Content Area: L. COMMUNICATION:
Students will communicate effectively in the application of science and technology.
Common Assessment:

Performance Indicators Students will be able to:	Essential Elements (Specific grade level learning objectives)			Suggested Performance Activities (Relating to Assessments)	Suggested Classroom Assessments	Vocabulary * Indicates a word the teacher uses to help students start to understand
1. Describe and compare things in terms of number, shape, texture, size, weight, color, and behavior.	Identify things in terms of its attributes			Using items like buttons, rocks, shells, or earrings, make groups and describe why objects are in the group they named by describing the attributes of that group. Living things could also be used. Example; mealworms, lobsters,people, pets This could be integrated into a math lesson.	Given a set of living things, non-living objects, or pictures of living organisms, students will be able to describe and compare them.	Alike Attributes *Behavior *Categorize Characteristics Classify Color Describe Different Movement Shape (regular{square, circle, etc.}, irregular{loop, curve, jagged, spiral, etc.} Size (large, small, greater, less, meters, yards, inches, centimeters, etc.) Texture (rough, smooth, *fluorescent, bubbly, bumpy, slippery, slimy, soft, hard, ridges, furry, prickly, ripple, mesh, wet, dry, springy, etc.) Weight (pounds, ounces, heavy, light, gram, kilogram, etc.)
2. Read and write instructions to be followed or instructions which explain procedures.	Read and write instructions			Practice reading and writing instructions. This can be done across disciplines in English Language Arts, Math, Science and Social Studies. Map Task Shadow Changes	Write and illustrate instructions how to get the peanuts out of a peanut shell. Test directions by giving them to a peer to try. Read instructions on how to perform an experiment and then tell (paraphrase) how to do the experiment.	Descriptive words for manipulating objects.(turn, break,open, fold, half, etc.) Diagram Descriptive (size, shape, texture, weight, etc.) Illustrate Instruction *Paraphrase *Procedure Read Write
3. Ask clarifying questions.	Know how to ask clarifying questions			Students will play the game of 20 Questions. The teacher/students will have an object and give the answers to the clarifying question to help them identify the object . This skill can also be practice during Math and Social Studies. Resource: Students will do research using the Big6 <http://www.bathpub licschools.com/bath/ mlrallign/ela/ela2hre search.htm> They will ask clarifying questions to identify their key words for an Internet search.	By obtaining specific information about an unknown (concept, object or topic), students will have demonstrated the skill of asking clarifying questions.	*Clarifying *Complex question Describing Identify Internet Key words Question vs. answer Research *Search Engine Simple question Specific
4. Explain problem-solving processes using verbal, pictorial, and written methods.	Tell what is needed to solve a problem			The students will have experience designing experiments to test mealworm's preferences for food or color. Students will design a lab sheet which includes illustrations and/or diagrams and written notes that will record the information they plan on gaining about their shadow. Resource: Big book Be A Scientist by McGraw Hill	Student will design a flow chart showing how they would solve a problem or do an investigation. Students will design a record for an experiment .	Document Extra information Flow chart Focus Graphic Graphic organizer Lab sheet Objective Organize Problem solving Process Record sheet Reread Steps Thinking skills Weight
5. Make and read simple graphs.	Use simple graphs			Make a classroom graph indicating mealworms color differences. Graph the weather for a month. Reading and making graphs can also be done in Math. Resources: Big book Be A Scientist by McGraw Hill The Graph Club CD- ROM Tom Snyder Production	The students will be given buttons, shells, mealworms or earrings to sort and to categorize. They will then make a graph that demonstrates how many items are in each category/group. The students will then read their peers' graphs	Bar graph Columns Diagrams Explanation Graph Key Pictorial graph Rows Simplify information Venn diagram
6. Use objects and pictures to represent scientific and technological ideas.	Demonstrate scientific and technological ideas by drawing pictures and making models			Students will observe techniques scientist use to represent scientific and technological ideas. Books, the Internet web sites,CD-ROMs,videos, filmstrips slide shows and Power Point presentations. will be helpful as resources for examples. Student will be introduced to illustrating by creating diagrams, models, cycles, web pages and/or photographs and/or videos of objects that represent scientific and technological ideas. Resources: Examples of experiments: Lever and/or ramps,mealworms, lobsters, shadows, plants, cycles (life{plant/animal}), weather and/or water. Computer technology can be used to assist in these tasks. Programs like Apple Works, Kids Pix, HyperStudio, MS Word These skills could also be introduced in ELA-D. INFORMATIONAL TEXT 2nd Grade Science McGraw Hill	Given a scientific and technological idea, the student will use objects and/or pictures to demonstrate the concept.	CD-ROM Internet Objects Illustrate Diagram Photograph Models Cycles *Techniques Flow Chart Scientist Represent Web Page Video Slide Show Power Point Scientific *Technological Technology Programs Ideas Concepts Demonstrate Visual Understand Clarity Neatness Spelling Detail