The content objectives and classroom connectors on this page were written by selected Tennessee teachers of science and are congruent with the CE/CE Content Topics listed for Second Grade Science. In addition, Standards and Benchmarks have been added to each classroom connector in compliance with the Four Components of Science Education derived from a unique curricular concept. The grade level presentations prepared by the CE/CE represent one of many ways the classroom connectors can be organized.

GOAL: To develop an understanding of the interdependence of all organisms and the need for conserving natural resources

• National Science Education Standards' Content Standards, Content Topics, and Rationale
  • CE/CE Concepts and CE/CE Content Objectives Based on CE/CE Content Topics as Defined by NSES Rationale

NSES Content Standard

• Science and Technology K-4

• Abilities to distinguish between natural objects and objects made by humans

  Some objects occur in nature while others have been designed and made by people to solve human problems.

  Objects can be categorized into two groups, natural and designed.

• Science and Technology K-4

• Abilities of technological design

  Identify a simple problem. In problem identification, children should develop the ability to explain a problem in their own words and identify a specific task and solution related to the problem.

  Propose a solution. Students should make proposals to build something or get something to work better; they should be able to describe and communicate their ideas. Students should recognize that designing a solution may have constraints, such as cost, materials time, space, and safety.

  Implementing proposed solutions. Children should develop abilities to work individually and collaboratively, and to use suitable tools, techniques, and quantitative measurements where appropriate. Students should demonstrate the ability to balance simple constraints in problem solving.

  Evaluate a product or design. Students should evaluate their results or solutions to problems, and those of other children, by considering how well they meet the challenge to solve the problem. When possible, they should use measurements and include constraints and other criteria in their evaluation. Students should modify the design based on the results of the evaluation.

  Communicate a problem, design, and solution. Student abilities should include oral, written, and pictorial communication of both the design process and product. The communication may take the form of show and tell, group discussions, short written reports, or pictures depending on the students' abilities and the design project.

• Science and Technology K-4

• Understanding about science and technology

  Tools help scientists make better observations, measurements, and equipment for investigations. They help scientists see, measure, and do things that they could not otherwise see, measure and do.

  People have always had problems and invented tools and techniques (ways of doing something) to solve problems. Trying to determine the effects of solution helps people avoid some new problems.

• Science in Personal and Social perspectives K-4

• Science and technology in local challenges

  People continue inventing new ways of doing things, solving problems, and getting work done. These new ideas and inventions often affect other people, sometimes the effects are good and sometimes they are bad. It is helpful to try and figure out ahead of time how ideas and inventions will affect other people.

  CE/CE Concept Aa:

  • Machines can be used to alter a force.

  CE/CE Content Objectives:

  • 5A1

    To understand the effect of machines on force

  CE/CE Concept Ab:
  • Motion of objects is affected by friction.

  CE/CE Content Objectives:

  • 5A2

    To understand the relationship of friction to the functioning of machines

NSES Content Standard

• Physical Science K-4

• Light, heat, electricity, and magnetism

  Light travels in a straight line unless it strikes an object Light can be reflected by a mirror, refracted by a lens, or absorbed by the object.

  Heat can be produced in many ways such as burning, rubbing, and mixing chemicals. The heat can move from one object to another by conduction.

• Physical Science K-4

• Position and motion of objects

  Vibrating objects produce sound. The pitch of the sound can be varied by changing the rate of vibration.

CE/CE Concept Ca:
• The path of light may be affected by lenses.

CE/CE Content Objectives:

• 5C1

  To understand the difference between concave and convex surfaces

CE/CE Concept Cb:
• Sound travels by molecular motion.

CE/CE Content Objectives:

• 5C2

  To understand the relation between vibrations and pitch

CE/CE Concept Cc:
• Energy exists in many forms.

CE/CE Content Objectives:

• 5C3

  To understand the kinds and forms of energy

NSES Content Standard

• Physical Science K-4

• Properties of objects and materials

  Objects have many observable properties, including size, weight, shape, color, temperature, and the ability to react with other substances. These properties can be measured using tools such as rulers, balances, and thermometers.

  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, and these properties can be used to separate or sort a group of objects or materials.

  Materials have different states - solid, liquid, and gas. Some common materials such as water can be changed from one state to another by heating or cooling.

CE/CE Concept Da:
• Matter consists of atoms.

CE/CE Content Objectives:

• 5D1

  To understand the structure of matter

CE/CE Concept Db:
• The properties of matter can be identified and measured.

CE/CE Content Objectives:

• 5D2

  To understand the properties of matter

• 5D3

  To understand the relationship between mass and weight

NSES Content Standard

• Life Science K-4

• The characteristics of organisms

  Plants require air, water and light.

  Each plant or animal has different structures which serve different functions in growth, survival, and reproduction. For example, humans have distinct structures of the body for walking, holding, seeing, and talking.

