Barren County Schools Second Grade Summer 2007 Barren County Schools 2nd Grade Curriculum

2007 Update Shari Alexander Barren County Schools Second Grade Curriculum 2007 Update

District Curriculum Resource Teacher Barren County Schools

Language Arts Curriculum

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SECOND GRADE LITERACY CURRICULUM

A.E.1.2—Students make sense of the variety of materials they read. A.E.1.3—Students make sense of the various things they observe. A.E.1.4—Students make sense of various messages to which they listen. A.E.1.11—Students write using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes. A.E.1.12—Students speak using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.

Standard 1 READING: Word Recognition, Fluency, and Vocabulary Development Students understand the basic features of word. They see letter patterns and know how to translate them into spoken language by using phonics, syllables, and word parts. They apply this knowledge to achieve fluent oral and silent reading.

Phonemic Awareness 2.1.1 – Demonstrate an awareness of the sounds that are made by different letters by:  Distinguishing beginning, middle, and ending sounds in words.  Rhyming words.  Clearly pronouncing blends and vowel sounds. Decoding and Word Recognition 2.1.2 – Recognize and use knowledge of spelling patterns when reading. 2.1.3 – Use knowledge of word order and context clues to support work identification and define unknown words. 2.1.4 – Decode regular words with more than one syllable.

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2.1.5 – Recognize common abbreviations. 2.1.6 – Identify and correctly use regular plural words and irregular plural words. 2.1.7 – Classify words into categories. 2.1.8 – Read aloud fluently and accurately with appropriate changes in voice and expression. Vocabulary and Concept Development 2.1.9 –Understand and explain common synonyms and antonyms. 2.1.10 – Use knowledge of individual words to predict the meaning of unknown compound words. 2.1.11 – Know the meaning of simple prefixes and suffixes. 2.1.12 – Identify simple multiple meaning words. 2.1.13 – Use root words and their various inflections to determine the meaning of words.

Standard 2 READING: Comprehension Students should read and understand grade level appropriate materials. They use a variety of comprehension strategies such as asking and responding to essential questions, making predictions, and comparing information from several sources to understand what they read. In addition to their regular school reading, students read a variety of grade level appropriate classic and contemporary literature, poetry, children’s magazines and newspapers, dictionaries, and other reference materials and online information.

2.2.1 – Establish a purpose for reading (information, following directions, or entertainment).

2.2.2 – Predict content, events, and outcomes from illustrations and prior experience and support those predictions with examples from the text or background knowledge.

2.2.3 – Use knowledge from the author’s purpose to comprehend informational text.

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2.2.4 – Ask and respond to questions to aid comprehension about important elements of informational text.

2.2.5 – Restate facts and details in the text to clarify and organize text. Create and use graphic organizers such as Venn diagrams and webs to demonstrate comprehension.

2.2.6 – Recognize cause and effect relationships in text.

2.2.7 – Interpret information from diagrams, charts, and graphs

2.2.8 – Answer literal, inferential, and evaluative questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.

2.2.9 – Follow two-step written directions.

Standard 3 READING: Literary Response Analysis Students read and respond to a wide variety of significant works of children’s literature, they identify and discuss the characters, theme, plot and setting of stories read. They independently read aloud from unfamiliar leveled books that have been previewed silently. They use the cues of punctuation, including commas, periods, question marks-to guide them in getting meaning and fluently reading aloud.

Literary 2.3.1 – Compare plots, settings, and characters presented by different authors.

2.3.2 – Create different endings to the stories and identify the reason and the impact of the different ending.

2.3.3 – Compare different versions of the same stories from different cultures

2.3.4 – Identify and explain the defining characteristics of literary forms and genres, including fairy tales, folk tales, poetry, fiction and non-fiction.

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2.3.5 – Identify the use of rhythm, rhyme, and alliteration in poetry.

2.3.6 – Describe methods authors use to influence readers’ feelings and attitudes.

Informational 2.3.7 – Use table of contents, glossary, captions and illustrations to identify information and comprehend text. 2.3.8 – Arrange events in sequential order. 2.3.9 – List questions about essential elements from informational text. 2.3.10- Classify ideas from informational texts and main ideas or supporting details. 2.3.11- Identify information in diagrams, charts, graphs and maps. 2.3.12- Analyze a set of directions for proper sequencing.

Standard 4 READING: Habits Second grade students should read more complex books that are longer and more complex than were read in first grade. Second grade students are still learning to read so they should read longer books or chapter books daily. They should use the skill of reading throughout the day in all areas of the curriculum. Most of their reading will be independent or with assistance from a peer partner. Students should have worthwhile literature beyond their reading level, read to them daily. Books should cross all genres and should cross all the genres that they are writing.

