Unit 00: Introduction: Working Like a Scientist

(3 classes for the entire unit)

Students immediately begin the process of working like a scientist and performing descriptive investigations to set the stage for scientific inquiry throughout the year. Please refer to the TEKS Resource System Resource “Science Notebooking: A Reflective Tool for Assessing Student Understanding_G.3” for more information. Students demonstrate safe practices as described in the Texas Education Agency-approved safety standards; collect and record weather data by observing and measuring using the metric system; recognize differences between observed and measured data; and organize, examine, and evaluate measured data.

The introduction unit is an opportunity to introduce the course through the lens of the Overarching Understandings (big ideas). Throughout the school year, students need to continually look at instances of natural phenomena through the big ideas of systems, classifications, properties, patterns, models, constancy, and change. These terms are included in Key Content Vocabulary, and students should be questioned throughout each unit for instances of these big ideas. Additionally, students need to be continually aware of the processes involved in their “doing” of science.

The scientific processes are very similar throughout every science course, beginning in Kindergarten. Students may need some direct instruction on the purpose and properties of scientific processes; however, it is intended for students to develop a deep understanding of the scientific processes by using them in the context of the content of this course, throughout every unit of this course. There are no Performance Assessments or assessment items associated with the introduction.

The purpose of observing, measuring, and recording weather data at this time is to give a purpose and context for setting up and using the notebook. The actual content of weather will be addressed in Unit 06, Investigating Weather. Collecting data on a regular basis over time allows students to begin to recognize patterns in our natural world. Students collect data for air temperature, precipitation, and wind direction using appropriate equipment that measures in metric units, where appropriate. Teachers should determine the frequency with which local weather data will be collected throughout the year.

Note that rain gauges use inches or millimeters to measure rainfall, and students in Grade 2 Mathematics have only been introduced to metric measurement of length in meters and centimeters.

According to the introductory material of the TEKS, “The study of elementary science includes planning and safely implementing classroom and outdoor investigations using scientific processes, including inquiry methods, analyzing information, making informed decisions, and using tools to collect and record information, while addressing the major concepts and vocabulary in the context of Physical, Earth, and Life sciences. Districts are encouraged to facilitate classroom and outdoor investigations for at least 60% of instructional time.”

TEKS in this unit: 3.1A, 3.2A, 3.2B, 3.2C, 3.4A, 3.8A

Unit 01: Investigating Properties of Matter

(21 classes for the entire unit)

Students use scientific practices and a variety of tools to measure, test, and record physical properties of matter. They describe and classify states of matter and explore mixtures. Furthermore, students investigate the phenomena of matter changing states. They predict, observe, and record changes in states of matter and investigate the role thermal energy plays in changing states of matter. Additionally, students communicate and discuss their observations and record and organize data in their notebooks. Students continue to demonstrate safe practices as outlined in Texas Education Agency-approved safety standards and consider environmentally appropriate practices with resources during investigations.

TEKS in this unit: 3.1A, 3.1B, 3.2A, 3.2B, 3.2C, 3.2D, 3.2E, 3.2F, 3.3A, 3.3B, 3.4A, 3.5A, 3.5B, 3.5C, 3.5D, 3.6A

Unit 02: Investigating Energy

(10 classes for the entire unit)

Students demonstrate safe practices as outlined in the Texas Education Agency-approved safety standards while engaging in descriptive investigations to explore different forms of energy, including mechanical, sound, light, and thermal, as they are used in everyday life. Additionally, students communicate and discuss their observations and record data in their notebooks. Furthermore, students consider environmentally appropriate and responsible practices with resources during investigations.

At this age, students do not formally understand the concept of energy as the ability to cause change or do work. It is important to relate the idea that mechanical, light, sound, and thermal energy can cause a change and are useful in everyday life.

TEKS in this unit: 3.1A, 3.2A, 3.2B, 3.2F, 3.3A, 3.4A, 3.6A

Unit 03: Investigating Force and Motion

(11 classes for the entire unit)

Students demonstrate safe practices as outlined in the Texas Education Agency-approved safety standards while engaging in descriptive investigations to explore how forces can change the position and motion of an object, including pushes, pulls, magnetism, and gravity. Additionally, students communicate and discuss their observations and record data in their notebooks. Furthermore, students consider environmentally appropriate and responsible practices with resources during investigations.

