Science by keralaguest


									                     Dominican International School

                                   Course Syllabus
                                    SY 2010 - 2011

Grade Level: 2
Teacher: Ms. Estrellita Santos
TEXT: McGraw—Hill Science

Course Description
    Students are actively engaged in exploring how the world works by observing,
counting, collecting, measuring, comparing, and asking questions. They begin to
identify parts of an object and recognize how these parts interact with the whole. In
Grade 2, students use numbers for computing, estimating, naming, measuring, and
communicating specific information. They use evidence to explain how or why
something happens. Students begin to understand plant and animal interactions and
processes as well as the changes on Earth. The students, as scientists, should have
hands–on, active experiences throughout the instruction of the science curriculum.

Teaching Strategies
     Learning is an active process resulting from hands and minds on explorations in
which learners construct their own knowledge. It is mainly in Science that every
individual student has the biggest opportunity to learn at their own pace and in their
own unique ways of learning and exploring things around them.
     Teachers find out what students know, and use literature, photographs, real
objects, a demonstration or a ―hands-on‖ activity to introduce a concept, and to set up
a problem to be explored. All facets of learning will be built and reinforced upon the
experiences provided by the activity.
     At the end, students will apply their new understanding to real-world examples
as teachers help students see science as part of technology, society, personal
experience and life in general. Receiving a case or real-life problem, students in the
PBL environment were provided with more opportunity to think, to explore, and to
develop needed skills in analyzing problems and identifying various learning
     Positive Reinforcement applied in the classroom is an essential aspect of
managing young learner classrooms, and has related implications for encouraging
     Learning how to work in a team environment is beneficial to students for
problem solving, working under the pressure of a time limit, and learning how to
work with others.

Student Activities
    Different kinds of activities, especially hands-on activities, allow for differences
among students and learning styles. If the first exposure material is moved out of class,
the class activity can then change to group work, role paying, games, and group or
class discussion that can concentrate on particular problems or arising from the first
exposure material or further depth of the content.

     Students will be assessed with class participation, observation, homework, class
work, objective quizzes/tests, oral responses, and quarterly exams. The student's final
grade will be computed mainly based on three parts: performance tasks (homework
and class work), quizzes and quarterly exams. Each part is weighted at one third of
the total course grade.
     Quizzes will relate to current and previous topics. A quiz may be given at any
time during any class period—immediately after a lecture, at the beginning or end of a
class, etc. Students absent from class for a test or a quiz must make arrangements to
take the quiz or test some other time.
      It is very important that you complete the assigned worksheets. Worksheets and
test papers will be checked for completeness and returned. The scores will be given.
You may keep your worksheets and test papers until the quarterly exam for reviewing.

     Except the things needed for the experiments, we sometimes need color papers
or any materials which could be used to make something, crayons/markers, scissors,
glue, tape and double-sided tape. Pictures, wall posters, video tapes, VCD, DVD, and
clips or any other media might be used.

First Quarter Objectives

        Explore and classify living and non-living things.
        Identify the needs of living things.
        Identify how plants are alike and different.
        Identify the parts of the plants and their functions.
        Communicate how plants get light.
        Infer that seeds come from flowers and sometimes are inside of the fruit to be
        Recognize how seeds and fruits are made.
        Illustrate and explain the life cycle of a plant.
        Describe ways how people use plants.


 WEEK                                    TOPICS/LESSONS
             Science Safety (Inside and Outside of the Classroom)
             Who’s A Science?
             UNIT A Plants and Animals—Chapter 1: Plants
             LESSON 1: Plants Are Living Things
  2~3                        Are plants living things?
                             How are plants alike?
                             How are plants different?
             LESSON 2: Parts of Plants
                     What do plant parts do?
  4~5        LESSON 3: Plants Make New plants
                     How do plants make seeds?
                     How do seeds grow into new plants?
             LESSON 4: Everyone Needs Plants
    6                        How do people use plants?
                             How do people use plants for food?
    7        Life Cycle of a Plant
   8        Where Do Plants Live/Why Do Plants Change Color in Autumn?
   9        First Quarter Exam

Second Quarter Objectives

       Explore and classify animals to show how they are alike and different.
       Identify animals groups as mammals, birds, reptiles, amphibians, fish, and
       Explore and communicate what a pet needs to live.
       Identify and understand that animals need air, water, food, and shelter.
       Explore and put in order life cycle of various animals.
       Identify the stages in the life cycle of a black bear.
       Identify the stages in the life cycle of a butterfly.
       Explore different places that animals lay eggs.
       Using the illustrations.
       Discuss how monkeys can help disabled people.
       Explore and classify animals by where they live.
       Define habitats and identify the needs of plants and animals.


