SCIENCE-G2-ES-SCO25Demonstrate they understand that water and wind can change the shape of the land.
SCIENCE-G2-ES-SCO26Distinguish between weathering and erosion.
SCIENCE-G2-ES-ELO3
Develop a model to represent the shapes and kinds of land and bodies of water in an area.
36 specific outcomes
Specific Curriculum Outcomes
SCIENCE-G2-ES-SCO56Define the following terms:
• Landform
• Continents
• Oceans
• Pie Chart
• Fresh or still water
• Soft water
• Hard water
• Salt water (saline)
• Water Pollution
• Technology
• Oil Tankers
• Fertilizer
• Effluents
• Reduce
• Reuse
• Recycle
• Organic materials
SCIENCE-G2-ES-SCO57Define and identify locations of different landforms and bodies of water in the Caribbean region, such as hills, rivers, mountains, canyons, oceans, islands, volcanoes, deserts, waterfalls, and estuaries.
SCIENCE-G2-ES-ELO4
Obtain information to identify where water is found on Earth and that it can be solid or liquid
37 specific outcomes
Specific Curriculum Outcomes
SCIENCE-G2-ES-SCO92Define the terms:
• conserve o sphere o ocean
• sea
• north pole
• south pole
• solid water
• glacier
• liquid water
• ground water
• hail
• sleet
• snow
• fresh water
• salt water
• precipitation o solids
• liquids
• gas
• water vapor
• condensation
• collection
• evaporation
• water cycle
• freezing
• melting
• temperature
• thermometer
• water pollution
• reuse
• recycle
• reduce
SCIENCE-G2-ES-SCO93Identify where water can be found on Earth.
SCIENCE-G2-ES-SCO6Identify volcanic activity as a natural process and explain how volcanoes are formed, as well as the impact on the environment. (ST-5-LS-ECS16) *describe formation in simple terms.
SCIENCE-G2-ES-SCO7Use new vocabulary to describe your observations.
SCIENCE-G2-ES-SCO8Draw pictures that demonstrate you understand features of a volcano.
SCIENCE-G2-ES-SCO9Compare and contrast slow and fast earth events.
SCIENCE-G2-ES-SCO10Problem solve around preparation to be safe for predictable events.
SCIENCE-G2-ES-SCO11Interpret video information and pictures.
SCIENCE-G2-ES-SCO12Communicate ideas about observation of erosion.
SCIENCE-G2-ES-SCO13With the assistance of the teacher, construct models.
SCIENCE-G2-ES-SCO14Appreciate the role of natural processes in shaping the earth.
SCIENCE-G2-ES-SCO15Compassion for those experiencing hardship due to a dangerous earth event. If able, assist those that have been victims of an earth event.
SCIENCE-G2-ES-SCO16Persistence at completing tasks and activities.
SCIENCE-G2-ES-SCO17Interest/Curiosity- Find out more about different naturally occurring events and objects on their own.
SCIENCE-G2-ES-SCO18Respect for Evidence - Explain and listen to other students’ results and explanation.
SCIENCE-G2-ES-SCO19Collaboration & Cooperation- Share ideas with others.
SCIENCE-G2-ES-SCO20Stewardship/Respect for Living Things- Show sensitivity to living things in the environment.
SCIENCE-G2-ES-SCO21Apply safety practices during fast earth events such as earthquakes, hurricanes, etc.
SCIENCE-G2-ES-SCO22When conducting practical and group work, display sensitivity and offer assistance to peers who may have physical or learning challenges.
SCIENCE-G2-ES-SCO23Participate actively in classroom discussions.
SCIENCE-G2-ES-SCO27Compare ways to prevent wind/water from changing land shape.
SCIENCE-G2-ES-SCO28Explain at least two given solutions to slow down or prevent wind or water from changing the shape of the land.
SCIENCE-G2-ES-SCO29Distinguish between water and wind erosion.
SCIENCE-G2-ES-SCO30Investigate the effects of wave action on the environment (ST-4-LSECS-10).
SCIENCE-G2-ES-SCO31Plan and execute appropriate research using technological methodology to solve environmental challenges (ST-4-TE-TM-1).
SCIENCE-G2-ES-SCO32Observe that the processes of weathering and erosion take a long time but we can readily see their long-term effects.
SCIENCE-G2-ES-SCO33Classify a process as either weathering or erosion.
SCIENCE-G2-ES-SCO34Devise a solution to a problem of weathering/erosion based on careful observation of historical pictures.
SCIENCE-G2-ES-SCO35Hypothesize how diversion of water can be an effective erosion deterrent.
SCIENCE-G2-ES-SCO36Hypothesize how retention walls can be an effective erosion deterrent.
SCIENCE-G2-ES-SCO37Hypothesize how placing plants on hillsides can be an effective erosion deterrent.
SCIENCE-G2-ES-SCO38Hypothesize how adding windbreaks to a field can protect crops.
SCIENCE-G2-ES-SCO39Communicate to peers the rationale behind models that explain weathering/erosion problem solutions.
