THE ASIAN INTERNATIONAL SCHOOL CURRICULUM MAP 2021-2022

Level: Starters 2 Subject: Science 2

U = Unit
U 5.2 = Unit 5, lesson 2
p = page range (specific activity/section number on page)
T = Teacher’s Book

Week NGSS Standard Disciplinary Content Skills Recommended Assessments

Core Ideas International Vietnamese Activities
Program Program
1/9 – Introduction:
3/9 -Determine students’ understanding and recall of the lessons learned in the previous year.
-Overview of the topics/ units in Science 2
-Setting teacher’s and students’ expectations.
-Establish classroom rules.
-Establish course requirements.
Diagnostic Pre-test:
Diagnostic Assessment is a form of pre-assessment which enables teachers to determine students' knowledge, skills, individual strengths as well as
weaknesses prior to instruction. It is also used to guide lesson planning and classroom instruction. Teachers are encouraged to design their own tests and
administer them using PowerPoint presentations, google forms, games, etc.
1 Desired results: Ss understand that technology is using science to solve problems
U 1.1 Ss understand that anyone can do science
Ss can identify examples of technology
p 5, Lesson Title: What is Explain that we use Explain/identify a problem Draw a
6(3, 4), Technology? technology to solve technology that
7 problems Think of a solution for that helps people
Key Terms: problem solve problems.
technology, problem, Identify common Ask students to
Identify examples of
solution, science, technologies in our explain how this
technology
scientist, discovery daily lives technology helps
Note all different people solve
Recognize problems technologies used for problems.
solved by technology communication

2-3 Desired results: Ss understand the steps in the design process

Ss can draw a house for a wood duck
[this K-2-ETS1-2 ETS1.B What is the Design   Explain a problem View images of wood ducks Name the steps in
lesson Develop a simple Developing Process? (1 & 2) the design
has 2 sketch, drawing, Possible Plan and sketch a process
weeks or physical model Solutions Key Terms: solution Discuss what a wood duck
of to illustrate how design process, [the house should look like Draw a house for
study] the shape of an steps of the design Label a picture a wood duck
Plan and draw a house for a
object helps it process:] (1) problem,
wood duck
U 1.3 function as (2) goal = solution (3) Apply the steps of the Apply the steps of
needed to solve a plan and draw, (4) design process the design
Choose materials needed to
p 11-13 given problem choose materials, (5) process to a
build a bird house
test, (6) record and scenario
share
Label a picture of a bird
house

Review the steps of the

design process

Choose or receive a
scenario to apply the steps
of the design process to
4 Desired results: Ss can design a bird feeder
Ss can compare bird feeder designs and choose a ‘best’ design
U 1.4 K-2-ETS1-3 ETS1.C Which design works Sketch a design Recall the steps of the Draw an
Analyze data Optimizing the best? design process appropriate bird
p T 11 from tests of two Design Solution Compare designs feeder
objects designed Key Terms: View pictures of bird
Let’s to solve the same bird feeder, draw, Choose the best feeders (w/o birds) and Select the ‘best’
Explor problem to compare, best design guess what they are for bird feeder
e Lab compare the
(not strengths and Draw a bird feeder
handou weaknesses of
t) how each Compare with bird feeders
performs of other Ss

Choose the best bird feeder

5 Desired results: Ss can identify different types of severe weather
Ss understand why weather forecasting is important
U 6.1 K-ESS3-2 ESS3.B What is weather?   Describe the weather Look at two pictures of Name the type of
Ask questions to Natural Hazards clouds; decide which one storm shown in a
p 64-67 obtain Key Terms: Identify and name looks like it’s about to rain picture
 information about ETS1.A weather, storm, different types of
the purpose of Defining and hurricane, snowstorm, storms Recall common weather Explain how
weather Delimiting an tornado, thunderstorm, terms weather
forecasting to Engineering shelter, safe Question the purpose forecasters can
prepare for, and Problem of weather Draw pictures for the terms help people
respond to, severe forecasting
weather Read about storms

Watch a weather forecast

(kids forecast)

Discuss why we need

weather forecasters

Extend: Snowstorm in
Brazil
Explain the weather in the
video or show other weather
related videos.
https://www.youtube.com/
watch?v=Seyk5cZZelc

6 Desired results: Ss can name and identify the tools used to measure wind direction, temperature and rain
Ss understand how to read a thermometer
U 6.2     How can you measure   Name the tools used Show pictures of different Match weather
weather? to measure wind countries. Have students tool pictures to
p 68-70 direction, temperature describe the weather in each texts
Key Terms: and rain picture.
measure, tools, Circle a
thermometer, Point and say the names of thermometer that
temperature, rain weather tools matches the
gauge, wind vane weather in a
Pairs explain how different picture
weather tools work

