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Theme: Science & Social Studies

First Nine Weeks
Week 1
Week 2
Week 3
Citizenship
·         I can identify ways to be a good citizen in my school, home, and community.        
·         I can identify and understand my rights and responsibilities.
·         I can identify and model the character trait of compassion.
·         I can identify and model the character trait of fairness.
·         I can identify and model the character trait of honesty.
·         I can identify and model the character trait of integrity.
·         I can identify and model the character trait of trustworthiness.
·         I can identify and model the character trait of perseverance.
·         I can identify and model the character trait of self-discipline.
                          Learner Check     &      On-Demand
SS-EP-1.3.2
Students will identify and give examples of good citizenship at home, at school and in the community (e.g., helping with chores, obeying rules, participating in community service projects such as recycling, conserving natural resources, donating food/supplies) and explain why civic engagement in the community is important.
DOK 2
 
Week 4
Week 5
Week 6
Community
·         I can name community helpers.
·         I can describe what community helpers do in the community.
·         I can identify places that help the community.
·         I can describe how places benefit our community.
·         I can identify places in the community where people go for entertainment.
·         I can identify 2 community helpers, the places they work, and describe what they do for our community.
·         I can identify 2 problems in our community and explain how to solve them.
Conservation and Improving our Community
·         I can understand the importance of recycling.
·         I can identify pollution problems in our community.
·         I can explain ways to protect our environment and use those solutions to help my community.
 
Government/Elections
·         I can understand local, state, and national government (important people and function of each government).
·         I can explain why voting is important.
·         I can identify the patriotic symbols.
                          Learner Check
 
SS-EP-1.1.1
Students will identify the basic purposes of local government (to establish order, provide security and accomplish common goals); give examples of services local governments provide (e.g., police and fire protection roads and snow removal, garbage pick-up,) and identify how they pay for these services taxes).
SS-EP-1.1.2
Students will identify and explain the purpose of rules within organizations (e.g., school, clubs, teams) and compare rules with laws.
DOK 2
SS-EP-1.2.1
Students will describe how their local government is structured (e.g., mayor, city council, judge-executive, fiscal court, local courts) and compare their local government to other community governments in Kentucky.
SS-EP-1.3.1
Students will define basic democratic ideas (e.g., liberty, justice, equality, rights, responsibility) and explain why they are important today.
SS-EP-1.3.2
Students will identify and give examples of good citizenship at home, at school and in the community (e.g., helping with chores, obeying rules, participating in community service projects such as recycling, conserving natural resources, donating food/supplies) and explain why civic engagement in the community is important.
DOK 2
SS-EP-5.2.1
Students will identify significant patriotic and historical songs, symbols, monuments/landmarks (e.g., The Star-Spangled Banner, the Underground Railroad, the Statue of Liberty) and patriotic holidays (e.g., Veteran’s Day, Martin Luther King’s birthday, Fourth of July) and explain their historical significance.
 
Week 7
Week 8
Week 9
Animals
·         I can name the 4 basic needs of animals (water, food, air, and shelter).
·         I can explain what happens to an animal when its basic needs are not met.
·         I can explore and classify animals to show how they are alike and different.
·         I can identify animal groups as mammals, birds, reptiles, amphibians, and insects.
·         I can explore the characteristics of each animal group: fish, amphibians, reptiles, birds, and mammals.
·         I can classify animals into the correct groups: fish, amphibians, reptiles, birds, and mammals.
·         I can identify, label the life cycle of a mammal (bear).
·         I can identify, label the life cycle of an amphibian (frog).
·         I can identify, label the life cycle of a bird.
·         I can identify, label the life cycle of a reptile.
·         I can define and understand how adaptations are used by a variety of animals.
·         I can define and understand migration and identify a variety of animals that use migration to survive.
·         I can define and understand camouflage and identify a variety of animals that use this adaptation to survive.
·         I can understand hibernation and identify a variety of animals that use this adaptation to survive.
                        Learner Check
SC-EP-3.4.1
Students will explain the basic needs of organisms.
 
