1. 2nd Grade Science: Curriculum Map and Pacing Guide 2009/2010
Quarter 1
August
Performance Objective Student Outcomes Core Resource Assessment
[SC02-S1C1-01] Formulate relevant questions about the I can ask questions about things around me. Unit A-Living Things
properties of objects, organisms, and events in the Grow and Change -
environment. (See M02-S2C1-01) Chapters 1-3 - Unit A
Experiment pp. A1i-A1j
[SC02-S1C1-02] Predict the results of an investigation (e.g., I can make a prediction of what will happen next in an
in animal life cycles, phases of matter, the water cycle). experiment.
[SC02-S1C2-01] Demonstrate safe behavior and appropriate I can be safe and follow instructions during an experiment.
procedures (e.g., use of instruments, materials, organisms) in
all science inquiry.
[SC02-S1C2-02] Participate in guided investigations in life, I can take part in an experiment.
physical, and Earth and space sciences.
[SC02-S1C2-03] Use simple tools such as rulers, I can use simple tools in an experiment correctly.
thermometers, magnifiers, and balances to collect data (U.S.
customary units). (See M02-S4C4-05 and M02-S4C4-06)
[SC02-S1C2-04] Record data from guided investigations in I can record data from an experiment correctly.
an organized and appropriate format (e.g., lab book, log,
notebook, chart paper). (See W02-S3C2-01 and
W02-S3C3-01)
[SC02-S1C3-01] Organize data using graphs (i.e., I can put data into a graph, table, and/or a journal.
pictograph, tally chart), tables, and journals. (See
M02-S2C1-02)
[SC02-S1C3-02] Construct reasonable explanations of I can explain my observations using my data.
observations on the basis of data obtained (e.g., Based on the
data, does this make sense? Could this really happen?). (See
M02-S2C1-04)
[SC02-S1C3-03] Compare the results of the investigation to I can compare the results of an experiment to my prediction.
predictions made prior to the investigation.
[SC02-S1C4-01] Communicate the results and conclusions of I can communicate the results of an experiment.
an investigation (e.g., verbal, drawn, or written). (See
M02-S2C1-02 and W02-S3C2-01)
[SC02-S4C2-03] Compare the life cycles of various I can compare the life cycles of different living things. Unit A-Living Things
organisms. Grow and Change -
Chapter 1 - Lesson 1 pp.
A2-A7
Isaac School District Page 1 of 12 July 21, 2009

2. 2nd Grade Science: Curriculum Map and Pacing Guide 2009/2010
Quarter 1
August
Performance Objective Student Outcomes Core Resource Assessment
[SC02-S2C2-01] Identify components of familiar systems I can name the parts of a system we study. Unit A-Living Things
(e.g., organs of the digestive system, bicycle). Grow and Change -
Chapter 1 - Lesson 2 pp.
A8-A13
[SC02-S2C1-02] Identify science-related career I can identify jobs related to science. Unit A-Living Things
opportunities. Grow and Change -
Chapter 1 - Links pp.
A18-A19
[SC02-S4C1-01] Identify animal structures that serve I can identify animal parts and how they work. Unit A-Living Things
different functions (e.g., sensory, defense, locomotion). Grow and Change -
Chapter 2 - Lesson 1 pp.
A22-A29
[SC02-S4C2-01] Describe the life cycles of various insects. I can describe the life cycles of various insects. Unit A-Living Things
Grow and Change -
Chapter 2 - Lesson 2
(supplemental activity
needed)
[SC02-S4C2-02] Describe the life cycles of various I can describe the life cycle of a mammal.
mammals.
[SC02-S4C2-03] Compare the life cycles of various I can compare the life cycles of different living things.
organisms.
September
Performance Objective Student Outcomes Core Resource Assessment
[SC02-S2C2-01] Identify components of familiar systems I can name the parts of a system we study. Unit A-Living Things
(e.g., organs of the digestive system, bicycle). Grow and Change -
Chapter 3 - Lesson 2, 3, 4
(Supplemental resource
needed)
[SC02-S2C2-02] Identify the following characteristics of a I can explain how a system has different parts that work
system: • consists of multiple parts or subsystems • parts together.
work interdependently
[SC02-S2C2-03] Identify parts of a system too small to be I can name parts of a system that are too small to see.
seen (e.g., plant and animal cells).
Isaac School District Page 2 of 12 July 21, 2009

