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2nd_Grade_Curriculum_Q3

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					2nd Grade Curriculum Map: 2008-2009 Quarter 3

Language Arts
Reading Enduring Understandings: Fluency is critical to reading. Fluent readers automatically recognize familiar words and self-correct when they misread. Fluent readers read with expression and decode quickly and accurately. Some words have multiple meanings. Text carries meaning. Good readers know and appropriately use a variety of comprehension strategies. Stories have characters, setting, plot, problem and solution. There are different genres. People prefer some genres over others. People share the books that they love. t is important to communicate your understanding of what you have read. Students will know . . . That stories have characters, setting, plot, solution and a problem There are different genres of literature Stories have a beginning, middle, and an end Authors have a purposes for writing: It may be to inform or to entertain Poetry has a basic structure and composition How to develop an appreciation for poetry Essential Questions: Why do I need to read with fluency? How do I increase my fluency? How do we improve our vocabulary? How do good readers know which comprehension strategy to use and when? Why are there different genres? What genres do I like best? How can I communicate to others my tastes in literature? How can I communicate my understanding of what I have read?

Key Vocabulary Fairy tale, story elements, character traits, setting, plot, problem, solution Additional Notes

Students will be able to . . . Compare/contrast text elements Self monitor comprehension to clarify meaning of texts Reread to clarify meeting Read familiar text with expression Retell a story using the story elements both written and orally Respond to literature both orally and written. Identify the main character, describe a character’s traits, feelings and actions as presented in a story Identify the problem and solution presented in a story Identify the main idea in a story Describe the setting and important events of a story Summarize a story using the story elements Use evidence from the text to support an opinion or idea about what has been read Primary Resources Story Town, Trade books, Fairy tales

Major Projects/Field Trips

2nd Grade Curriculum Map: 2008-2009 Quarter 3

Writing Enduring Understandings: Written communication should be well planned and clear to the reader Different forms of writing have clearly defined characteristics. There is a difference between poetry and other forms of literature

Essential Questions: How do the various genres of writing differ? How do authors make their writing clear? How are story elements important to a written piece Why do stories need a beginning, middle, and an end How do poems differ from other forms of writing

Students will know . . . How the various genres of writing differ. How authors make their writing clear. Features of a poem. Elements of a fairytale. That poems have rhythm That poems have line breaks

Key Vocabulary Poem, fairytale, adjective, noun, verb,

Additional Notes

Students will be able to . . . Use story maps to plan writing Write stories that include a beginning, middle, and end Stay on topic Write complete sentences Identify the difference between nouns, verbs, and adjectives Use the thesaurus to enhance writing Rewrite a familiar fairytale changing at least one or more story elements. Write simple poems Be able to identify text written in poetry form and the elements that are applicable (e.g., rhyme, repetition, onomatopoeia) Primary Resources Being a Writer Fairytales Poetry books Major Projects/Field Trips

2nd Grade Curriculum Map: 2008-2009 Quarter 3 Math Enduring Understandings: Organization of information shows relationships. Patterns can grow and repeat. Data displays organize information that can be easily analyzed.

Essential Questions: What are some ways to organize data? What are some ways data can be displayed to communicate information? What questions can be answered from a graph? How can the elements of a graph help people to understand and to interpret the data? What strategies can be used to continue a numerical sequence? How are increasing and repeating patterns different? How does changing the scale affect how data is communicated? How can the next step in a pattern be found? Students will be able to . . . Read the information presented horizontally and vertically on a simple bar or picture graph. Collect no more than 16 pieces of data to answer a given question. Organize data, using lists, tables, objects, pictorial representations, tally marks, and charts, in order to construct a graph. Represent data by constructing a simple picture or bar graph. Label the axes on a bar graph, limiting the number of categories (categorical data) to four and the increments to multiples of whole numbers Label the axes on a picture graph, limiting the number of categories to four and including a key where appropriate. Interpret information from simple picture and bar graphs by writing at least one statement that describes the categories of data and the data as a whole (e.g., the total number of responses) or identifies parts of the data that have special characteristics, including categories with the greatest, the least, or the same. Select the best interpretation of a graph from a set of possible interpretations of the graph. Identify a growing and/or repeating pattern from a given geometric or numeric sequence. Predict the next number, geometric figure, symbol, or object in a given pattern. Extend a given pattern, using numbers,

Students will know . . . how data can be collected and organized in picture and bar graphs. that picture graphs use pictures to show and compare data. that bar graphs can be used to compare categorical data. that the likelihood of an event occurring is to determine the probability of it happening. patterns are a way to recognize order and to predict what comes next in an arrangement. how both repeating and growing patterns are generated.