2.4.1 – Students must read longer and more complex books daily. 2.4.2 – Students should read multiple books by the same author.

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2.4.3 – Students should read narrative books, responses to literature, informational writing, reports, procedures, memoirs, poetry, plays, and other genres.

2.4.4--Students should read their own writings and the writings of classmates, including pieces compiled in class and books placed on public display.

2.4.5 – Students should voluntarily read to each other, signaling their sense of themselves as readers. 2.4.6 – Students should use reading strategies explicitly modeled by adults in read-aloud and assisted reading.

Standard 5 WRITING: Process--Students write clear sentences and paragraphs that develop a central idea. Students progress through the stages of the writing process, including prewriting, drafting, revising, and editing multiple drafts.

Organization and Focus 2.5.1—Create a list of ideas for writing and organize related ideas to maintain focus. 2.5.2—Understand the purposes of various reference materials. EX: dictionary, thesaurus, or atlas. Research and Technology 2.5.3—Use computer to draft, revise, and publish writing.

Evaluation and Revision 2.5.4—Review, evaluate, and revise writing for detail, sequencing, meaning, and clarity using a writing rubric.

Applications—Students continue to write compositions that describe and explain familiar objects, event, and experiences. Students write simple rhymes and poems. Student writing demonstrates a command of Standard English and the drafting,

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research, and organizational strategies from the Writing Process. Writing demonstrates an awareness of audience and purpose.

2.5.5—Write stories that convey a clear message, include details and vivid language, and move through a logical sequence of steps and events.

2.5.6—Write a brief description of a familiar object, person, place, or event; develop a main idea and use details to support this idea. EX: Write a descriptive piece, such as “Houses Come in Different Shapes and Sizes”.

2.5.7—Write responses to stories by comparing text to other texts or to people or events in their own lives.

2.5.8—Write for different purposes and to a specific audience or person. EX: friendly letter in letter format, or informal writings (messages, journals, notes, and poems).

Conventions—Students write using Standard English conventions appropriate to this grade level. Handwriting 2.5.9—Print legibly, and space letters, words, and sentences so that another person can read writing easily. Grammar 2.5.10—Distinguish between complete and sentence fragments. 2.5.11—Use nouns, verbs, adjectives, personal pronouns, and tenses of verbs correctly. 2.5.12—Use subjects and verbs that are in agreement. 2.5.13—Recognize how singular nouns become plural. Punctuation 2.5.14—Use correct punctuation for greetings and closures of letters, city/state, items in a series, and dates (comma) and for contractions and abbreviations.

2.5.15—Use quotation marks to show someone is speaking.

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2.5.16--Use correct capitalization (proper nouns, months and days, titles, initials, letter parts, and main words in titles). Spelling 2.5.17—Spell regularly used and high frequency words correctly.

2.5.18—Spell words with short and long vowel sounds, r-controlled vowels (ar, er, ir, or, ur), and consonant-blend patterns (bl, dr, st).

2.5.19—Begin to use spelling patterns and rules correctly.

2.5.20—Use spelling strategies. EX: word walls and word list.

Standard 6 LISTENING AND SPEAKING Students listen critically and respond appropriately to oral communication. They speak in a manner that guides the listener to understand important ideas by using proper phrasing, pitch, and modulation. Students deliver brief oral presentations about familiar experiences or interests that are organized around a coherent topic. Students use the same Standard English conventions for oral speech that they used in their writing.

Comprehension 2.6.1—Determine the purposes of listening. EX: obtain information, solve problems, or for enjoyment. 2.6.2--Paraphrase information heard, ask for clarification and explanation, if necessary. 2.6.3—Give and follow three and four-step directions. Organization and Delivery of Oral Communication 2.6.4—Organize logically to maintain focus. 2.6.5—Speak clearly.

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2.6.6—Retell stories, including character, setting, and plot. 2.6.7—Present report with supportive facts and details.

Barren County Schools

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Mathematics Curriculum

Math Curriculum Sub-domain Tested at Grade 3 Number Properties and Operations 40% Measurement 10% Geometry 25% Data Analysis 10% Algebraic Ideas 15%

Number Properties and Operations Concept Objectives:  Students will develop an awareness of number patterns and the relationships among counting, grouping, and place value to demonstrate an understanding of the whole number system.  Students will understand and apply basic and/or advanced concepts of numbers and relate these to other mathematical concepts. Numbers, Integers, and Place Value

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 Recognize and write numbers to 1,000. Introduce 1000 to 10,000  Read and write words for numbers from one to one-hundred.  Order and compare numbers to 1,000, using the signs <,>,and =.  Count By twos, threes, fours, fives, and tens. By tens from any given number. By hundreds to 1,000; by fifties to 1,000. Forward and backward. Introduce skip-counting 6-12  Use a number line.  Use tallies.  Identify ordinal position, 1st to 20th, and write words for ordinal numbers, first to twentieth.  Identify odd and even numbers.  Identify dozen; half-dozen; pair.  Recognize place value: ones, tens, hundreds, and thousands.  Write numbers up to hundreds in expanded form (for example 64=60+4; 367 = 300+ 60 + 7).  Given a number, identify one more and one less; ten more and ten less.  Round to the nearest ten. Introduce rounding to the nearest 100  Create and interpret simple bar graphs.  Identify and extend numerical and symbolic patterns.  Record numeric data systematically and find the lowest and highest values in a data set.