Name the weather tools that

could be used to measure
the weather in a given
picture
7 REVIEW FOR MIDTERM TEST
 Review: What is Technology?, steps of design process, Identify and name different types of weather, tools used to measure wind direction, temperature and
rain
8 MIDTERM TEST
9 Desired results: Ss can name the four seasons in order
Ss can broadly describe weather associated with each of the four seasons
U 6.3 What are the four   List the four seasons Recall the months of the Name the four
seasons? year seasons
p 71-73 Associate weather
Key Terms: with a particular Watch the season song: Given a picture,
season, spring, season (general) https://www.youtube.com/w describe the
summer, fall, winter atch?v=8ZjpI6fgYSY picture and name
Recognize that there the season
are not four seasons Describe the weather for
in HCMC each season

Associate the seasons with

different months of the year

Discuss seasons in HCMC

Extend: Explain that some

countries have four seasons,
and some countries
don’t. .Give examples
10 Desired results: Ss understand healthy habits
Ss understand what it means to eat well
U 4.1a     What can I do to stay Aligned Name 5 healthy Make a list of your habits Name five
  healthy? habits healthy habits
p 41-42 Human body Compare your habits with a
Key Terms: and Health Conclude whether partner Circle healthy
healthy, habit, eat food is healthy or foods and cross
good food, exercise, unhealthy Read about healthy habits out unhealthy
sleep, keep clean, go foods
to the doctor Pairs make a mime for each
healthy habit

S mimes healthy habit; class

shouts the habit

Discuss healthy and

 unhealthy food
11 Desired results: Ss can explain the benefits of the healthy habits
What can I do to stay Aligned Explain the benefits Mime the healthy habits List the benefits
U 4.1b healthy? (2) of each healthy habit of each healthy
Human body Pairs discuss why they are habit
p 43-45 Key Terms: and Health healthy habits
healthy, habit,
exercise, get sleep, Make a list of the benefits
keep clean, go to the of each healthy habit
doctor, cavity, check
up
12 Desired results: Ss understand how germs are spread
Ss can bandage a cut
U 4.2a     How can I stay healthy   Illustrate the cycle of Draw a spreading germs Order steps in the
  and safe? germs being spread cycle (sneeze, land on sth, spread of germs
p 46-47 touch them, touch face, get
Key Terms: Dramatize treating a sick, sneeze) Pair work:
healthy, safe, germs, cut Demonstrate how
sick, sneeze, skin, Act out getting a cut and to bandage a cut
heal, cut, bandage how to treat it
13 Desired results: Ss know different ways to stay safe when playing
Ss know how to protect themselves from the sun
U 4.2b How can I stay healthy Describe safety Draw pictures about being Presentations
and safe? (2) equipment safe when playing
p 48-49
Key Terms: Demonstrate putting Present pictures and safety
healthy, safe, helmet, on sunscreen ideas to the class
life jacket, sunscreen
Act out putting on
sunscreen

Extend: Why do we have to

wear sunscreen?
https://www.youtube.com/w
atch?v=SQtPdCIWB8g
14 REVIEW FOR FINAL TEST
Review: What are the four seasons? healthy habits, cycle of germs being spread, safety equipment

15 FINAL TEST
16 School Report
17 Desired results: Ss can define matter and mass
U 7.1a Ss can describe and classify objects by their observable properties
2-PS1-1 PS.1A What is matter?   Describe objects Recall different materials Circle three
p 77-78 Plan and conduct Structure and different groups
an investigation Properties of Key terms: Classify objects by Describe classroom objects of objects in a
to describe and Matter matter, mass, their observable with a partner picture
classify different [adjectives for properties
kinds of materials describing objects] Look at a picture, group
by their objects in the picture,
observable explain why they are in a
properties group
18 Desired results:
Ss can define sink and float
U 7.1b Ss can complete a sink/float chart
2-PS1-1 PS.1A What is matter? (2) Weigh objects Make a list of light objects Complete a
p 79-80 Plan and conduct Structure and sink/float chart
an investigation Properties of Key terms: Predict whether an Make a list of heavy objects
to describe and Matter mass, weight, heavy, object will sink or
classify different light, sink, float float Weigh some classroom
kinds of materials objects
by their
observable Predict whether objects will
properties sink or float
19 Desired results: Ss can identify solids, liquids, and gases
Ss can explain the properties of solids, liquids, and gases
U 7.2 Ss can explain melt, freeze, and boil as a change from one state of matter to another
What are solids,   Identify solids, Pairs identify solids, liquids, Show a solid in
p 81-83 liquids and gases? liquids, and gases and gases in the classroom the classroom, a
liquid
Key Terms: Explain the general Say melt, freeze, or boil. Ss
solid, liquid, gas, melt, properties of each write the change on their Underline the
freeze, boil state of matter whiteboards (or use properties of
flashcards) solids, liquids,
Explain melt, freeze, and gases
and boil
20 Desired results: Ss can demonstrate changing matter
Ss can list reversible and irreversible changes to matter caused by heating or cooling
U 7.3 2-PS1-4 PS1.B How can matter   Demonstrate a Pairs, write the three states Demonstrate
Construct an Chemical change? physical change to of matter and their general changing matter
p 84-85 argument with Reactions matter properties
 evidence that Key Terms: State a reversible
some changes change, bend, cut, ash, Ss demonstrate a change in change caused by
caused by heating iron, rust, oxygen matter (fold paper, squish a heating or cooling
or cooling can be pencil case, bend a book,
reversed and etc.)
some cannot
Pairs explain how to change
water into ice and then back
again