2nd Grade Curriculum Map: 2008-2009 Quarter 3 geometric figures, symbols, or objects. Create a new pattern, using numbers, geometric figures, symbols, or objects. Recognize the same pattern in different manifestations. Primary Resources Investigations Unit 4 &5 Scott Pearson Major Projects/Field Trips Math on the Menu

Key Vocabulary

Additional Notes

2nd Grade Curriculum Map: 2008-2009 Quarter 3 Science Enduring Understandings: Magnets can be both natural and artificial and are attracted to specific types of metals. Living things are part of a system.

Essential Questions: How do people use magnets? What makes a magnet magnetic? How do plants change throughout their life cycles?

Students will know . . Magnets can attract objects made of iron or nickel. Magnets can be natural or artificial. Free swing magnetized metals (needle) show alignment with the Earth’s magnetic field. Magnets have a north and south pole. Unlike magnetic poles attract and like poles repel. Magnets have important applications and uses in everyday life. Living things depend on other living things and their nonliving surroundings for survival. Interactions among living things and their surroundings are referred to as a system. Shelter can be living (coral, tree) or non-living (cave, house). Habitats of living things change due to many influences. Habitats change from season to season.

Key Vocabulary observe, magnetism, classify, communicate, predict, experiment, scientific investigation, variable, hypothesis, define, attract, repel, compass, iron, nickel, poles, magnetic, nonmagnetic, living, non-living, system, survival, shelter, water, space, habitat, change, season, forest, grassland, river, stream, dependent, surroundings

Students will be able to . . . Predict, test, chart and classify which materials are attracted to magnets. Compare natural magnets (lodestone or magnetite) and artificial magnets. Identify the north and south magnetic poles of magnets. Investigate how the different poles of magnets react to the poles of other magnets. Use magnetic compasses to determine directions of north and south poles. Identify important applications of magnets in everyday life. Create a new application for using a magnet. Classify objects as to whether they are living or non-living Describe the non-living components of an organism’s surroundings, including water, space, and shelter. Construct and interpret simple models of different kinds of habitats, including a forest and a stream. Predict and describe seasonal changes in habitat and their effects on plants and animals. Describe how animals are dependent on their surroundings. Primary Resources Harcourt Unit F, Lesson 2 • AIMS Mostly Magnets (Grades 2-8) Harcourt Unit A, Chapter 1 and Unit B, Chapters 1 and 2 • AIMS Critters (Grades 2-5)

2nd Grade Curriculum Map: 2008-2009 Quarter 3 Additional Notes Major Projects/Field Trips Research habitats of different living things and how they meet their life needs. Create models of different kinds of habitats, including the various living and non-living influences. Conduct plant experiments to see how different factors (living and non-living) affect their survival.

2nd Grade Curriculum Map: 2008-2009 Quarter 3 Social Studies Enduring Understandings: Individuals in the past have worked successfully to improve the lives of other Americans in the United States. People adapt to their environment in different ways. The three main types of resources are natural, human, and capital. People acquire goods and services through barter or through the exchange of money. People are both producers and consumers. People must make economic choices because resources are limited (scarcity). Ancient people made contributions that affect the present world.