Fractions and Decimals Concept Objectives:  Students will understand and apply basic and/or advanced concepts of fractions and relate these to other mathematical concepts.  Students will understand the concept of a unit and its subdivision into equal parts (e.g., one object, such as a candy bar and its division into to equal parts to be shared among four people).  Recognize these fractions as part of a whole set or region and write the corresponding numerical symbols: 1/2,1/3,1/4,1/5,1/6,1/8,1/10.

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 Recognize fractions that are equal to 1.  Recognize and write fractional numbers and decimals. (ex. .25 =1/4, .50 = ½, .33 = 1/3, .20=1/5, .10 = 1/10)  Introduce comparing and ordering of fractional numbers and decimals  Apply decimals to represent money. Number Computation Concept Objectives:  Students will develop an understanding of addition and subtraction situations and express this understanding through corresponding number sentences.  Students will understand and apply basic and/or advanced properties of the concept of computation  Students will understand how to solve real-world problems involving number operations.

 Introduce commutative property of addition and multiplication, zero property and identity property  Understand how the base 10 number system relates to place value (ten hundreds make a thousand, Introduce ten thousands makes a ten thousand) Addition  Achieve timed mastery of addition facts to 20 (2 seconds per fact).  Recognize what an addend is.  Know how to write addition problems horizontally and vertically.  Know how to add in any order and check a sum by changing the order of the addends.  Estimate the sum.  Solve two-digit and three-digit addition problems with and without regrouping.  Find the sum (up to 999) of any two whole numbers.  Add three two-digit numbers.  Practice doubling (adding a number to itself).

Subtraction

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 Understand the inverse relation between addition and subtraction; use addition to check subtraction.  Know addition and subtraction “fact families”.  Achieve mastery of subtraction facts.  Estimate the difference.  Know how to write subtraction problems horizontally and vertically.  Solve two-digit and three-digit subtraction problems with and without regrouping.  Given two whole numbers of 999 or less, find the difference.

Introduction to Multiplication  Recognize the “times” sign.  Know what factor and product mean.  Understand that you can multiply numbers in any order.  Multiplication facts: know the product of any single-digit number x 1,2,3,4,5,10.  Introduce single digit multiplication with no regrouping (33x3=99)  Introduce 6-12 facts  Know what happens when you multiply by 1, by 0, by 10.  Practice simple word problems involving multiplication.

Introduction to Division  Master division facts for 0 through 5’s and 10’s  Introduce single digit division for facts with no remainder

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Geometry Concept Objectives:  Students will develop an awareness of spatial relationships.  Students will understand and apply basic and/or advanced concepts of geometry and relate these to other mathematical concepts.  Students will understand the basic properties of (e.g., number of sides, corners, square corners) and similarities and differences between simple geometric shapes and solids.

 Identify and draw basic plane figures: square, rectangle, triangle, circle.  Introduce comparing and contrasting basic two dimensional shapes.  Describe square, rectangle, triangle, hexagon, pentagon, octagon according to number of sides; distinguish between square and rectangle as regards length of sides (a square has sides of equal length).  Measure perimeter in inches of squares and rectangles.  Identify, model, draw and classify three-dimensional shapes-sphere, cube, pyramid, cone, cylinder,-and associate solid figures with planar shapes: sphere (circle), cube (square), pyramid (triangle). Describe attributes by appearance using models.  Make congruent and similar shapes and designs.  Identify lines as horizontal; vertical; perpendicular; parallel, oblique.  Name lines and line segments (for example, line AB; segment CD).  Identify a line of symmetry, and create simple symmetric figures.  Introduce identifying more than one line of symmetry  Continue identifying and describing congruent and similar two dimensional shapes

Measurement Concept Objectives:  Students will understand how to select and use appropriate vocabulary and tools for given measurement situations.  Students will understand processes for telling time, counting money, and measuring length, weight, and temperature, using basic standard, non-standard and metric units.  Students will understand and apply basic and/or advanced concepts of measurement and relate these to other mathematical concepts.  Students will understand and apply the concept of money to their own lives and everyday activities.  Students will understand how to count money.  Students will recognize basic monetary values.