Organisms have basic needs. For example, animals need air, water and food; plants need air, water, nutrients and light. Organisms can survive only in environments in which their needs can be met.
DOK 2
 
SC-EP-3.4.2
Students will understand that things in the environment are classified as living, nonliving and once living. Living things differ from nonliving things. Organisms are classified into groups by using various characteristics (e.g., body coverings, body structures).
SC-EP-3.4.3
Students will describe the basic structures and related functions of plants and animals that contribute to growth, reproduction and survival.
 
Each plant or animal has observable structures that serve different functions in growth, survival and reproduction. For example, humans have distinct body structures for walking, holding, seeing and talking. These observable structures should be explored to sort, classify, compare and describe organisms.
DOK 2
 
Second Nine Weeks
Week 10
Week 11
Habitats
·         I can understand that a habitat is a living thing’s home. The home will provide food, water, and shelter.
·         I can understand that all living things and non-living things in a place make up an ecosystem.
·         I can explain the process in a food chain.
·         I can identify food webs within an environment.
 
Performance Task: Each classroom will study one of the following habitats: woodlands, rainforest, desert, and ocean. Students will create a diorama to illustrate the animals and plants, including food chains, of that habitat. Each classroom will present their habitat to the other second grade classrooms. Students will record information a learning log for each habitat.
 
Fresh water and arctic habitats will be taught in each classroom through nonfiction books.
SC-EP-4.6.1
Students will describe basic relationships of plants and animals in an ecosystem (food chains).
Plants make their own food. All animals depend on plants. Some animals eat plants for food. Other animals eat animals that eat the plants. Basic relationships and connections between organisms in food chains can be used to discover patterns within ecosystems.
DOK 2
SC-EP-4.7.1
Students will describe the cause and effect relationships existing between organisms and their environments.
 
The world has many different environments. Organisms require an environment in which their needs can be met. When the environment changes some plants and animals survive and reproduce and others die or move to new locations.
DOK 2
Week 12
Sound and Light
·         I can understand how light travels.
·         I can understand how sound travels.              
                                 Lab Report
SC-EP-4.6.4
Students will describe light as traveling in a straight line until it strikes an object.
 
Light can be observed and described as it travels in a straight line until it strikes an object.
DOK 2
 
Week 13
Week 14
Week15
Communities of the Past
·         I can place historical events on a timeline.
Colonist:
·         I can understand the clothing a colonist of the past would wear and how they made them, and compare to our present day living.
·         I can understand how the colonist of the past used different kinds of lighting and what their homes were like, and compare to our present day living.
·         I can understand how the colonist of the past got their food and the tools they used at mealtime, and compare to our present day living.
·         I can understand how the colonist of the past traveled, and jobs of the past, and compare to our present day living.
Native Americans:
·         I can understand the clothing a colonist of the past would wear and how they made them, and compare to our present day living.
·         I can understand how the colonist of the past used different kinds of lighting and what their homes were like, and compare to our present day living.
·         I can understand how the colonist of the past got their food and the tools they used at mealtime, and compare to our present day living.
·         I can understand how the colonist of the past traveled, and jobs of the past, and compare to our present day living.
                                    Learner Check
 
SS-EP-4.4.1
Students will describe ways people adapt to/modify the physical environment to meet their basic needs (food, shelter, clothing).
DOK 1
SS-EP-5.1.1
Students will use a variety of primary and secondary sources (e.g., artifacts, diaries, timelines) to interpret the past.
SS-EP-5.2.2
Students will identify and compare the early cultures of diverse groups of Native Americans (e.g., Northwest, Southwest, Plains, Eastern Woodlands) and explain why they settled in what is now the United States.
DOK 2
 
Week 16
Week 17
Week 18
Cultural Elements
·         I can recognize the elements of culture (language, music, art, food, etc.) and how each is unique.
·         I can compare and contrast life in other cultures with my own.
                       Learner Check     &      On-Demand
SS-EP-2.1.1
Students will describe cultural elements (e.g., beliefs, traditions, languages, skills, literature, the arts).
DOK 1
SS-EP-2.1.2
Students will study a variety of diverse cultures locally and in the world today and explain the importance of appreciating and understanding other cultures.
Third Nine Weeks
Week 19
Week 20
Week 21
Week 22
Properties of Matter
·         I can understand that there are three states of matter: solid, liquid, and gases.
·         I can identify three states of matter: solid, liquid, gas.
·         I can identify three states of matter using their characteristics/properties.
·         I can explain the difference between the three states of matter: solid, liquid, gas.
·         I can identify three states of matter and describe their properties.
Water Cycle
·         I can identify the 3 parts of the water cycle.
·         I can explain what happens in each part of the water cycle.
·         I can label the parts of a water cycle and describe what happens in each.
·         I can explain what evaporation, condensation, and precipitation means and how it relates to the water cycle.
·         I can identify and label parts of the water cycle and explain what happens in each.
                                 Learner Check
SC-EP-1.1.1
Students will classify material objects by their properties providing evidence to support their classifications.
 