Watch videos about

irreversible chemical
changes

rust
https://www.youtube.com/
watch?v=VHRoGHOu7N0

wood burning
https://www.youtube.com/
watch?v=rYPJAd8uqUY

Groups list other reversible

and irreversible changes
21 Desired results: Ss can define energy
Ss can distinguish energy providers from energy users
U 8.1     How do we use   Distinguish Identify all of Underline the definition of energy
energy? energy sources the devices that
p 89-91 from energy use electricity in Match energy sources with energy
Key Terms: users the classroom users
electricity,
energy, fuel, Conclude how Picture Talk:
gasoline, energy sources energy source
engine, are used or user
batteries, key
Pairs explain
different energy
sources and
users at their
home
 Extend: How
can we save
energy at home?
22 Desired results: Ss can identify sources of light
Ss understand what causes a shadow
U 8.2 1-PS4-3 PS4.B What is Light?   Name sources of light Pairs name sources of light Draw something
Plan and conduct Electromagnetic that makes light
p 92-94 investigations to Radiation Key Terms: Explain what causes Ss make shadows in the
determine the light, shadow, bounce a shadow classroom Make a chart
effect of placing off, pass through about which
objects made with Identify objects that Put different objects in front objects light can
different light bounces off of a beam of light to see and cannot pass
materials in the which allow light to pass through
path of a beam of through and which block
light light; make a chart

23 Desired results: Ss understand that sound comes from objects that vibrate
Ss can reproduce loud and soft, and high and low sounds
U 8.3 1-PS4-1 PS.4A What is sound? Experiment making Pairs make sound. Pluck a Gap-fill: sound
Plan and conduct Wave different sounds by string tied around a desk, or
p 95-97 investigations to Properties Key Terms: pulling a string with a rubber band stretched over Make loud, soft,
provide evidence sound, vibrate, loud, differing amounts of a can high, low sounds
that vibrating soft, high, low force [T p.95 Let’s Explore Lab]
materials can
make sound and Explain that sound is Grab bag: Ss choose cards
that sound can made from things that (soft/low; soft/high;
make materials vibrate loud/low; loud/high) from a
vibrate bag and make that sound
24 REVIEW FOR MIDTERM TEST
Review: What is matter?, sink or float?, solids, liquids, and gases, How can matter change? Energy sources and users, What is Light?
25 MIDTERM TEST
26 Desired results: Ss can describe the way an object moves
Ss can identify objects that tend to move quickly and those that move slowly
U 9.1   How can objects   Model different ways Move like a ___ (animal) Match an object
move? to move game to the way that it
p 101- is moving
103 Key Terms: Model movement at Demonstrate ways to move
 move, straight, curved, different speeds Key Terms with hand Mark the objects
around (and around), motions that move slowly
zigzag, speed, slowly, and cross out the
quickly Grab Bag: Fill a bag with ones that move
Key Term cards (straight; quickly
slowly, etc.). Ss pick a card
and demonstrate
27 Desired results: Ss can identify pushing and pulling in pictures
Ss can use force to stop, start or change the direction of an object
U 9.2   What is a force?   Express push and pull Mime pushing and pulling Tick push or pull
through mime given the picture
p 104- Key Terms: Draw something that you
106 force, push, pull, Apply force to an push Demonstrate
direction, motion object to start, stop or using force to
change its direction Draw something that you start, stop or
pull change the
direction of an
Groups of 4 with desks object
together, start, stop, or
change the direction of a
ball