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Linear measure  Make linear measurements in feet and inches, and in centimeters.  Know that one foot= 12 inches.  Know abbreviations: ft., in.  Measure and draw line segments in inches to ½ inch, and in centimeters.  Estimate linear measurements, then measure to check estimates.  Explore perimeter.

Weight (mass)  Compare weights of objects using a balance scale.  Estimate and measure weight in pounds, and know abbreviation: lb.

Capacity (volume)  Estimate and measure capacity in cups.  Measure liquid volumes: cups, pints, quarts, gallons.  Compare U.S. and metric liquid volumes: quart and liter ( one liter is a little more than one quart).

Temperature  Measure and record temperature in degrees Fahrenheit to the nearest 2 degrees.  Know the degree sign.

Time  Read a clock face and tell time to five-minute intervals.  Know how to distinguish time as AM or PM..  Understand noon and midnight.  Solve problems on elapsed time (how much time has passed?).  Using a calendar, identify the date, day of the week, month, and year.  Write the date using words and numbers.

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Money  Recognize relative values of a penny, nickel, dime, quarter, and dollar.  Write amounts of money using the dollar and cent signs, and the decimal point.  Show how different combinations of coins equal the same amounts of money.  Add and subtract amounts of money up to $10.00 and make correct change.

Data Analysis

 Create and interpret simple bar graphs, pictographs, pictures, line graphs  Create and interpret tables-tally, frequency  Record numeric data systematically and find the lowest and highest value in a data set.  Introduce posing question, collect, organize and displaying/interpreting data.  Conduct surveys and draw simple conclusion  Develop concepts: certain, possible, impossible, likely, more likely, less likely, fairness  Make predictions based on experiments  Introduce mode and range  Introduce and explore and use function (input/output machine tasks)

Algebraic Ideas  Solve basic word problems  Write and solve simple equations in the form of __-9=7; 7+__=16; 4x__=8  Identify, create, reproduce and extend numerical and symbolic patterns using manipulatives.

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Barren County Schools

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Science Curriculum

Science Tested at Grade 4 Physical Science 25% Earth/Space Science 25% Life Science 30% Unifying Ideas 25%

Life Science Concept Objectives:  Students will appreciate the unique cycles that characterize plant and animal life.  Students will understand changing states of living and non-living systems.

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 Students will understand that there are many types of cycles, and that cyclical changes are common to living systems.  Students will recognize characteristics that are common to all individuals within a species.  Students will understand the characteristics and structure of living things, the processes and cycles of life. Life Cycles 1. The life cycles: birth, growth, reproduction, death 2. Reproduction in plants and animals a. From seed to seed with a plant b. From egg to egg with a chicken c. From frog to frog d. From butterfly to butterfly: metamorphosis (see below: Insects) 3. Interdependency of plants and animals a. Food chains interact to form food webs Insects 1. Insects can be helpful and harmful to people. a. Helpful: pollination; products like honey, beeswax, and silk; eat harmful insects b. Harmful: destroy crops, trees, wooden buildings, clothes; carry disease; bite or sting 2. Distinguishing characteristics a. Exoskeleton, chitin b. Six legs and three body parts: head, thorax and abdomen c. Most but not all insects have wings. 3. Life cycles: metamorphosis a. Some insects look like miniature adults when born from eggs, they molt to grow (examples: grasshopper, cricket). b. Some insects go through distinct stages of egg, larva, pupa, adult (examples: butterflies, ants). c. Social insects 1) Most insects live solitary lives, but some are social (such as ants, honeybees, termites, wasps)

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2) Ants: colonies 3) Honeybees: workers, drones, queen

Introduction to Classification of Animals 1. Children should become familiar with examples of animals in each class and some basic characteristics of each class, such as: 2. Fish: aquatic animals, breathe through gills, cold-blooded, most have scales, most develop from eggs that the female lays outside her body 3. Amphibians: live part of their lives in water and part on land, have gills when young, later develop lungs, cold-blooded, usually have moist skin 4. Reptiles: hatch from eggs, cold-blooded, have dry, thick, scaly skin 5. Birds: warm-blooded, most can fly, have feathers and wings, most build nests, hatch from their own (though some, like baby chickens and quail, can search for food a few hours after hatching) 6. Mammals: warm-blooded, have hair on their bodies, parents care for their young, females produce milk for their babies, breathe through lungs, most are terrestrial (live on land) though some are aquatic

Introduction to Classification of Plants 7. Plant structures to help plants meet their needs 8. Plant growth 9. Variation and crowding of plants 10. Plant survival in habitats 11. Defense structures of plants

Physical Science Concept Objectives:

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 Students will recognize that objects can be classified by physical properties.  Students will recognize that there are forces in the world created by natural phenomenon that we can’t see but which nonetheless have a real effect on objects that we can see.  Students will understand that information can be gathered through observation and experimentation.  Students will develop and understanding of qualities associated with energy, movement and change. Magnetism 1. Magnetism demonstrates that there are forces we cannot see that act upon objects. 2. Most magnets contain iron. 3. Lodestones: naturally occurring magnets 4. Magnetic poles: north-seeking and south-seeking poles 5. Law of magnetic attraction: unlike poles attract, like poles repel 6. The earth behaves as if it were a huge magnet: north and south magnetic poles (near, but not the same as, geographic North Pole and South Pole) 7. Orienteering: use of a magnetized needle in a compass, which will always point to the north Simple Machines 1. Simple machines a. Lever b. Pulley c. wheel-and-axle 1) Gears: wheels with teeth and notches 2) How gears work, and familiar uses (for example, in bicycles) d. inclined plane e. wedge f. screw 2. Friction and ways to reduce friction (lubricants, rollers, etc.) Electricity 1. Simple circuit 2. Conductors and insulators 3. Open and closed circuits

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Sound 1. Vibrations create sound waves 2. Volume and pitch Light and Heat 1. Characteristics of light 2. Explain how shadows are made and determine why changes occur 3. Be able to explain how light travels 4. Movement of heat

Earth Science Concept Objectives:  Students will understand changing states of living and non-living systems.  Students will understand that there are many types of cycles, and that cyclical changes are common to living systems.

Cycles in Nature 1. The four seasons and earth’s surface is covered by water. 2. Seasons and life processes a. Spring: sprouting, sap flow plants, mating and hatching b. Summer: growth c. Fall: ripening, migration d. Winter: plant, dormancy, animal hibernation Planet Earth 1. Most of the earth’s surface is covered by water. 2. The water cycle a. Evaporation and condensation b. Water vapor in the air, humidity c. Clouds: cirrus, cumulus, stratus d. Precipitation, groundwater 3. Use and conservation of resources

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4. Review properties of rocks and minerals a. Changes in rocks b. Soil formation c. Weathering and erosion d. Fossils Astronomy: Introduction to the Solar System 1. Sun: source of energy, light, heat 2. Moon: phases of the moon (full, half, crescent, new) 3. The nine planets (Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune, Pluto) 4. Stars a. Constellations, Big Dipper b. The sun is a star.

5. Earth and its place in the solar system a. The earth moves around the sun; the sun does not move. b. The earth evolves (spins); one revolution takes one day (24 hours). c. Sunrise and sunset d. When it is day where you are, it is night for people on the opposite side of the earth

Scientific Inquiry Experimentation 1. Conduct experiments that differentiate between the three states of matter and show effects of temperature change on states of matter including how heat moves. 2. Construct simple machines 3. Conduct experiments to show how friction reduces rate of speed 4. Create and explain a simple circuit 5. Classify objects as insulators or conductors

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6. Construct open and closed circuits 7. Conduct experiments using thermometer, rain gauge, and barometer. Biographies Concept Objectives:  Students will understand that people of varied backgrounds have made contributions to science throughout history.  Students will understand the relationship between science and human activity and how it can change the world.  Students will understand major discoveries in science, some of their social and economic effects and the primary scientists and inventors responsible for them. 1. Anton van Leeuwenhoek 2. Elijah McCoy 3. Florence Nightingale 4. Daniel Hale Williams

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Social Studies Curriculum

Social Studies Sub-domain Grade 5 Government and Civics 20% Cultures and Societies 10% Economics 15%

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Geography 20% Historical Perspective 35%

Geography

Geography: Spatial Sense (working with maps, globes and other geographic tools) Concept Objectives:  Students will understand how to use and construct maps and geographic tools to locate and derive information about people, places, and environment.  Students will understand the various types of maps and their uses.  Students will gain an understanding of how geographic tools and terms give people a sense of location in their community and their world.  Name your continent, country, state and community  Understand that maps have keys or legends with symbols and their uses  Find directions on a map: east, west, north, south  Identify major oceans: Atlantic, Pacific, Arctic, Indian  Review the 7 continents  Locate: Canada, United States, Mexico, Central America  Locate: North and South Poles, Equator, Northern and Southern Hemispheres  Terms to know: peninsula, harbor, bay, island and coast, valley, prairie, desert, oasis

Geography of America Concept Objectives:  Students will develop an awareness of place.  Students will gain an appreciation for the physical differences that exist among the seven continents.  Students will understand the political organization within the continents.