SCIENCE-G2-ES-SCO40Construct a model to explain weathering/erosion control.
SCIENCE-G2-ES-SCO41Analyse information (field trip, interviews, pictures) from the community in order to formulate problem solutions.
SCIENCE-G2-ES-SCO42Interpret video to better understand the slow process of weathering/erosion.
SCIENCE-G2-ES-SCO43Investigate the effects of wave action on the environment (ST-4-LSECS-10).
SCIENCE-G2-ES-SCO44Plan and execute appropriate research using technological methodology, to solve environmental challenges (ST-4-TE-TM-1).
SCIENCE-G2-ES-SCO45Show concern for community problems related to weathering/erosion.
SCIENCE-G2-ES-SCO46Appreciate the importance of windbreaks and long walls in preventing erosion.
SCIENCE-G2-ES-SCO47Actively participate in class discussions.
SCIENCE-G2-ES-SCO48Work diligently to interpret pictures and videos for the information they offer.
SCIENCE-G2-ES-SCO49Contribute solutions to identified issues of water and wind erosion.
SCIENCE-G2-ES-SCO50Respect for evidence as students explain their results and conclusions drawn from their investigations.
SCIENCE-G2-ES-SCO51Inventiveness- Suggest new ways of preventing water and wind erosion.
SCIENCE-G2-ES-SCO52Collaboration & Cooperation- Work together with others to investigate erosion in their surrounding.
SCIENCE-G2-ES-SCO53Stewardship/Respect for Living Things- Show sensitivity to living things while conducting investigation and proposing solutions on erosion.
SCIENCE-G2-ES-SCO54Safety- Observe safety instructions while carrying out investigations on wind and water erosion.
SCIENCE-G2-ES-SCO55Display sensitivity and offer assistance to peers who may have physical or learning challenges when conducting practical and group work.
SCIENCE-G2-ES-SCO58Identify the two major landforms on the earth.
SCIENCE-G2-ES-SCO59Identify the 7 continents that make up the earth’s land masses.
SCIENCE-G2-ES-SCO60Describe at least three means of traveling over landforms.
SCIENCE-G2-ES-SCO61Compare and define different forms of water (fresh, hard, soft and salt).
SCIENCE-G2-ES-SCO62Provide examples of water pollution.
SCIENCE-G2-ES-SCO63Give three examples of how technology has resulted in water pollution (oil spill, fertilizer, industrial effluent).
SCIENCE-G2-ES-SCO64List 5 examples of land pollution.
SCIENCE-G2-ES-SCO65Explain how the three R’s mitigate the effects of pollution.
SCIENCE-G2-ES-SCO66Explain the dangers of litter in the school and organize a clean-up project (ST-2-ESS-ER-4).
SCIENCE-G2-ES-SCO67Describe how pollutants affect people’s activities and their health (ST-2-ESS-ER-8).
SCIENCE-G2-ES-SCO68Distinguish between activities that harm and those that preserve habitat/the environment (ST-2-LSECS-6).
SCIENCE-G2-ES-SCO69Define the term environmental destruction and investigate the factors that cause and prevent tis destruction (ST-2-LS-ECS-24).
SCIENCE-G2-ES-SCO70Identify and discuss some of the unintended consequences of using fuels for transport and production of materials for commerce (e.g., pollution) (ST-3-PS-EN-5).
SCIENCE-G2-ES-SCO71Define the term solid waste, identifying methods of managing this waste in home/school/community recycling, composting. (ST-2-LSECS-23)
SCIENCE-G2-ES-SCO72Interpret a pie chart.
SCIENCE-G2-ES-SCO73Classify the Caribbean region's common landforms (e.g., mountains, hills, valleys, plains).
SCIENCE-G2-ES-SCO74Compile information on regional landforms from several sources.
SCIENCE-G2-ES-SCO75Use technology (Google Earth®) to investigate landforms in the region.
SCIENCE-G2-ES-SCO76Interpret pictures by careful observation.
SCIENCE-G2-ES-SCO77Gather information from video resources.
SCIENCE-G2-ES-SCO78Create posters to communicate the need for responsible recycling.
SCIENCE-G2-ES-SCO79Construct a model or representation (e.g., using clay, or paper) that accurately depicts the shapes and kinds of land and bodies of water in their area.
SCIENCE-G2-ES-SCO80Group litter in their school according to size, colour, what it is made of, recyclable and nonrecyclable (ST-2-ESS-ER-3).
SCIENCE-G2-ES-SCO81Classify samples of water as hard or soft by their ability to form lather with soap, explain the advantages and disadvantages of both types of water (ST-3-ESSER-11).
SCIENCE-G2-ES-SCO82Appreciate that water and land are important resources that must be protected.
SCIENCE-G2-ES-SCO83To be curious about the shapes and kinds of land and bodies of water in their environment.
SCIENCE-G2-ES-SCO84Collaborate with peers to discuss and compare different landforms and bodies of water found in the Caribbean, fostering an appreciation for the diversity and uniqueness of the region's geography.