Objects are made of one or more materials such as paper, wood and metal. Objects can be described by the properties of the materials from which they are made. Those properties and measurements of the objects can be used to separate or classify objects or materials.
DOK 3
SC-EP-1.1.2
Students will understand that objects have many observable properties such as size, mass, shape, color, temperature, magnetism and the ability to interact and/or to react with other substances. Some properties can be measured using tools such as metric rulers, balances and thermometers.
SC-EP-1.1.3
Students will describe the properties of water as it occurs as a solid, liquid or gas.
 
Matter (water) can exist in different states--solid, liquid and gas. Properties of those states of matter can be used to describe and classify them.
DOK 2
 
Week 23
Week 24
Week 25
Weather
·         I can identify and make observations of types of weather.
·         I can organize and compare weather data.
·         I can describe and explain weather patterns.
·         I can make predictions using weather data.
·         I can collect weather data to predict simple patterns discovered as weather changes from day to day.
·         I can read a thermometer and measure temperature.
·         I can identify a windsock and a weather vane as weather instruments and understand they measure the direction of the wind.
·         I can identify a rain gauge as a weather instrument that measures how much precipitation has fallen.
·         I can identify an anemometer as a weather instrument that measures how fast the air is moving (wind speed).
                                            Learner Check
SC-EP-2.3.2
Students will describe patterns in weather and weather data in order to make simple predictions based on those patterns discovered.
 
Weather changes from day to day and over seasons. Weather can be described using observations and measurable quantities such as temperature, wind direction, wind speed and precipitation. Simple predictions can be made by analyzing collected data for patterns.
DOK 2
 
Week 26
Week 27
Mapping
·         I can read and understand a timeline.
·         I can identify a compass rose and use it to locate points on a map.
·         I can use cardinal directions to locate a place on a map.
·         I can locate and use a map key to understand symbols on a map.
·         I can identify the hemispheres of the globe.
·         I can identify the location of the equator and the prime meridian.
·         I can identify the location of the continents and oceans.
                                           Learner Check
SS-EP-4.1.1
Students will use geographic tools (e.g., maps, globes, mental maps, charts, graphs) to locate and describe familiar places at home, school and the community.
SS-EP-4.1.2
Students will use geographic tools to identify major landforms (e.g., continents, mountain ranges), bodies of water (e.g., oceans, major rivers) and natural resources on Earth’s surface and use relative location.
SS-EP-4.1.3
Students will describe how different factors (e.g. rivers, mountains) influence where human activities are located in the community
SS-EP-4.2.1
Students will describe places on Earth’s surface by their physical characteristics (e.g., climate, landforms, bodies of water).
 
Fourth Nine Weeks
Week 28
Magnets
·         I can explore the interaction of magnets with other magnets and materials.
·         I can understand why magnets repel and attract objects.
                                           Lab Report
SC-EP-1.2.1
Students will describe and make inferences about the interactions of magnets with other magnets and other matter (e.g., magnets can make some things move without touching them).
Magnets have observable properties that allow them to attract and repel each other and attract certain kinds of other materials (e.g., iron). Based on the knowledge of the basic properties of magnets, predictions can be made and conclusions drawn about their interactions with other common objects.
DOK 3
 
Week 29
Week 30
Week 31
Sun, Moon, Earth, and Other Planets
·         I can describe the sun, moon, and earth and what makes each unique.
·         I can understand the location and movement of objects in the sky: sun, moon, and earth.
·         I can understand the sun is the source of light and heat for our planet.
·         I can understand that the moon has different phases.
·         I can explain the difference between a full moon and a half moon.
 