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 Students will understand the characteristics and uses of maps, globes, and other geographic tools.  North America, Canada, United States, Mexico  Locate Frankfort, Lexington, Louisville, Bowling Green  KY Regions: The Knobs and the Bluegrass Regions  The United States Fifty states: 48 contiguous states, plus Alaska and Hawaii Territories Mississippi River Appalachian and Rocky Mountains Great Lakes  Atlantic and Pacific Oceans, Gulf of Mexico, Caribbean Sea, West Indies  Central America

Historical Perspective and Culture and Society

Early Exploration and Settlement

The Voyage of Columbus in 1492 1. Queen Isabella and King Ferdinand of Spain 2. The Nina, Pinta, and Santa Maria 3. Columbus’s mistaken identification of “Indies” and “Indians” 4. The idea of what was, for Europeans, a “New World”

The Pilgrims 1. The Mayflower 2. Plymouth Rock 3. Thanksgiving Day celebration

The War of 1812

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Concept Objectives:  Students will develop an awareness of chronology and understand how major events relate to one another.  Students will gain an appreciation for people who have influenced our country’s history.  Students will begin to gain an understanding of the causes and effect of the War of 1812.

Supporting Content:  President James Madison and Dolly Madison Westward Expansion Concept Objectives:  Students will develop an awareness of ways in which people depend on their physical environment, including natural resources, to meet basic needs.  Students will begin to understand the impact of transportation on the westward movement and how it changed American lives.  Students will begin to understand the U.S. territorial expansion and how it affected relations with Native Americans and with external powers.  Students will understand the changes in the West during the time of the Westward Expansion.

Supporting Content: 1600’s to War of 1812  Review early exploration of the Appalachian and Rocky Mountains (Daniel Boone and the Wilderness Road, Louisiana Purchase and its exploration by Lewis and Clark and Sacagawea from 1st grade) to show how the United States continued to move westward in the 1800’s. 1800’s  Pioneers Head West  Robert Fulton, invention of Steamboat  Erie Canal  The Transcontinental Railroad  Routes West: The Oregon Trail  The Pony Express

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Native Americans Concept Objectives:  Students will develop a sense of empathy and see through the eyes of people in the past Supporting Content:  Sequoyah and the Cherokee alphabet  Forced removal to reservations “Trail of Tears”  Some displaced from their homes and ways of life by railroads (“the Iron Horse”)  Effects of near extermination of buffalo on the Plains Indians Civil War Concept Objectives:  Students will begin to understand how the values of European economic life took root in the colonies and how slavery reshaped European and African life in the Americas.  Students will begin to understand the causes and effects of the Civil War.  Students will begin to understand how democratic values and American political ideals came to be and how they have been exemplified by people.  Students will begin to understand the course and character of the Civil War, its major figures and its effects on the American people. Supporting Content:  Controversy over slavery  Harriet Tubman and the “Underground Railroad”  Northern v. Southern States: Yankees and Rebels  Clara Barton: Angel of the Battlefield and founder of American Red Cross  President Abraham Lincoln held the Union together  Emancipation Proclamation and the end of Slavery

Government and Civics Concept Objectives:

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 Students will begin to understand how democratic values and American political ideals came to be and how they are exemplified by people, events, and symbols.  Student will begin to understand ideas about civic life, politics, and government.  Students will begin to understand political institutions and theories that have developed and changed over time as well as basic tenets of the U.S. Constitution.  Students will begin to understand the central ideas of the American constitutional government and how this form of government shaped the character of American society.  Students will begin to understand the concept of a constitution, including the balance of powers, the definition of rights and responsibilities, and the use of the constitution as the basis of law.  Students will begin to understand the impact of the American Revolution of politics, economics, and society. American Government: The Constitution A. American government is based on the Constitution, the highest law of the land B. British impressments of American sailors C. Old Ironsides D. British burn the White House E. Fort McHenry, Francis Scott Key, and “The Star-Spangled Banner” F. Battle of New Orleans, Andrew Jackson’ (4) Effect of near extermination of buffalo on Plains Indians

Immigration and Citizenship Concept Objectives:  Students will develop a sense of empathy and see through the eyes of immigrants who came to America.  Students will begin to understand the massive immigration of the late 1800s and early 1900s, and how new social patterns, conflicts and ideas of national unity developed amid growing cultural diversity.  Students will understand the folklore and other cultural contributions of various populations in the United States and how they helped to form a national heritage.  Students will understand the rights and responsibilities of citizenship.  Students will understand the ides of the “American Dream” and the “U.S. as a melting pot”.