3. 2nd Grade Science: Curriculum Map and Pacing Guide 2009/2010
Quarter 1
September
Performance Objective Student Outcomes Core Resource Assessment
[SC02-S4C1-02] Identify the following major parts of: • the I can identify the parts of the digestive, respiratory, and Unit A-Living Things
digestive system – mouth, esophagus, stomach, small and circulatory system. Grow and Change -
large intestines • respiratory system – nose, trachea, lungs, Chapter 3 - Lesson 2, 3, 4
diaphragm • circulatory system – heart, arteries, veins, blood (Supplemental resource
(See 1CH-F3-01) needed)
[SC02-S4C1-03] Describe the basic functions of the I can describe the functions of the digestive, respiratory, and
following systems: • digestive – breakdown and absorption of circulatory systems.
food, disposal of waste • respiratory – exchange of oxygen
and carbon dioxide • circulatory – transportation of nutrients
and oxygen throughout the body (See 1CH-F3-02)
[SC02-S2C1-02] Identify science-related career I can identify jobs related to science. Unit A-Living Things
opportunities. Grow and Change -
Chapter 3 - Links pp.
A66-A67
[SC02-S1C1-01] Formulate relevant questions about the I can ask questions about things around me. Unit B-Homes for Living
properties of objects, organisms, and events in the Things - Chapters 1-2 -
environment. (See M02-S2C1-01) Unit B Experiment pp.
B1i-B1j
[SC02-S1C1-02] Predict the results of an investigation (e.g., I can make a prediction of what will happen next in an
in animal life cycles, phases of matter, the water cycle). experiment.
[SC02-S1C2-01] Demonstrate safe behavior and appropriate I can be safe and follow instructions during an experiment.
procedures (e.g., use of instruments, materials, organisms) in
all science inquiry.
[SC02-S1C2-02] Participate in guided investigations in life, I can take part in an experiment.
physical, and Earth and space sciences.
[SC02-S1C2-03] Use simple tools such as rulers, I can use simple tools in an experiment correctly.
thermometers, magnifiers, and balances to collect data (U.S.
customary units). (See M02-S4C4-05 and M02-S4C4-06)
[SC02-S1C2-04] Record data from guided investigations in I can record data from an experiment correctly.
an organized and appropriate format (e.g., lab book, log,
notebook, chart paper). (See W02-S3C2-01 and
W02-S3C3-01)
[SC02-S1C3-01] Organize data using graphs (i.e., I can put data into a graph, table, and/or journal.
pictograph, tally chart), tables, and journals. (See
M02-S2C1-02)
Isaac School District Page 3 of 12 July 21, 2009

4. 2nd Grade Science: Curriculum Map and Pacing Guide 2009/2010
Quarter 1
September
Performance Objective Student Outcomes Core Resource Assessment
[SC02-S1C3-02] Construct reasonable explanations of I can explain my observations using my data. Unit B-Homes for Living
observations on the basis of data obtained (e.g., Based on the Things - Chapters 1-2 -
data, does this make sense? Could this really happen?). (See Unit B Experiment pp.
M02-S2C1-04) B1i-B1j
[SC02-S1C3-03] Compare the results of the investigation to I can compare the results of an experiment to my prediction.
predictions made prior to the investigation.
[SC02-S1C3-04] Generate questions for possible future I can use the data from an investigation to ask questions that can
investigations based on the conclusions of the investigation. be answered by another investigation.
[SC02-S1C4-01] Communicate the results and conclusions of I can communicate the results of an experiment.
an investigation (e.g., verbal, drawn, or written). (See
M02-S2C1-02 and W02-S3C2-01)
[SC02-S2C1-02] Identify science-related career I can identify jobs related to science. Unit B-Homes for Living
opportunities. Things - Chapter 1 -
Lesson 3, Links
[SC02-S1C1-01] Formulate relevant questions about the I can ask questions about things around me. Unit C-Exploring Earth's
properties of objects, organisms, and events in the Surface - Chapters 1-2 -
environment. (See M02-S2C1-01) Unit C Experiment pp.
C1i-C1j
[SC02-S1C1-02] Predict the results of an investigation (e.g., I can make a prediction of what will happen next in an
in animal life cycles, phases of matter, the water cycle). experiment.
[SC02-S1C2-01] Demonstrate safe behavior and appropriate I can be safe and follow instructions during an experiment.
procedures (e.g., use of instruments, materials, organisms) in
all science inquiry.
[SC02-S1C2-02] Participate in guided investigations in life, I can take part in an experiment.
physical, and Earth and space sciences.
[SC02-S1C2-03] Use simple tools such as rulers, I can use simple tools in an experiment correctly.
thermometers, magnifiers, and balances to collect data (U.S.
customary units). (See M02-S4C4-05 and M02-S4C4-06)
[SC02-S1C2-04] Record data from guided investigations in I can record data from an experiment.
an organized and appropriate format (e.g., lab book, log,
notebook, chart paper). (See W02-S3C2-01 and
W02-S3C3-01)
[SC02-S1C3-01] Organize data using graphs (i.e., I can put data into a graph, table, and/or journal.
pictograph, tally chart), tables, and journals. (See
M02-S2C1-02)
Isaac School District Page 4 of 12 July 21, 2009

