| |
|
| Earth/Space
Science |
|
| S.2.19-
Observes and discusses apparent motion of sun and moon.
Understands that the sun, moon, and stars appear in the
east and set in the west. Plots the apparent movement
of the sun and moon in the sky using shadows or other
devices. |
The
activities in this Galaxy theme do not teach these specific
skills. However, there is sufficient time at the beginning of
the year or the end of the year to teach a unit on space. One
activity called "Starry Nights" (during weeks 11 and 12) can
be used as a brief introduction to space: astronomy. |
| S.2.20-
Describes motion of Earth, moon, and planets in our solar
system. Describes how the Earth rotates once a day and
revolves around the sun each year, how the moon revolves
around the earth each month, and how the planets revolve
around the sun in a periodic manner. |
The
activities in this Galaxy theme do not teach these specific
skills. However, there is sufficient time at the beginning of
the year or the end of the year to teach a unit on space. One
activity called "Starry Nights" (during weeks 11 and 12) can
be used as a brief introduction to space: astronomy. |