 WEEK                                  TOPICS/LESSONS
            UNIT A Plants and Animals—Chapter 2: Animals
            LESSON 5: All Kinds of Animals
                     How can we classify animals?
                     What are some animal groups?
            LESSON 6: Animals Meet Their Needs
                    What do pets need to live?
                    What so animals need?
                    How do animals get water and air?
                    How do animals get food?
                    What is a food chain?
            LESSON 6: Animals Meet Their Needs
   13               How do animals stay safe?
            LESSON 7 Animals Grow and Change
                         How do animals grow and change?
          LESSON 7 Animals Grow and Change
                  How does a black bear grow and change?
                  How is a black bear at three months old different from an
                      adult bear?
                  How does a butterfly grow and change?
                  What happens when the insects is in the pupa stage?
          All about Eggs!
          Read the graph!
   17     Amazing Stories—Monkey Business

   18              Chapter 3 : Land Habitats
          LESSON 1: Where Plants and Animals Live

   19     Second Quarter Exam

Third Quarter Objectives

   Identify features of a woodland forest/a rain forest/a desert/an arctic habitat/a
   stream/a pond/an ocean and plants and animals that live there.
   Discuss how a woodland forest changes through the seasons.
   Explore and draw a conclusion about how a leaf shape helps a plant to retain water.
   Explore and predict how camouflage helps animals to survive.
   Explore and infer how a duck’s feathers help it to stay dry.
   Explore and observe how brine shrimp hatch in a salt water environment.
   Understand a food web.
   Explore and predict how an oil spill can harm animals.
   Discuss ways habitats can be destroyed.
   Understand how we can help to protect the water and air and land.
   Explore and draw a conclusion about where rainwater comes from.
   Understand evaporation, condensation, and the water cycle.
   Identify different types of weather, such as hurricane, tornado, drought and flood.

 WEEK                            TOPICS/LESSONS

         UNIT B—Chapter 3: Land Habitats

         LESSON 2: Life in a Woodland Forest
                      What lives in a woodland forest?
                      How does a woodland forest change?
         LESSON 3: Life in a Rain Forest
                      What lives in a rain forest?
         LESSON 4: Life in a Desert
                      What lives in a desert?
         LESSON 5: Life in the Arctic
                      What lives in the Arctic?
         UUNIT B--Chapter 4: Water Habitats
         LESSON 6: Life in a Fresh Water Habitat
                      What lives in a pond?
                      What lives in a stream?
         LESSON 7: Life in a Salt Water Habitat
   25                 What lives in the ocean?
                      What do ocean animals eat?
         LESSON 8: Caring for Earth’s Habitats
                      How can we care for the water?
                      How can we care for the air?
                      How can we care for the land?


   27            Chapter 5: Weather and Other Earth Change

         LESSON 1: Water and Our Weather

   28    Third Quarter Exam

Fourth Quarter Objectives
   Explain earthquakes, landslides, and volcanoes.
   Explore and communicate how rocks can change.
   Understand erosion of rocks, sand, and soil.
   Explore and observe how earthquakes and other natural disasters/earth’s
   activities change Earth.
   Explain earthquakes, landslides, and volcanoes.
   Explore and draw a conclusion about how imprints are made.
   Define fossils and understand how they are formed, and what they tell us about
   the past.
   Explore and make a model of dinosaur bones.
   Define paleontologist and explain how they work with fossils.
   Discuss how scientists infer information about the past from observing animals
   Explore and infer what happens to animals when they can not meet their needs.
   Understand extinction as well as the role of human in a population’s extinction.
   Understand endangered animals and the role that humans can play in protection
   a species.


WEEK                              TOPICS/LESSONS

        UNIT C--Chapter 5: Weather and Other Earth Change

        LESSON 2: Earth Can Change Slowly
                       How can rocks change?
                       Tell what happened to the different rocks.
                       How can soil and sand change?
                       How can plants help stop erosion?
                       How can plants keep soil and sand from eroding?
        LESSON 3: Earth Can Change Quickly
                       What is an earthquake/a landslide/a volcano?
31~32                  How do earthquakes change earth?
                       How do landslides change earth?
                       How can a volcano change earth?
                       What happens when lava cools?
        UNIT C—Chapter 6: Earth Yesterday and Today

        LESSON 4: Clues in Rocks
                     What are fossils?
 33                  What are some different kinds of fossils?
                     How are fossils formed?
                     Where are most fossils found?
                     Do you think fossils are still being formed today? Tell
                      why or why not.
        LESSON 5: Putting the Clues Together
                     How do scientists work with fossils?
                     What can this fossil skeleton tell us about the dinosaur?
                     What clues do scientists get from animals today?
34~35                Tell how these dinosaurs are like some animals of today.
                     How did dinosaurs live?
                     How do we know that dinosaurs laid eggs?
                     Why did some dinosaurs travel in groups?
                     What can fossil teeth tell us about an animal?
                     Why are dinosaur bones like pieces of a puzzle?
        LESSON 6: Life on Earth Changes
                     Why do living thins become extinct?
                     Why are these animals extinct?
 36                  Why living things are endangered?
                     Why is there hope for endangered life?
                     Why is it important to protect all habitats?
                     What may have caused dinosaurs to become extinct?
                     What can we do today to save endangered animals?
 37     Fourth Quarter Exam

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