Students will know . . . Famous Americans and their contributions: • George Washington led the fight for freedom from England and helped establish a new country. • Abraham Lincoln was the President of the United States who helped free African American slaves. • Susan B. Anthony led the struggle to give women equal rights, including the right to vote. • Helen Keller overcame disabilities and worked to help others who were blind and deaf. • Jackie Robinson was the first African American player in the major leagues of baseball. His actions helped to bring about other opportunities for African Americans. • Martin Luther King, Jr. was an African American minister who worked so that all people would be treated fairly. He led peaceful marches and gave speeches. Many inventions of ancient China and Egypt are still used today. Key Vocabulary climate, land, environment, natural resources, capital

Essential Questions: How did George Washington, Abraham Lincoln, Susan B. Anthony, Helen Keller, Jackie Robinson, and Martin Luther King, Jr. help to improve the lives of other Americans? What are natural, human, and capital resources? What is the difference between using barter and using money in exchange for goods and services? What is scarcity? What is a consumer and what is a producer? Why do people have to make economic choices? What contributions did the people of ancient China make to the development of written language? What inventions came from ancient China? What examples of architecture from ancient China are still present today? Where is China located on a world map? How are the climates, land, and plant life of this region similar and different? How did the ancient Chinese adapt to their environments? Students will be able to . . . Collect, organize, and record information. Gather, classify, and interpret information. Compare and contrast different personalities and behaviors. Explain cause and effect relationships. Compare and contrast differing sets of ideas. Construct and explain simple charts. Locate regions on maps and globes. Locate and use information from print and nonprint sources. Use resource materials.

Primary Resources trade books, encyclopedias, biographies

2nd Grade Curriculum Map: 2008-2009 Quarter 3 resources, human resources, barter, money, scarcity, producer, consumer, ancient, architecture, contribution Additional Notes Major Projects/Field Trips Famous American research/podcast project

2nd Grade Curriculum Map: 2008-2009 Quarter 3 Arts Education-Visual Arts Enduring Understandings: Artist can not only work on a flat surface (2D) but can work in 3D using specific art mediums.

Essential Questions: What are some mediums that allow an artist to work in 3D? How can one take 2D materials to create 3D artwork? Students will be able to . . . Use clay and two other sculptural mediums to create original works of art. Use at least two different techniques on clay to create different effects.

Students will know . . . That clay, paper, metals, wood, etc are all art mediums used in creating sculptural, 3D, works of art. How to work with at least three different types of sculptural mediums to create their own original work of art. Key Vocabulary Sculpture, clay slab, pinch, score & slurry. Additional Notes

Primary Resources

Major Projects/Field Trips

Arts Education – Music Enduring Understandings: People sing a variety of songs from different cultures. Music has basic elements. Practice will improve musical skills.

Essential Questions: How can we learn to be good singers? How are music development and literacy development linked?

Students will know . . . How to sing in upper, middle and lower registers Key Vocabulary Pitch, call and response, acapella and bordun Additional Notes Students begin to prepare for the performance of a musical review, “Let’s Pass It On”

Students will be able to . . . Sing songs from different cultures. Play instruments in ensembles. Primary Resources Silver Burdette Making Music textbook technology resources, musical instruments, scores Major Projects/Field Trips Students will practice movements and choral speaking in class for the revue.

2nd Grade Curriculum Map: 2008-2009 Quarter 3 Health Education Enduring Understandings: Taking care of the environment has a positive impact on our health.

Essential Questions: What is the relationship between health and the environment?

Students will know and be able to . . . Define environment (the air, land, water that is around us) Define pollution (harmful matter or noise that gets into the environment) Describe how pollution impacts one’s health (certain gases, noise or smoke in the air, trash or chemicals in our water, and waste materials and chemicals dumped on our lands may make us sick) Explain recycling Key Vocabulary Primary Resources environment, recycling, pollution Your Health Additional Notes Major Projects/Field Trips

2nd Grade Curriculum Map: 2008-2009 Quarter 3 Physical Education Enduring Understandings: Responsible personal and social behaviors are important to demonstrate in physical activity settings.

Essential Questions: How do personal and social behaviors effect our cooperation with classmates in small and large group activities?

Students will know and be able to . . . Demonstrate an understanding of rules, regulations and safety practices. Work cooperatively with other students. Exhibit individual, partner, small, and large group socialization skills, regardless of personal differences. Follow teacher directives, when first directed! Key Vocabulary Primary Resources Cooperation, respect, sportsmanship, tolerance, patience Additional Notes Major Projects/Field Trips

Physical Education Enduring Understandings:

Essential Questions:

Students will know . . .

Students will be able to . . .

Key Vocabulary Additional Notes

Primary Resources Major Projects/Field Trips


				
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