SCIENCE-G2-ES-SCO85Demonstrate respect for the environment by discussing ways to protect and preserve landforms and bodies of water.
SCIENCE-G2-ES-SCO86Demonstrate Stewardship/Respect for living things that may be affected by lack of clean water.
SCIENCE-G2-ES-SCO87Demonstrate Stewardship/Respect for living things that are impacted adversely by pollution.
SCIENCE-G2-ES-SCO88Display sensitivity and offer assistance to peers who may have physical or learning challenges when conducting practical and group work.
SCIENCE-G2-ES-SCO89Participate actively in classroom discussions.
SCIENCE-G2-ES-SCO90Unplanned and excessive science and technological activities may destroy the earth as we know it, resulting in untold disasters (Oil exploration, global warming) (ST2-STSE-2).
SCIENCE-G2-ES-SCO91Acknowledge that human-made things hold the potential to pollute the atmosphere and disrupt the environment (ST-2-TE-UT-2).
SCIENCE-G2-ES-SCO94Show where water can be found in its different forms (solid, liquid) on Earth.
SCIENCE-G2-ES-SCO95Compare and describe different bodies of water.
SCIENCE-G2-ES-SCO96Use a globe or map to show that planet Earth is made up of more water than land.
SCIENCE-G2-ES-SCO97What is a water cycle?
SCIENCE-G2-ES-SCO98How do the particles in a solid compare to a liquid and a gas?
SCIENCE-G2-ES-SCO99Observe different types of weather -rainy, sunny, cloudy windy (ST-2-ESS-EW-1).
SCIENCE-G2-ES-SCO100Design, draw and label a simple diagram to indicate the water cycle (ST-2-ESS-EW-5).
SCIENCE-G2-ES-SCO101State at least 3 properties of water. (ST-2-ESS-ER-11).
SCIENCE-G2-ES-SCO102Identify and list at least 3 uses of water (ST-ESS-ER-12).
SCIENCE-G2-ES-SCO103State that water can change from solid to liquid and from liquid to solid (St-2-PS-MM7).
SCIENCE-G2-ES-SCO104Describe the conditions that cause the changes (ST-2-PSMM-8).
SCIENCE-G2-ES-SCO105Identify and name the elements of weather (water vapor, precipitation) (ST-3ESS-EW-2).
SCIENCE-G2-ES-SCO106Describe and demonstrate how clouds are formed (ST-3ESS-EW-3).
SCIENCE-G2-ES-SCO107Identify the heat source that powers nature’s water cycle, and explain the process (ST3-ESS-EW-7).
SCIENCE-G2-ES-SCO108Describe how temperature affects weather (ST-3-ESS-EW-8).
SCIENCE-G2-ES-SCO109Identify bodies of water and land on a map or globe.
SCIENCE-G2-ES-SCO110Distinguish salt water and fresh water.
SCIENCE-G2-ES-SCO111Observe and describe the physical changes that occur when water freezes, melts, and evaporates.
SCIENCE-G2-ES-SCO112Observe and interpret a condensation experiment.
SCIENCE-G2-ES-SCO113Classify the various sources of water on earth as solid, liquid or gas.
SCIENCE-G2-ES-SCO114Show how a thermometer can measure the temperature.
SCIENCE-G2-ES-SCO115Measure the temperature of frozen water, water and boiling water.
SCIENCE-G2-ES-SCO116Label a diagram of the water cycle.
SCIENCE-G2-ES-SCO117Use fists to demonstrate particle distance in solids, liquids and gas.
SCIENCE-G2-ES-SCO118Use fist model to explain the processes in the water cycle: (evaporation, condensation, precipitation).
SCIENCE-G2-ES-SCO119Debate the importance of water conservation.
SCIENCE-G2-ES-SCO120Apply the reuse, recycle and reduce model to community improvement.
SCIENCE-G2-ES-SCO121Observe the evaporation and condensation of water (ST-3ESS-EW-6).
SCIENCE-G2-ES-SCO122Collect and compare measurements of rainfall, temperature, wind direction and windspeed during a specific period (ST-2-ESS-EW-7).
SCIENCE-G2-ES-SCO123Use a thermometer to measure temperature and, explain how the device works (ST-3-ESS-EW-9).
SCIENCE-G2-ES-SCO124Appreciation: Students will develop an appreciation for the importance of water as a precious natural resource and recognize the need for conservation efforts.
SCIENCE-G2-ES-SCO125Interest/Curiosity: Students will develop a deep interest and curiosity in the topic of water by exploring and investigating its properties, distribution, and importance to living things.
SCIENCE-G2-ES-SCO126Inventiveness: Students will use their creativity and inventiveness to develop and implement solutions to real-world water-related problems, such as water pollution, scarcity, and distribution.
SCIENCE-G2-ES-SCO127Active Participation: Students will participate actively in classroom discussions related to water, developing critical thinking and communication skills through classroom debates, discussions and presentations about water.
SCIENCE-G2-ES-SCO128When conducting practical and group work, display sensitivity and offer assistance to peers who may have physical or learning challenges.