• Life Science K-4

• Life Cycles of organisms

  Plants and animals have life cycles that include being born, developing into adults, reproducing, and eventually dying. The details of this life cycle are different for different organisms.

  Plants and animals closely resemble their parents.

  Many characteristics of an organism are inherited from the parents of the organism, but other characteristics result from, an individual's interactions with the environment. Inherited characteristic include the color of flowers and the number of limbs of an animal. Other features such as the ability to play a musical instrument, are learned through interactions with the environment.

• Life Science K-4

• Organisms and their environments

  All animals depend on plants. Some animals eat plants for food. Other animals eat animals that eat the plants.

CE/CE Concept Fa:
• Plants have complex structures with specialized functions.

CE/CE Content Objectives:

• 5F1

  To understand the characteristics of seed bearing and non-seed bearing plants

• 5F2

  To understand how green plants differ from non-green plants

• 5F3

  To understand the oxygen-carbon dioxide cycle

CE/CE Concept Fb:
• All plants go through life cycles.

CE/CE Content Objectives:

• 5F4

  To understand the life cycle of non-seed bearing plants

NSES Content Standard

• Life Science K-4

• The characteristics of organisms

  Each plant or animal has different structures which serve different functions in growth, survival, and reproduction. For example, humans have distinct structures of the body for walking, holding, seeing, and talking.

• Science in Personal and Social perspectives K-4

• Personal health

  Different substances can damage the body and how it functions. Such substances include tobacco, alcohol, over-the-counter medicines, and illicit drugs. Students should understand that some substances such as prescription drugs can be beneficial but that any substance can be harmful.

CE/CE Concept Ga:
• Humans have specialized systems responsible for body functioning.

CE/CE Content Objectives:

• 5G1

  To understand the parts and functions of the body

CE/CE Concept Gb:
• There are diseases associated with each system of the body.

CE/CE Content Objectives:

• 5G2

  To understand diseases associated with the body systems

CE/CE Concept Gc:
• There are diseases associated with drug abuse.

CE/CE Content Objectives:

• 5G3

  To understand the effects of drug abuse on the body

NSES Content Standard

• Life Science K-4

• Organisms and their environments

  All animals depend on plants. Some animals eat plants for food. Other animals eat animals that eat the plants.

  An organism's patterns of behavior are related to the nature of that organism's environment, including the kinds and numbers of other organisms present, the availability of food and resources, and the physical characteristics of the environment. When the environment changes, some plants and animals survive and reproduce, and others die or move to new locations.

  All organisms cause changes in the environment where they live. Some of these changes are detrimental to themselves or other organisms, whereas others are beneficial.

  Humans depend on both their natural and their constructed environment. -Humans change environments in ways that can either be beneficial or detrimental for other organisms, including the humans themselves.

CE/CE Concept H:
• Each local community has important plants and animals.

CE/CE Content Objectives:

• 5H1

  To understand important plants and animals within the local community

NSES Content Standard

• Science in Personal and Social perspectives K-4

• Types of resources

  Resources include those things that we get from the living and nonliving environment to meet the needs and wants of a population.

  Some resources include basic materials, such as air, water, and soil; some are produced from basic resources, such as food, fuel, and building materials; and some resources are nonmaterial, such as quiet places, beauty, security, and safety.

  The supply of many resources is limited. If used, those materials can be extended through recycling and decreased use.

• Science in Personal and Social perspectives K-4

• Changes in environments

  Environments include the space, conditions, and factors that affect individual's and population's ability to survive and quality of life.

  Changes in environments can be natural or influenced by humans. Some changes are good, some neither good nor bad, and some are bad. Pollution is a change in the environment that can influence the health, survival, or activities of organisms, including humans.

  Some environmental changes occur slowly, and others occur rapidly. -Students should understand the differences and consequences of changing environments in small increments over long periods of time and changes that occur in large increments in short periods.

CE/CE Concept Ia:
• Energy consumption impacts the environment.

CE/CE Content Objectives:

• 5I1

  To understand the relationship between energy and the environment

• 5I2

  To understand the kinds, uses and problems associated with renewable and non-renewable resources

CE/CE Concept Ib:
• Alternative energy forms have been developed to conserve natural resources.

CE/CE Content Objectives:

• 5I3

  To understand why alternative energy forms are important

NSES Content Standard

• No correlation

• No correlation

CE/CE Concept M:
• The topography of the ocean floor is in constant change.

CE/CE Content Objectives:

• 5M1

  To understand the structure and constant changing of the ocean floor

• 5M2

  To understand the changes which occur in the oceans and their effect on the earth

• 5M3

  To understand relationships among oceans, weather, and climate

For more information please contact the CE/CE Online

This is the time this file has been accessed since 12/20/95.

The University of Tennessee at Martin is not responsible for the information or views expressed here.

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