5. 2nd Grade Science: Curriculum Map and Pacing Guide 2009/2010
Quarter 1
September
Performance Objective Student Outcomes Core Resource Assessment
[SC02-S1C3-02] Construct reasonable explanations of I can explain my observations using my data. Unit C-Exploring Earth's
observations on the basis of data obtained (e.g., Based on the Surface - Chapters 1-2 -
data, does this make sense? Could this really happen?). (See Unit C Experiment pp.
M02-S2C1-04) C1i-C1j
[SC02-S1C3-03] Compare the results of the investigation to I can compare the results of an experiment to my prediction.
predictions made prior to the investigation.
[SC02-S1C4-01] Communicate the results and conclusions of I can communicate the results of an experiment.
an investigation (e.g., verbal, drawn, or written). (See
M02-S2C1-02 and W02-S3C2-01)
[SC02-S3C2-01] Analyze how various technologies impact I can tell how different technologies make a difference in Unit C-Exploring Earth's
aspects of people’s lives (e.g., entertainment, medicine, people’s lives. Surface - Chapter 1 -
transportation, communication). Lessons 2, 3
[SC02-S2C1-02] Identify science-related career I can identify jobs related to science. Unit C-Exploring Earth's
opportunities. Surface - Chapter 1 -
Links pp. C18-C19
Isaac School District Page 5 of 12 July 21, 2009

6. 2nd Grade Science: Curriculum Map and Pacing Guide 2009/2010
Quarter 2
October
Performance Objective Student Outcomes Core Resource Assessment
[SC02-S1C1-01] Formulate relevant questions about the I can ask questions about things around me. Unit D-Space and Weather
properties of objects, organisms, and events in the - Chapters 1-2 - Unit D
environment. (See M02-S2C1-01) Experiment pp. D1i-D1j
[SC02-S1C1-02] Predict the results of an investigation (e.g., I can make a prediction of what will happen next in an
in animal life cycles, phases of matter, the water cycle). experiment.
[SC02-S1C2-01] Demonstrate safe behavior and appropriate I can be safe and follow instructions during an experiment.
procedures (e.g., use of instruments, materials, organisms) in
all science inquiry.
[SC02-S1C2-02] Participate in guided investigations in life, I can take part in an experiment.
physical, and Earth and space sciences.
[SC02-S1C2-03] Use simple tools such as rulers, I can use simple tools in an experiment correctly.
thermometers, magnifiers, and balances to collect data (U.S.
customary units). (See M02-S4C4-05 and M02-S4C4-06)
[SC02-S1C2-04] Record data from guided investigations in I can record data from an experiment correctly.
an organized and appropriate format (e.g., lab book, log,
notebook, chart paper). (See W02-S3C2-01 and
W02-S3C3-01)
[SC02-S1C3-01] Organize data using graphs (i.e., I can put data into a graph, table, or/and journal.
pictograph, tally chart), tables, and journals. (See
M02-S2C1-02)
[SC02-S1C3-02] Construct reasonable explanations of I can explain my observations using my data.
observations on the basis of data obtained (e.g., Based on the
data, does this make sense? Could this really happen?). (See
M02-S2C1-04)
[SC02-S1C3-03] Compare the results of the investigation to I can compare results to my prediction.
predictions made prior to the investigation.
[SC02-S1C4-01] Communicate the results and conclusions of I can communicate the results of an experiment.
an investigation (e.g., verbal, drawn, or written). (See
M02-S2C1-02 and W02-S3C2-01)
[SC02-S1C4-02] Communicate with other groups to describe I can talk with other groups about the results of an investigation.
the results of an investigation. (See LS-F1)
November
Performance Objective Student Outcomes Core Resource Assessment
Isaac School District Page 6 of 12 July 21, 2009

