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SCI-02.ESS1

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DCI [ESS1]

Earth's Place in the Universe

Performance Expectations

The performance expectations in second grade help students formulate answers to questions such as:

  • How does land change and what are some things that cause it to change?
  • What are the different kinds of land and bodies of water?
  • How are materials similar and different from one another, and how do the properties of the materials relate to their use?
  • What do plants need to grow?
  • How many types of living things live in a place?”

Students are expected to develop an understanding of what plants need to grow and how plants depend on animals for seed dispersal and pollination. Students are also expected to compare the diversity of life in different habitats. An understanding of observable properties of materials is developed by students at this level through analysis and classification of different materials. Students are able to apply their understanding of the idea that wind and water can change the shape of the land to compare design solutions to slow or prevent such change. Students are able to use information and models to identify and represent the shapes and kinds of land and bodies of water in an area and where water is found on Earth.

Calculation Method for DCI

Disciplinary Core Ideas are larger groups of related Performance Expectations. So the Disciplinary Core Idea Grade is a calculation of all the related Performance Expectations. So click on the Performance Expectation name below each Disciplinary Core Idea to access the learning targets and proficiency scales for each Disciplinary Core Idea's related Performance Expectations.

SCI-02.ESS1.01

Gr02 SCI Targeted Expectations

Earth and Space Science [ESS1] Earth's Place in the Universe

SCI-02.ESS1.01 Use information from several sources to provide evidence that Earth events can occur quickly or slowly.

Clarification Statement: Examples of events and timescales could include volcanic explosions and earthquakes, which happen quickly and erosion of rocks, which occur slowly.

Student Learning Targets:

Knowledge Targets

Reasoning Targets

  • I can use information to reason about changes that occur quickly and changes that occur slowly.

Skills (Performance) Targets

  • I can observe changes that occur on Earth using many source.

Product Targets

 

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0

Student is able to

In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations


-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

Student is able to use information from several sources to provide evidence that Earth events can occur quickly or slowly. (Students can make observations from several science experiments or several written sources)

I can use information to reason about changes that occur quickly and changes that occur slowly.

I can observe changes that occur on Earth using many sources.

- Students can make observations from several science experiments or several written sources.

Example Sources: Brainpop videos, books, PebbleGo information, observation of science experiements

  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0

Student is able to provide some evidence that Earth events can occur quickly or slowly.  The student uses more than one source to provide evidence.

-
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0

Student has little or no evidence that Earth events can occur quickly or slowly. The student may only use one source to provide the evidence.

 

-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • change
  • stability
  • resource
  • evidence
  • observation
  • weather
  • erosion
  • volcano
  • eruption
  • time period
  • timescale
  • phenomena

 

SCI-02.ESS2

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DCI [ESS2]

Earth's Systems

Performance Expectations

The performance expectations in second grade help students formulate answers to questions such as:

  • How does land change and what are some things that cause it to change?
  • What are the different kinds of land and bodies of water?
  • How are materials similar and different from one another, and how do the properties of the materials relate to their use?
  • What do plants need to grow?
  • How many types of living things live in a place?”

Students are expected to develop an understanding of what plants need to grow and how plants depend on animals for seed dispersal and pollination. Students are also expected to compare the diversity of life in different habitats. An understanding of observable properties of materials is developed by students at this level through analysis and classification of different materials. Students are able to apply their understanding of the idea that wind and water can change the shape of the land to compare design solutions to slow or prevent such change. Students are able to use information and models to identify and represent the shapes and kinds of land and bodies of water in an area and where water is found on Earth.

Calculation Method for DCI

Disciplinary Core Ideas are larger groups of related Performance Expectations. So the Disciplinary Core Idea Grade is a calculation of all the related Performance Expectations. So click on the Performance Expectation name below each Disciplinary Core Idea to access the learning targets and proficiency scales for each Disciplinary Core Idea's related Performance Expectations.