Supporting Content:

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A. America perceived as the “land of the opportunity” B. The American Dream and The Great Melting Pot C. The meaning of “e pluribus Unum” (a national motto you can see on the back of coins) D. Ellis Island and the significance of the Statue of Liberty E. Many immigrants came to Kentucky from other countries F. Millions of newcomers to America a. Large populations of immigrants settle in major cities (such as New York, Chicago, b. Philadelphia, Detroit, Cleveland, Boston, San Francisco) G. The idea of citizenship F. What it means to be a citizen of a nation G. American citizens have certain rights and responsibilities (for example, voting, eligible to hold office, paying taxes) H. Becoming an American citizen (by birth, naturalization)

Civil Rights Concept Objectives:  Students will begin to understand how a variety of individuals worked to improve life and promote equality and justice in the United States.  Students will begin to understand the struggle for racial and gender equality and for the extension of civil liberties.  Students will understand that the ideas that people profess affect their behavior and understand the connection between ideas and actions, between ideology and policy, and between policy and practice.  Students will understand the long struggle by women, African-Americans and other minorities for inclusion in society.  Students will understand the application of the principle from the Declaration of Independence: All men are created equal. Supporting Content: A. Susan B. Anthony and the right to vote B. Eleanor Roosevelt and civil rights and human rights C. Mary McLeod Bethune and educational opportunity D. Kentucky Whitney Moore Young, Jr. E. Jackie Robinson and the integration of major league baseball F. Rosa Parks and the bus boycott in Montgomery, Alabama G. Martin Luther King, Jr. and the dream of equal rights for all.

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H. Cesar Chavez and the rights of migrant workers Symbols and Figures A. Recognize and become familiar with the significance of

 U.S. flag: current and earlier versions  Statue of Liberty  Lincoln Memorial  James and Dolly Madison  Andrew Jackson  State song: My Old Kentucky Home  Daniel Boone (review)  Lewis and Clark (review)  Sacagawea (review)

Early Civilizations: China, and Greece Concept Objectives:  Students will develop a respect for a variety of cultures  Students will begin to understand how geography affected early civilizations  Students will begin to understand the major contributions of these early civilizations  Students will begin to understand the cultural and religious influences of Ancient China, India and Greece.  Students will begin to understand the major characteristics of Chinese Civilization.  Students will begin to understand the political, social, cultural, religious, and economic influences on Ancient China, India and Greece.  Students will begin to understand the complex nature of a given culture: its history, government, economy, geography, literature, religion and art and compare it to our modern day American culture.

Geography of Asia (1) The largest continent, with the most populous countries in the world (2) Locate: China, India, Japan China

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(1) Yellow (Huang He) and Yangtze (Chang Jiang) Rivers (2) Teaching of Confucius (for example, honor your ancestors (3) Great Wall of China (4) Invention of paper (5) Importance of silk (6) Chinese New Year Ancient Greece A. Geography: Mediterranean Sea and Aegean Sea, Crete B. Sparta C. Athens as a city-state: the beginnings of democracy D. Persian Wars: Marathon and Thermopylae E. Olympic games F. Worship of gods and goddesses G. Great thinkers: Socrates, Plato, and Aristotle H. Alexander the Great

Modern Civilization and Culture: Japan  The location of Japan relative to continental Asia (Pacific Ocean and Sea of Japan)  Japan: “land of the rising sun”  Japan as an island nation; four major islands; Mount Fuji, Tokyo and the Japanese flag  Modern cities as sites of industry and business  Example of a traditional craft: origami  Example of traditional clothing: the kimono  Modern Japan is a major industrial country that is firmly rooted in tradition.

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Economics

(Suggested materials to use: Econ and Me)

 Review economics terms from K and 1.

 Explain the differences between: wants and needs as well as goods and services.

 Master that scarcity requires people to make choices about using goods and services.

 Master that consumers use goods and services to satisfy economic wants and needs.

 Introduce resources (all things and effort used in the production of goods and services) and master what natural resources are, decision-making (making a choice), wages (the price you are paid for working), opportunity cost (what you give up to get something else), income (payment for any resource), and profit (the money that is left after all expenses are paid).

 Introduce that we have limited resources to satisfy wants.

 Know that markets exist when buyers and sellers exchange goods and services.

 Recognize the different roles of workers in economic systems.

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Barren County Schools

Practical Living Curriculum

36 Barren County Schools Second Grade Curriculum 2007 Update

Practical Living Curriculum

Practical Living Sub Domain Assessed at Grade 4 Health/PE 75%

Consumerism/Vocational 25%

HEALTH Substance Abuse  Distinguish between beneficial and harmful drugs  Explain the physical and behavioral effects of commonly used drugs  Recognize the importance of making wise choices about drugs  Describe the effects of chemical dependency on the family

Nutrition Education  Explain that the 6 basic food groups make up the food pyramid  Reconstruct the food pyramid

Physical Health and Wellness  List health habits that prevent disease

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 Introduce cells o All living things are made up of cells o Cells make up tissues o Tissues make up organs o Organs work in systems  Explore what happens to the food we eat by studying body parts and functions involved in taking in food and getting rid of waste. Become familiar with the following: o Salivary glands, taste buds o Teeth: incisors, bicuspids, molars o Esophagus, stomach, liver, small intestine, large intestine o Kidneys, urine, bladder, urethra, anus, appendix  Introduce the food pyramid  Introduce vitamins and minerals