TEKS in this unit: 3.1A, 3.2A, 3.2B, 3.2D, 3.2F, 3.3A, 3.3B, 3.4A, 3.6B, 3.6C

Unit 04: Investigating the Natural World

(21 classes for the entire unit)

Students demonstrate safe and healthy practices as outlined in Texas Education Agency-approved safety standards while engaging in descriptive investigations of rapid changes in Earth’s surface. They explore how soils are formed, as well as the characteristics of natural resources that make them useful in products and materials, in addition to how resources may be conserved. Furthermore, students communicate and discuss their observations and record data in their notebooks. Students consider environmentally appropriate and responsible practices with resources during investigations.

TEKS in this unit: 3.1A, 3.1B, 3.2A, 3.2B, 3.2C, 3.2F, 3.3A, 3.3B, 3.3C, 3.4A, 3.7A, 3.7B, 3.7C

Unit 05: Investigating the Solar System

(20 classes for the entire unit)

Students demonstrate safe and healthy practices as outlined in Texas Education Agency-approved safety standards while engaging in descriptive investigations. They describe and illustrate the Sun as a star composed of gases that provides light and thermal energy. Students identify planets in Earth’s solar system and their position in relation to the Sun. Also, they construct models that demonstrate the relationship of the Sun, Earth, and Moon, including orbits and positions. Moreover, students connect grade-level appropriate science concepts with the history of space science, space science careers, and contributions of scientists in the field of space science. Additionally, students communicate and discuss their observations and record data in their notebooks. Furthermore, students consider environmentally appropriate and responsible practices with resources during investigations.

TEKS in this unit: 3.1A, 3.2A, 3.2B, 3.2D, 3.2F, 3.3A, 3.3B, 3.3C, 3.4A, 3.8B, 3.8C, 3.8D

Unit 06: Investigating Weather

(5 classes for the entire unit)

Students demonstrate safe and healthy practices as outlined in Texas Education Agency-approved safety standards while engaging in descriptive investigations. They use weather instruments and technology to observe, measure, record, and compare air temperature, wind direction, and precipitation for different locations at the same time. Additionally, students communicate and discuss their observations, and record data in their notebooks. Furthermore, students consider environmentally appropriate and responsible practices with resources during investigations.

TEKS in this unit: 3.1A, 3.2A, 3.2B, 3.2C, 3.2D, 3.2E, 3.2F, 3.3B, 3.3C, 3.4A, 3.8A

Unit 07: Investigating Ecosystems

(25 classes for the entire unit)

Students demonstrate safe and healthy practices as outlined in the Texas Education Agency-approved safety standards while engaging in descriptive investigations. They observe and describe the physical characteristics of environments and how they support populations and communities of plants and animals within an ecosystem. Students also describe environmental changes such as floods and droughts where some organisms thrive and others perish or move to new locations. Moreover, students identify and describe the flow of energy in a food chain and predict how changes in a food chain affect the ecosystem such as removal of frogs from a pond or bees from a field. Additionally, students communicate and discuss their observations and record data in their notebooks. Furthermore, students consider environmentally appropriate and responsible practices with resources during investigations.

TEKS in this unit: 3.1A, 3.2A, 3.2B, 3.2D, 3.2F, 3.3B, 3.3C, 3.4A, 3.9A, 3.9B, 3.9C

Unit 08: Investigating Structures and Functions of Organisms

(13 classes for the entire unit)

Students demonstrate safe and healthy practices as outlined in the Texas Education Agency-approved safety standards while engaging in descriptive investigations. They explore how structures and functions of plants and animals allow them to survive in a particular environment. Additionally, students communicate and discuss their observations and record data in their notebooks. Furthermore, students consider environmentally appropriate and responsible practices with resources during investigations.

TEKS in this unit: 3.1A, 3.2A, 3.2B, 3.2F, 3.3A, 3.4A, 3.10A

Unit 09: Investigating Life Cycles

(12 classes for the entire unit)

Students demonstrate safe and healthy practices as outlined in Texas Education Agency-approved safety standards while engaging in descriptive investigations of the life cycles of animals and plants. They compare how animals and plants undergo a series of orderly changes in their diverse life cycles. Additionally, students communicate and discuss their observations and record data in their notebooks. Furthermore, students consider environmentally appropriate and responsible practices with resources during investigations.

TEKS in this unit: 3.1A, 3.2A, 3.2B, 3.2C, 3.2D, 3.2E, 3.2F, 3.3A, 3.3B, 3.3C, 3.4A, 3.10B