SCI-02.ESS2.01

Gr02 SCI Targeted Expectations

Earth and Space Science [ESS2] Earth's Systems  

SCI-02.ESS2.01 Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.

Clarification Statement: Examples of solutions could include different designs of dikes and windbreaks to hold back wind and water, and different designs for using shrubs, grass, and trees to hold back the land.

Student Learning Targets:

Knowledge Targets

  • I can identify the effects a solution will have in slowing or preventing wind and water from changing the shape of the land.
  • I can identify weather events that will change the shape of the land.
  • I can identify how wind and water can change the shape of the land.

Reasoning Targets

  • I can compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.
  • I can reason about the effectiveness of solutions.

Skills (Performance) Targets

Product Targets

 

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0

Student is able to

In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations


-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

Student is able to compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.

I can compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.

I can reason about the effectiveness of solutions.

I can identify the effects a solution will have in slowing or preventing wind and water from changing the shape of the land.

-Activities and Inquiries using FOSS Pebbles, Sand, and Silt; BPop video
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0

Students have a basic understanding of how wind and water can change the shape of the land.

I can identify weather events that will change the shape of the land.

I can identify how wind and water can change the shape of the land.

-
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Students demonstrates some knowledge and understanding about wind and water / weather events. -
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • weather
  • wind
  • water
  • erosion
  • solution
  • compare
  • prevent
  • design

SCI-02.ESS2.02

Gr02 SCI Targeted Expectations

Earth and Space Science [ESS2] Earth's Systems  

SCI-02.ESS2.02 Develop a model to represent the shapes and kinds of land and bodies of water in an area.

Student Learning Targets:

Knowledge Targets

  • I can identify different kinds of land and water on Earth.

Reasoning Targets

  • I understand the characteristics of different kinds of land and water.

Skills (Performance) Targets

  • I can represent different kinds of land and water.
  • I can use a map to show where things are located.
  • I can observe patterns in the world.

Product Targets

  • I can develop a model to show different kinds of land and water.

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0

Student is able to

In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations


-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

Student is able to develop a model to represent the shapes and kinds of land and bodies of water in an area.

I can develop a model to show different kinds of land and water.

I understand the characteristics of different kinds of land and water.

I can represent different kinds of land and bodies of water.

- Possible Materials: globe, community experts, social studies, topography maps, Discovery Streaming, and book rooms.

Models can include: Diagram, drawings, physical replica, diorama, dramatization, or a story board.

  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0

Student has knowledge of different kinds of land and bodies of water. 

I can identify different kinds of land and water on Earth.

-
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student has limited knowledge of different kinds of land and bodies of water. -
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • land
  • mountain
  • hills
  • valley
  • plateau
  • plain
  • ocean
  • river
  • lake
  • sea
  • stream
  • model
  • characteristics

SCI-02.ESS2.03

Gr02 SCI Targeted Expectations

Earth and Space Science [ESS2] Earth's Systems  

SCI-02.ESS2.03 Obtain information to identify where water is found on Earth and that it can be solid or liquid.

Student Learning Targets:

Knowledge Targets

  • I can identify where water is found on Earth.
  • I can identify different kinds of water sources on Earth.
  • I can identify if water sources found on Earth are solid or liquid.

Reasoning Targets

  • I understand that water sources found on Earth can be liquid or solid.

Skills (Performance) Targets

  • I can gather information about water sources on Earth.
  • I can use information and resources to tell where water sources are on Earth.

Product Targets

 

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0

Student is able to

In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations


-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

Student is able to identify where water is found on Earth and that it can be liquid or solid.

 

I can identify where water is found on Earth.

I can identify different kinds of water sources on Earth.

I can identify if water sources found on Earth are solid or liquid.

I understand that water sources found on Earth can be liquid or solid.

I can gather information about water sources on Earth.

I can use information and resources to tell where water sources are on Earth.

- Include with your Interactions with Matter lessons

-An interview model would work well for assessment.

