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Obj # |
District Objective/State # |
Required FOSS kit Suggested Activities and Resources |
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2.1 |
Students will demonstrate or model objects moving at different speeds./01.02.01 |
Balance and Motion |
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2.2 |
Students will use a model or pattern, demonstrate putting together and taking apart a structure independently./01.02.03 |
Balance and Motion |
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2.3 |
Students will independently form large objects from smaller objects./02.02.03 |
Balance and Motion |
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2.4 |
Students will demonstrate that given a push or pull (hard or soft) causes an object to change its speed (faster or slower) and/or direction./01.03.01 |
Balance and Motion |
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2.5 |
Students will demonstrate and explain how different objects are balanced (i.e., equal push or pull on each side equals...) 01.03.02 |
Balance and Motion |
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2.6 |
Describe how a device can be made to operate with less energy./16.05.02 |
Have students investigate how well Hot Wheels cars move down a track before and after the application of graphite to their wheels and axles. |
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2.7 |
Students will provide examples of how living things grow and change./06.02.01 |
Insects |
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2.8 |
Students will classify living and non-living things according to established criteria, with few errors./06.02.02 |
Insects |
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2.9 |
Students will make connections between particular animals and their offspring with minimal errors. /08.02.01 |
Insects |
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2.10 |
Students will observe and discuss the interactions between plants as producers and animals as consumers./15.02.01 |
Insects |
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2.11 |
Students will give some examples of interactions between plants and animals./15.02.02 |
Insects |
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2.12 |
Students will observe and describe the growth of a plant (e.g., a bean plant) over time and identify plant growth patterns (e.g., sprouting of seeds, formation of roots, leaves and stems, development of flowers and seeds); observe and describe the life cycle of a domestic animal and an animal that undergoes metamorphosis (e.g., a frog, butterfly, or mealworm)./06.03.01 |
Insects |
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2.13 |
Students will classify plants and animals representative of major groups (e.g., evergreen vs. deciduous trees, animals with an external, internal or no skeleton, etc.) with few errors./06.03.02 |
Insects |
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2.14 |
Students will describe the needs of living organisms./06.03.03 |
Insects |
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2.15 |
Students will describe with examples how various living things behave differently under differing conditions (e.g. migration, coloration, hibernation) with minimal help./07.03.01 |
Insects |
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2.16 |
Students will give examples of how offspring may resemble parents and other siblings./08.03.01 |
Insects |
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2.17 |
Students will sort a group of living things by appearance and behavior and give rational justification of the sort with minimal help./08.03.02 |
Insects |
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2.18 |
Students will illustrate by providing diverse examples of the many different kinds of living things that exists on earth./09.03.01 |
Insects |
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2.19 |
Students will provide examples of how particular features of plants and animals help them live in different kinds of places./09.03.02 |
Insects |
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2.20 |
Students will identify some similarities and differences found in animals and plants that help them live in their unique habitat./15.03.01 |
Insects |
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2.21 |
Students will describe using examples, several ways organisms interact with each other./15.03.02 |
Insects |
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2.22 |
Students will sort a group of living things and describe how some living things have similar observable characteristics. (i.e. give rational justification of the sort)/08.02.02 |
Insects |
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2nd Grade Earth/Environmental Science
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2.23 |
Students will competently describe an object as hot or cold. Students will describe seasonal weather changes. 03.02.01 |
Air and Weather
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2.24 |
Students will independently form large objects from smaller objects (i.e. putting together a puzzle or quilt)/02.02.03 |
Air and Weather |
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2.25 |
Students will describe an object before and after change of state in terms of observable properties./03.02.02 |
Air and Weather |
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2.26 |
Students will observe and describe changes in that take place in nature (e.g., weather, seasons, day and night)./12.02.01 |
Air and Weather |
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2.27 |
Students will observe and describe the way the ground, water, and the air feels in the shade versus the sunlight./13.02.01 |
Scholastic activities unit: Weather |
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2.28 |
Students will observe and describe how weather changes (including temperature, cloudiness, precipitation) from day to day and throughout the year./13.02.02 |
Air and Weather |
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2.29 |
Students will describe the movement of the sun across the sky, and tell that the moon appears in different places at different times./14.02.02 |
Scholastic activities unit: Planet |
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2.30 |
Students will conduct experiments that demonstrate relationships among temperature, relative humidity, air movement, and rates of evaporation and condensation./13.05.03 |
Air and Weather |
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2.31 |
Students will investigate and describe the extent to which samples of man-made items (e.g., objects made of cloth, glass, paper, metal, plastic, composites, ceramics) can be used over and over./16.05.02 |
OM Spontaneous Books |
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