7. 2nd Grade Science: Curriculum Map and Pacing Guide 2009/2010
Quarter 2
November
Performance Objective Student Outcomes Core Resource Assessment
[SC02-S2C1-01] Identify how diverse people and/or I can tell how different people have made important Unit D-Space and Weather
cultures, past and present, have made important contributions contributions to science and about people making contributions - Chapter 1 - Lesson 4 pp.
to scientific innovations (e.g., Daniel Hale Williams now. D24-D29
[physician], supports Strand 4; Charles Drew [physician],
supports Strand 4; Elizabeth Blackwell [physician], supports
Strand 4).
[SC02-S6C3-02] Record weather conditions (e.g., I can record the weather conditions. Unit D-Space and Weather
temperature, precipitation). - Chapter 2 - Lesson 1 pp.
D34-D41
[SC02-S6C3-04] Analyze the relationship between clouds, I can figure out how clouds and weather are related.
temperature, and weather patterns.
December
Performance Objective Student Outcomes Core Resource Assessment
[SC02-S6C3-04] Analyze the relationship between clouds, I can figure out how clouds and weather are related. Unit D-Space and Weather
temperature, and weather patterns. - Chapter 2 - Lesson 2 pp.
D42-D45
[SC02-S3C2-01] Analyze how various technologies impact I can figure out how different tools affect people. Unit D-Space and Weather
aspects of people’s lives (e.g., entertainment, medicine, - Chapter 2 - Lesson 3 pp.
transportation, communication). D46-D51
[SC02-S6C3-01] Measure weather conditions (e.g., I can measure weather conditions.
temperature, precipitation). (See M02-S4C4-04 and
M02-S4C4-05)
[SC02-S6C3-02] Record weather conditions (e.g., I can record weather conditions.
temperature, precipitation).
[SC02-S6C3-03] Identify the following types of clouds: • I can identify cumulus, stratus, and cirrus clouds.
cumulus • stratus • cirrus
[SC02-S6C3-04] Analyze the relationship between clouds, I can figure out how clouds and weather are related.
temperature, and weather patterns.
Isaac School District Page 7 of 12 July 21, 2009