Rocks / Soil / Natural Resources
·         I can identify the properties of rocks and soil.
·         I can explore the Earth’s landforms and explain how each is different.
·         I can describe changes in the earth over time (fossils, extinction, land formations, and erosion).
·         I can explain the rock cycle.
·         I can classify a variety of rocks into their correct groups.
·         I can identify fossils and explain how they came to be.
Performance Task: Students will create a poster of the solar system, including the order of planets from the Sun, facts about the Sun, Moon, and Earth.
SC-EP-2.3.3
Students will describe the properties, locations and real or apparent movements of objects in the sky (Sun, moon).
Objects in the sky have properties, locations and real or apparent movements that can be observed and described. Observational data, patterns and models should be used to describe real or apparent movements.
DOK 2
SC-EP-2.3.4
Students will describe the movement of the sun in the sky using evidence of interactions of the sun with the earth (e.g., shadows, position of sun relative to horizon) to identify patterns of movement.
Changes in movement of objects in the sky have patterns that can be observed and described. The Sun appears to move across the sky in the same way every day, but the Sun’s apparent path changes slowly over seasons. Recognizing relationships between movements of objects and resulting phenomena, such as shadows, provides information that can be used to make predictions and draw conclusions about those movements.
DOK 2
SC-EP-4.6.2
Students will describe evidence of the sun providing light and heat to the Earth.
Simple observations and investigations begin to reveal that the Sun provides the light and heat necessary to maintain the temperature of Earth. Based on those experiences, the conclusion can be drawn that the Sun’s light and heat are necessary to sustain life on Earth.  DOK 2
SC-EP-2.3.5
Students will understand that the moon appears to move across the sky on a daily basis much like the Sun. The observable shape of the moon can be described as it changes from day to day in a cycle that lasts about a month.
SC-EP-2.3.1
Students will describe earth materials (solid rocks, soils, water and gases of the atmosphere) using their properties.
Earth materials include solid rocks and soils, water and the gases of the atmosphere. Minerals that make up rocks have properties of color, luster and hardness. Soils have properties of color, texture, the capacity to retain water and the ability to support plant growth. Water on Earth and in the atmosphere can be a solid, liquid or gas.  DOK 2
SC-EP-3.5.1
Students will describe fossils as evidence of organisms that lived long ago, some of which may be similar to others that are alive today.
Fossils found in Earth materials provide evidence about organisms that lived long ago and the nature of the environment at that time. Representations of fossils provide the basis for describing and drawing conclusions about the organisms and basic environments represented by them.
DOK 3
 
 
Week 32
Week 33
Week 34
Plants
·         I can name the basic needs of plants.
·         I can explain what happens to a plant when its basic needs are not met.
·         I can identify patterns and structures of plants.
·         I can explain the needs of plants for growth, survival, and reproduction.
·         I can describe a variety of plant life cycles through growth, development, and reproduction.
                                                        Learner Check
SC-EP-3.4.4
Students will describe a variety of plant and animal life cycles to understand patterns of the growth, development, reproduction and death of an organism.
Plants and animals have life cycles that include the beginning of life, growth and development, reproduction and death. The details of a life cycle are different for different organisms. Observations of different life cycles should be made in order to identify patterns and recognize similarities and differences.
DOK 2
 
Week 35
Week 36
Simple Machine
·         I can identify simple machines and give examples of their uses.
·         I can explain the idea of force and motion using simple machines.
·         I can explain the difference of pushes and pulls using simple machines.
Performance Task: Students will make a brochure that will explain the 6 simple machines.
SC-EP-1.2.2
Students will describe the change in position over time (motion) of an object.
 
An object’s motion can be observed, described, compared and graphed by measuring its change in position over time.
DOK 2
 
SC-EP-1.2.3
Students will describe the position and motion of objects and predict changes in position and motion as related to the strength of pushes and pulls.
 
The position and motion of objects can be changed by pushing or pulling, and can be explored in a variety of ways (such as rolling different objects down different ramps). The amount of change in position and motion is related to the strength of the push or pull (force). The force with which a ball is hit illustrates this principle. By examining cause and effect relationships related to forces and motions, consequences of change can be predicted.
DOK 2
 
Contact Us
Boyd County Public Schools
1104 Bob McCullough Drive
Ashland, KY 41102
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Phone: 606-928-4141
Fax: 606-928-4771