2nd Grade Constructing & Reflecting Benchmarks
[Constructing and Reflecting] [Life Science] [Physical Science] [Earth Science] [Health]
What do you want students to:
know, do, be like?
Science Process Skills

How do we work, act and think like a scientist (predicting, experimenting, documenting, sharing, and reflecting)?

What possible instructional resources
could be used?
I (introduce), P (practice), M (master)
Constucting Benchmarks:

Teacher Resources:

National Science Teachers Association: " ... to promote excellence and innovation in science teaching and learning for all."

National Science Education Standards Grades K-4

Michigan Science Teachers Association The MSTA mission is to stimulate support, and provide leadership for the improvement of science education throughout Michigan.

MASER Mathematics, Social Studies, and Science Education Reform: A set of Internet learning activities for teachers and students were developed which correlate directly with the State of Michigan Standards and Benchmarks.

Michigan Educational Assessment Program: Visit this site to stay informed
about the science MEAP and to get copies of released items.

Eisenhower National Clearing House for Mathematics & Science Education Provides the best selection of math and science education resources on the Internet

Educational REALMS (Resources for Engaging Active Learners in Mathematics and Science) is a new organization created in 2004 after the discontinuation of the federally funded ERIC Clearinghouse for Science, Mathematics and Environmental Education (ERIC/CSMEE).

National Science Digital Library: NSDL is a digital library of exemplary resource collections and services, organized in support of science education at all levels

How Stuff Works: This site is for all those curious scientists that need to know "how stuff works".

Print Material:
  • 25 Science Plays for Emergent Readers by Sheryl Ann Crawford & Nancy I. Sanders Scholastic

I.1.E.1 Generate questions about the world based on observation. P Make observations that lead to questions that can be answered through the process of scientific investigation
I.1.E.2 Develop solutions to problems through reasoning, observation, and investigations. P Develop an approach to a problem using reasoning, observations, data collection, and investigations to arrive at a solution.
I.1.E.3 Manipulate simple devices that aid observation and data collection.P Observe and collect data by using tools such as magnifying glasses, thermometers, calculators and computers.
I.1.E.4 Use simple measurement devices to make measurements in scientific investigations P Select and use the appropriate measurement tools (e.g. scales, rulers, thermometers, measuring spoons and cups, and measuring tapes) to investigate volume, area, weight, and linear measures.
I.1.E.5 Develop strategies and skills for information gathering and problem solving. P Ask questions and use different sources such as reference books, trade books, magazines, web sites, and other peoples’ knowledge
I.1.E.6 Construct charts and graphs and prepare summaries of observations. P Construct various graphs and charts to present their data and will prepare simple summaries (or conclusions) of their observations.
Reflecting Benchmarks: Students will be able to:
II.1.E.1 Develop an awareness of the need for evidence in making decisions scientifically. P Determine if an explanation is supported by factual data ( Are the supporting details present?) or is a personal opinion which may not be based upon fact.
II.1.E.2 Show how science concepts can be illustrated through creative expression such as language arts and fine arts. P

Use creative expression to interpret a science concept through poetry, music, murals, illustrations and movement. For example:

*Science songs (Grade 2 Science Songs audiotape)
*Rainbow Poem
*Rhythm Band
*Spring Dance
*Mural of the Seasons

II.1.E.3 Describe ways in which technology is used in everyday life. P Describe how technology has made their life easier, faster, and more convenient or complex.
II.1.E.4 Develop an awareness of and sensitivity to the natural world P

*Examine the effects they have on the natural world

*Show how organisms relate to and influence the balance in the natural world.

II.1.E.5 Develop an awareness of contributions made to science by people of diverse backgrounds and cultures. P Recognize that all people, regardless of age, race, creed or gender, can and have made important contributions to science.MI CLiMB

Committee Members:
Danielle Bernier, Deanne Fisher, Pat Kelly, Sarah Pacifico, Rachel Vincler, Jane Winn, and Pat Massimino

Last Revised: Wed, Mar 10, 2004