8. 2nd Grade Science: Curriculum Map and Pacing Guide 2009/2010
Quarter 3
January
Performance Objective Student Outcomes Core Resource Assessment
[SC02-S1C1-01] Formulate relevant questions about the I can ask questions about things around me. Unit E-Exploring Matter -
properties of objects, organisms, and events in the Chapters 1-2 - Unit E
environment. (See M02-S2C1-01) Experiment pp. E1i-E1j
[SC02-S1C1-02] Predict the results of an investigation (e.g., I can make a prediction of what will happen next in an
in animal life cycles, phases of matter, the water cycle). experiment.
[SC02-S1C2-01] Demonstrate safe behavior and appropriate I can be safe and follow instructions during an experiment.
procedures (e.g., use of instruments, materials, organisms) in
all science inquiry.
[SC02-S1C2-02] Participate in guided investigations in life, I can take part in an experiment.
physical, and Earth and space sciences.
[SC02-S1C2-04] Record data from guided investigations in I can record data from an experiment correctly.
an organized and appropriate format (e.g., lab book, log,
notebook, chart paper). (See W02-S3C2-01 and
W02-S3C3-01)
[SC02-S1C3-01] Organize data using graphs (i.e., I can put data into a graph, table, and/or journal.
pictograph, tally chart), tables, and journals. (See
M02-S2C1-02)
[SC02-S1C3-02] Construct reasonable explanations of I can explain my observations using my data.
observations on the basis of data obtained (e.g., Based on the
data, does this make sense? Could this really happen?). (See
M02-S2C1-04)
[SC02-S1C3-03] Compare the results of the investigation to I can compare my results to my prediction.
predictions made prior to the investigation.
[SC02-S1C4-01] Communicate the results and conclusions of I can communicate the results of an experiment.
an investigation (e.g., verbal, drawn, or written). (See
M02-S2C1-02 and W02-S3C2-01)
[SC02-S5C1-02] Classify materials as solids, liquids, or I can classify materials as a solid, liquid or gas. Unit E-Exploring Matter -
gases. Chapter 1 - Lesson 1 pp.
E2-E7
[SC02-S3C2-03] Identify a simple problem that could be I can figure out how to solve a problem by using the correct Unit E-Exploring Matter -
solved by using a suitable tool. tool. Chapter 1 - Lesson 2 pp.
E8-E13
[SC02-S5C1-01] Describe objects in terms of measurable I can describe objects in terms of measure (length, volume,
properties (e.g., length, volume, weight, temperature) using weight, temperature) using scientific tools.
scientific tools. (See M02-S4C4-01 and M02-S4C4-02)
Isaac School District Page 8 of 12 July 21, 2009

9. 2nd Grade Science: Curriculum Map and Pacing Guide 2009/2010
Quarter 3
January
Performance Objective Student Outcomes Core Resource Assessment
[SC02-S5C1-02] Classify materials as solids, liquids, or I can classify materials as solids, liquids, or gases. Unit E-Exploring Matter -
gases. Chapter 1 - Lesson 2 pp.
E8-E13
[SC02-S5C1-04] Demonstrate that solids have a definite I can show that solids have a definite shape and that liquids and
shape and that liquids and gases take the shape of their gases take the shape of their container.
containers.
February
Performance Objective Student Outcomes Core Resource Assessment
[SC02-S3C2-03] Identify a simple problem that could be I can figure out how to solve a problem by using the correct Unit E-Exploring Matter -
solved by using a suitable tool. tool. Chapter 1 - Lesson 3 pp.
E14-E19
[SC02-S5C1-01] Describe objects in terms of measurable I can describe objects in terms of measure (length, volume,
properties (e.g., length, volume, weight, temperature) using weight, temperature) using scientific tools.
scientific tools. (See M02-S4C4-01 and M02-S4C4-02)
[SC02-S5C1-02] Classify materials as solids, liquids, or I can classify materials as solids, liquids, or gases.
gases.
[SC02-S5C1-04] Demonstrate that solids have a definite I can show that solids have a definite shape and that liquids and
shape and that liquids and gases take the shape of their gases take the shape of their container.
containers.
[SC02-S2C1-01] Identify how diverse people and/or I can tell how different people have made important Unit E-Exploring Matter -
cultures, past and present, have made important contributions contributions to science and about people making contributions Chapter 1 - Lesson 4 pp.
to scientific innovations (e.g., Daniel Hale Williams now. E20-E25
[physician], supports Strand 4; Charles Drew [physician],
supports Strand 4; Elizabeth Blackwell [physician], supports
Strand 4).
[SC02-S3C2-01] Analyze how various technologies impact I can tell how different technologies make a difference in
aspects of people’s lives (e.g., entertainment, medicine, people's lives.
transportation, communication).
[SC02-S3C2-02] Describe important technological I can describe important technologies and the people who made
contributions made by people, past and present: • automobile them.
– Henry Ford • airplane – Wilbur and Orville Wright •
telephone – Alexander G. Bell
[SC02-S3C2-03] Identify a simple problem that could be I can make a simple problem that can be solved by using a
solved by using a suitable tool. suitable tool.
Isaac School District Page 9 of 12 July 21, 2009