Groups use more force or

less force to make the
motion of the ball change
more or less
28 Desired results: Ss understand that gravity is a force that pulls objects down toward Earth
Ss can demonstrate gravity (by dropping something)
U 9.3   What is gravity?   Describe gravity as a Complete a sentence about Gap-Fill: gravity
force that pulls what gravity will do to a
p 107- Key Terms: objects toward Earth ball thrown in to the air Demonstrate
109 gravity, ground, hold gravity
up, pull down Demonstrate the Groups decide how to
effects of gravity demonstrate gravity and
how to demonstrate
Demonstrate how “holding something up” in
holding something up the classroom
counters the effects
of gravity Group demonstrations
29 Desired results: Ss know the basic needs of plants and animals
 K-LS1-1 LS1.C What do living things Aligned List the needs of Pairs discuss how to mime Match needs to
U 2.1 Use observations Organization need? Plants and plants and animals plant and animal need and plants and
to describe for Matter and Animals then mime a need for the animals
p 17-19 patterns of what Energy Flow in Key Terms: Propose an class
plants and Organisms need, air, water, light, investigation How do you take
animals nutrients, soil, shelter Pairs define nutrients and care of plants and
(including explain where plants and animals in your
humans) need to animals get nutrients from house? Make a
survive list with your
Pairs propose how to friend.
investigate that plants need
sunlight and water
30 SCHOOL REPORT
31 REVIEW FOR FINAL TEST
Review: How can objects move? What is a force? What is gravity? What do living things need?
32 FINAL TEST
33 Desired results: Ss understand that different land environments support different plants and animals
Ss can describe how certain plants and animals are able to survive in different land environments
U 2.2 K-ESS3-1 ESS3.A How do plants and Aligned Identify different land Describe land environments Match plants and
Use a model to Natural animals live in land Plants and environments animals to land
p 20-22 represent the Resources environments? Animals Match animals and plants to environments
relationship Formulate an land environments (forest,
between the needs Key Terms: argument to explain prairie, desert) Circle parts of
of different plants environment, forest, why certain plants plants and
and animals prairie, desert and animals live in Discuss features of plants animals that
(including certain environments and animals that allow them allow them to
humans) and the to survive in a particular survive in the
places they live land environment desert

2-LS4-1 [consider incorporating: T How do you take

LS4.D
Make p.20 Let’s Explore; care of the
Biodiversity
observations of T p.22 Elaborate] environment?
and Humans
plants and Make a list with
animals to Groups explain why plants your friend.
compare the and animals don’t live in
diversity of life in certain land environments
different habitats (why bears don’t live in the
desert; why the desert
cactus doesn’t live in the
forest, etc.)
34 Desired results: Ss understand that different water environments support different plants and animals
Ss can describe how certain plants and animals are able to survive in different water environments
U2.3 K-ESS3-1 ESS3.A How do plants and Aligned Identify different Describe water Circle two parts
Use a model to Natural animals live in water Plants and water environments environments of a heron that
p23-25 represent the Resources environments? Animals help it live in the
relationship Formulate an Match animals and plants to marsh
between the needs Key Terms: argument to explain water environments (marsh,
of different plants wetland, swamp, why certain plants swamp, ocean)
and animals marsh, ocean and animals live in
(including certain environments Discuss features of plants
humans) and the and animals that allow them
places they live to survive in a particular
water environment
2-LS4-1
Make Groups explain why plants
observations of and animals don’t live in
plants and certain environments (why
animals to whales don’t live in
compare the swamps, etc.)
diversity of life in
different habitats Extend: Introduce water
pollution to students.
Suggested video:
https://www.youtube.com/w
atch?v=Om42Lppkd9w
35 Desired results: Ss can match an animal to its group
Ss understand that seeds from a plant will produce the same plant
U 3.1     What are some groups   Classify animals List characteristics of each Match animals
of living things? group of animals with with their group
p 29, State characteristics backbones
30(4), Key Terms: of different animal Draw a picture of
31(6), seed, cone, backbone, groups Group pictures of animals a parent plant
32 mammal, reptile, based on something they are
amphibian, insect Point out that seeds not (these animals don’t
produce the same have beaks)
kind of plant from
which they came Draw a picture of the plant
that will grow from a seed,
given a picture of the parent
plant
36 Desired results: Ss understand that living things can be both similar to and different from their parents
Ss can explain similarities and differences between parent and young
U 3.2 1-LS3-1 LS3.A How are living things   Give examples of Picture Talk: parent or Mark how chicks
Make Inheritance of like their parents? similarities and young (plants and animals) are different from
p 33-34 observations to Traits differences between their parent
construct an Key Terms: parent and young Pairs make a list of how
evidence-based LS3.B parent, young, alike, parent and young plant or
account that Variation of different, shape animal pairs are alike and
young plants and Traits different
animals are like,
but not exactly [consider incorporating:
like, their parents T p.33 Elaborate]
37 Culminating Activities