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Pacing Guide by Quarter
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CONTENT AREA: Science
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GRADE: Second
Curriculum Document
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Quarter Week 1Week 2Week 3Week 4Week 5Week 6Week 7Week 8Week 9
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Launching Science
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2Week 1Week 2Week 3Week 4Week 5Week 6Week 7Week 8Week 9
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Use globes to describe Earth’s surface. Obtain information to identify where water is found on Earth and what form it is in. Recognize patterns related to the location of water on Earth and what form the water is in.Identify and describe bodies of water on Earth.
Explain how globes and maps are used to represent bodies of water on Earth.
Identify and compare common landforms.
Create a model to represent common landforms and bodies of water.
Observe and describe properties of earth materials that make up landforms.
Describe ways that landforms are formed.
Compare fast and slow changes on Earth caused by water.Construct an argument with evidence to demonstrate that some changes to Earth’s surfaces are slow and some are fast.Observe wind erosion.
Describe a given problem with wind blowing away soil or sand (wind erosion).
Use the engineering design cycle to brainstorm and design a wind break as a solution to prevent wind erosion.
Test and evaluate the performance of the windbreaks.
Improve their designs based on the results of testing.
The new unit has 6 lessons and is recommended for 28-32 days. This row will need to be adjusted after teachers have had the ability to teach the unit and get determine the timeline. The curriculum documents will also be updated.
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Earth and Space Systems Unit: Wind and Water Change the Earth Saving the Sand Dunes MySci Unit (10)
Missouri Learning Standards Addressed in this Unit:
2.ESS1.C.1 Use information from several sources to provide evidence that Earth events can occur quickly or slowly.
2.ESS2.A.1 Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.
2.ESS2.B.1 Develop a model to represent the shapes and kinds of land and bodies of water in an area.
2.ESS2.C.1 Obtain information to identify where water is found on Earth and that it can be solid or liquid.
2.ETS1.A.1 Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
2.ETS1.C.1 Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.
2.ETS1.B.1 Developasimple sketch, drawing, or physical model to illustrate how theshape of an object helpsit function as needed to solve a given problem.		Summer of 2023 mySci updated unit 10. The crossed off standards are no longer covered in this unti. The blue standards are new for this unit.
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2.PS1.A.2 Analyze data obtained from testing differentmaterials to determinewhich materials have the properties that are bestsuited for an intended purpose.
secondary standard - 2.PS2.A.1
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3Week 1Week 2Week 3Week 4Week 5Week 6Week 7Week 8Week 9
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Ask questions and make observations about the problem we want to solve.Explain similarities and differences between the work of scientists and engineers.
How do we describe material properties and use properties to make decisions?Apply the scientific process to experiments involving heat and change of state.Describe observable properties of various materials.
Conduct an experiment to determine the insulating properties of various materials.
Work with a team to apply scientific findings to the engineering design process in order to solve a problem.

Plan and build a prototype to meet criteria of the design challenge.
Test and evaluate engineering prototypes based on the results of testing.
Describe how an object can be disassembled and reassembled to make a new object with new functions.

Plan and build a new object using their old prototype.
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Physical Science: Properties of Matter, Heating and Cooling MySci Unit (11)
Missouri Learning Standards Addressed in this Unit:
2. PS1.A.1 Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.
2.PS1.A.2 Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for the intended purpose.
2-PS1-4. Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot.
2.ETS1.A.1 Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
2.ETS1.C.1 Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.
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4Week 1Week 2Week 3Week 4Week 5Week 6Week 7Week 8Week 9
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-Conduct an investigation to show what plants need to grow.
-Plan and conduct a simple investigation (fair test) to answer a question.
-Identify and describe the parts of a plant. Identify and describe the functions of each of the plant parts.
-Observe that different plants and animals live in different habitats around our school.
-Describe, compare and contrast different types of plants and plant leaves in a habitat.
-Compare and contrast animals in our local habitat and elsewhere in the world.
-Identify seed dispersal methods that allow plants to spread their seeds and make new plants.
Create a model that shows how animals and plants interact for seed dispersal and pollination
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Life Science: Needs and Interactions of Living Things MySci Unit (9)
Missouri Learning Standards Addressed in this Unit:
2.LS2.A.2 Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.
2.ETS1.A.1 Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
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