10. 2nd Grade Science: Curriculum Map and Pacing Guide 2009/2010
Quarter 3
February
Performance Objective Student Outcomes Core Resource Assessment
[SC02-S5C1-02] Classify materials as solids, liquids, or I can classify materials as solids, liquids, or gases. Unit E-Exploring Matter -
gases. Chapter 1 - Lesson 4 pp.
E20-E25
[SC02-S5C1-04] Demonstrate that solids have a definite I can show that solids have a definite shape and that liquids and
shape and that liquids and gases take the shape of their gases take the shape of their containers.
containers.
March
Performance Objective Student Outcomes Core Resource Assessment
[SC02-S5C1-01] Describe objects in terms of measurable I can describe objects in terms of measure (length, volume, Unit E-Exploring Matter -
properties (e.g., length, volume, weight, temperature) using weight, temperature) using scientific tools. Chapter 2 - Lesson 1 pp.
scientific tools. (See M02-S4C4-01 and M02-S4C4-02) E30-E37
Isaac School District Page 10 of 12 July 21, 2009

11. 2nd Grade Science: Curriculum Map and Pacing Guide 2009/2010
Quarter 4
March
Performance Objective Student Outcomes Core Resource Assessment
[SC02-S5C1-03] Demonstrate that water can exist as a: • gas I can show that water can be a gas, liquid, or solid. Unit E-Exploring Matter -
– vapor • liquid – water • solid – ice Chapter 2 - Lesson 2 pp.
E38-E43
April
Performance Objective Student Outcomes Core Resource Assessment
[SC02-S1C1-01] Formulate relevant questions about the I can ask questions about things around me. Unit F-Energy in Motion -
properties of objects, organisms, and events in the Chapters 1-2 - Unit F
environment. (See M02-S2C1-01) Experiment pp. F1i-F1j
[SC02-S1C1-02] Predict the results of an investigation (e.g., I can make a prediction of what will happen next in an
in animal life cycles, phases of matter, the water cycle). experiment.
[SC02-S1C2-01] Demonstrate safe behavior and appropriate I can be safe and follow instructions during an experiment.
procedures (e.g., use of instruments, materials, organisms) in
all science inquiry.
[SC02-S1C2-02] Participate in guided investigations in life, I can take part in an experiment.
physical, and Earth and space sciences.
[SC02-S1C2-04] Record data from guided investigations in I can record data from an experiment correctly.
an organized and appropriate format (e.g., lab book, log,
notebook, chart paper). (See W02-S3C2-01 and
W02-S3C3-01)
[SC02-S1C3-01] Organize data using graphs (i.e., I can put data into a graph, table, and/or journal.
pictograph, tally chart), tables, and journals. (See
M02-S2C1-02)
[SC02-S1C3-02] Construct reasonable explanations of I can explain my observations using my data.
observations on the basis of data obtained (e.g., Based on the
data, does this make sense? Could this really happen?). (See
M02-S2C1-04)
[SC02-S1C3-03] Compare the results of the investigation to I can compare the results to my prediction.
predictions made prior to the investigation.
[SC02-S1C4-01] Communicate the results and conclusions of I can talk with other groups about the results of an investigation.
an investigation (e.g., verbal, drawn, or written). (See
M02-S2C1-02 and W02-S3C2-01)
[SC02-S3C2-01] Analyze how various technologies impact I can tell how different technologies make a difference in Unit F-Energy in Motion -
aspects of people’s lives (e.g., entertainment, medicine, people's lives. Chapter 1 - Lesson 2 pp.
transportation, communication). F12-F17
Isaac School District Page 11 of 12 July 21, 2009

12. 2nd Grade Science: Curriculum Map and Pacing Guide 2009/2010
Quarter 4
April
Performance Objective Student Outcomes Core Resource Assessment
[SC02-S3C2-03] Identify a simple problem that could be I can name a simple problem that could be solved by using a Unit F-Energy in Motion -
solved by using a suitable tool. suitable tool. Chapter 1 - Lesson 2 pp.
F12-F17
May
Performance Objective Student Outcomes Core Resource Assessment
[SC02-S3C2-01] Analyze how various technologies impact I can tell how different technologies make a difference in Unit F-Energy in Motion -
aspects of people’s lives (e.g., entertainment, medicine, people's lives. Chapter 2 - Lesson 4 pp.
transportation, communication). F46-F49
Isaac School District Page 12 of 12 July 21, 2009