-Possible Materials: globe, community experts, social studies, topography maps, Discovery Streaming, and book rooms

-Models can include: Diagram, drawings, physical replica, diorama, dramatization, or a story board.

  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student has some misconceptions of where water is found on Earth or that water be liquid or solid. -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student has little knowledge of where water is found on Earth.
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • water
  • information
  • solid
  • liquid
  • ocean
  • lake
  • river
  • stream
  • sea
  • iceberg
  • snow
  • rain

 

SCI-02.LS2

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DCI Life Science [LS2]

Ecosystems: Interactions, Energy, and Dynamics

Performance Expectations

The performance expectations in second grade help students formulate answers to questions such as:

  • How does land change and what are some things that cause it to change?
  • What are the different kinds of land and bodies of water?
  • How are materials similar and different from one another, and how do the properties of the materials relate to their use?
  • What do plants need to grow?
  • How many types of living things live in a place?”

Students are expected to develop an understanding of what plants need to grow and how plants depend on animals for seed dispersal and pollination. Students are also expected to compare the diversity of life in different habitats. An understanding of observable properties of materials is developed by students at this level through analysis and classification of different materials. Students are able to apply their understanding of the idea that wind and water can change the shape of the land to compare design solutions to slow or prevent such change. Students are able to use information and models to identify and represent the shapes and kinds of land and bodies of water in an area and where water is found on Earth.

Calculation Method for DCI

Disciplinary Core Ideas are larger groups of related Performance Expectations. So the Disciplinary Core Idea Grade is a calculation of all the related Performance Expectations. So click on the Performance Expectation name below each Disciplinary Core Idea to access the learning targets and proficiency scales for each Disciplinary Core Idea's related Performance Expectations.

SCI-02.LS2.01

Gr02 SCI Targeted Expectations

Life Science [LS2] Ecosystems: Interactions, Energy, and Dynamics

SCI-02.LS2.01 Plan and conduct an investigation to determine if plants need sunlight and water to grow.

Student Learning Targets:

Knowledge Targets

  • I can identify what plants need to grow.

Reasoning Targets

  • I can determine if plants need sunlight and water to grow.

Skills (Performance) Targets

  • I can plan an experiment using plants, water, and sunlight.
  • I can conduct an experiment using plants, water, and sunlight.

Product Targets

 

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” Student is able to
-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to  -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

SCI-02.LS2.02

Gr02 SCI Targeted Expectations

Life Science [LS2] Ecosystems: Interactions, Energy, and Dynamics

SCI-02.LS2.02 Develop simple model that mimics the function of an animal in dispersing seeds or pollinating plants.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” Student is able to
-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to  -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

SCI-02.LS4

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DCI Life Science [LS3]

Biological Evolution: Unity and Diversity

Performance Expectations

The performance expectations in second grade help students formulate answers to questions such as:

  • How does land change and what are some things that cause it to change?
  • What are the different kinds of land and bodies of water?
  • How are materials similar and different from one another, and how do the properties of the materials relate to their use?
  • What do plants need to grow?
  • How many types of living things live in a place?”

Students are expected to develop an understanding of what plants need to grow and how plants depend on animals for seed dispersal and pollination. Students are also expected to compare the diversity of life in different habitats. An understanding of observable properties of materials is developed by students at this level through analysis and classification of different materials. Students are able to apply their understanding of the idea that wind and water can change the shape of the land to compare design solutions to slow or prevent such change. Students are able to use information and models to identify and represent the shapes and kinds of land and bodies of water in an area and where water is found on Earth.

Calculation Method for DCI

Disciplinary Core Ideas are larger groups of related Performance Expectations. So the Disciplinary Core Idea Grade is a calculation of all the related Performance Expectations. So click on the Performance Expectation name below each Disciplinary Core Idea to access the learning targets and proficiency scales for each Disciplinary Core Idea's related Performance Expectations.


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