Personal Health and Safety  Demonstrate the appropriate procedures for following school rules  Demonstrate appropriate school safety procedures during tornado, earthquake, and fire drills  Demonstrate the appropriate use of safety equipment  Demonstrate appropriate procedures in dealing with strangers  Demonstrate various emergency procedures  Demonstrate techniques for dealing with anger control  Demonstrate various techniques/strategies for dealing with stressful situations

PHYSICAL EDUCATION  There are fundamental motor skills for enhancing physical development o Identify and perform all 7 basic locomotor skills o Distinguish between locomotor and non-locomotor skills o Perform simple movement sequence containing locomotor and non-locomotor skills by adding directions, levels and pathways

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AH-(CREATING A DANCE)  Students create movement patterns using locomotor and non-locomotor movements  There are fundamental manipulative skills o Refinement of striking o Refinement of throwing o Refinement of catching o Refinement of kicking o Refinement of dribbling o Refinement of volleying o Refinement of shooting o Identifies major teaching cues associated with manipulative skills o Self-assessment of student’s abilities to perform each skill  There are fundamental movement concepts o Exploration of body awareness o Exploration of space awareness including self and general space o Exploration of time such as how slow or fast the body is moving o Combines body awareness, space awareness, and time to movement through the activity area  Physical and social benefits result from regular and appropriate participation in physical activities throughout one’s lifetime o Introduction to the benefits of regular exercise o Demonstrate ability to check heart rate on signal o Introduction to the concepts of frequency, intensity, time and type o Introduction to the circulatory system and how exercise affects it  Frequent practice contributes to improved performance o Introduction to benefits of appropriate practice  Basic rules for participating in simple games and activities are needed to make games fair o Students demonstrate the ability to follow simple rules while participating in game play o Students design rules for creative games  Rules of behavior and sportsmanship for spectators and participants during games and/or activities make them safe and enjoyable o Students demonstrate good sportsmanship during various physical activities o Students provide examples of good and bad sportsmanship

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AH-E- (PERFORMING A DANCE) Students will begin to dance with a partner and will begin to work on square dancing skills

AH-E- (RESPONDING TO DANCE) Students will begin to talk about the element of space (shape, level, and direction) in dance. Students will begin to notice the similarities of dance movements to everyday movements (e.g., brushing hair, tying shoes, walking) Students will learn the ceremonial purposes of dance (celebration and hunting)

CONSUMERISM Most of this will be in the social studies section under the sub domain of economics. Please refer to that as you teach this sub domain.  Recognize that in families, people’s basic needs are met

VOCATIONAL STUDIES Individual and Family Relationships  Understand and begin to apply the concepts of rights/responsibilities, cooperation, sources of authority, values, choices, decision making and cooperation/conflict resolution  Explain the role of a citizen  Compare rules and laws  Recognize that in families, people’s basic needs are met  Discuss positive ways to express feelings  Discuss examples of negative and positive peer pressure

Choosing and Preparing for a Career  Discuss why people need to work  Know that male and female roles are changing in many occupations  Know that there are different job opportunities in the home, school and community

Choosing and Preparing for a Career  Introduce that a person may hold several different jobs before deciding on a career

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 Introduce that knowing what you like to do and have the ability to do is helpful when choosing a career

Community Resources and Services  Identify community agencies/resources and determine their services  Recognize that certain community agencies provide health and safety services

Barren County Schools

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42 Barren County Schools Second Grade Curriculum 2007 Update

Coming Soon…Drama, Dance and Art until then use POS

Music I. Elements of Music – Through participation in creating and performing activities, become familiar with basic music elements A. Rhythm – Recognize strong and weak beats, duple meter and corresponding meter signatures B. Melody – Identify home/resting tone C. Melody – Perform melodies using the pentatonic scale D. Harmony – Distinguish between the melody and the accompaniment E. Tempo – Distinguish between gradual changes in tempo, getting faster/getting slower F. Dynamics – Use the symbols and Italian terms for loud (forte - f) and soft (piano - p) G. Form – Recognize verse/chorus or verse/refrain form

II. Music Notation – Understand that music is written down in a special way and through participation, begin to read music using the following: A. Rhythm – Recognize and perform half notes, half rests, and tied notes B. Melody – Recognize the treble clef, line, and space

Listening and Understanding A. Timbre 1. Recognize members of the brass family by sight and by sound 2. Recognize the piano and organ as keyboard instruments and listen to a variety of piano and organ music 3. Distinguish between adult male and female voices

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B. Composer – Explore the life and music of Ludwig van Beethoven C. Style – Listen to and understand the role of patriotic music

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