Mathematics,Science,English Language Arts,History-Social Science,Physical Education
Grade Level:
2
Time:
Last Updated:
08-07-2008
Keywords:
Created/Provided by:
Fit For Leanring
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Other
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CALIFORNIA STATE STANDARDS ADDRESSED
Mathematics/2/Measurement and Geometry
1.4,'Measure the length of objects by iterating (repeating a nonstandard or standard unit.'
1.5,'Use different units to measure the same object and predict whether the measure will be greater or smaller when a different unit is used.'
Mathematics/2/Number Sense
3.1,'Use repeated addition, arrays, and counting by multiples to do multiplication.'
3.2,'Use repeated subtraction, equal sharing, and forming equal groups with remainders to do division.'
Mathematics/2/Statistics Data Analysis and Probability
English Language Arts/2/Listening and Speaking
1.5,'Organize presentations to maintain a clear focus.'
1.6,'Speak clearly and at an appropriate pace for the type of communication (e.g., informal discussion, report to class .'
1.7,'Recount experiences in a logical sequence.'
1.8,'Retell stories, including characters, setting, and plot.'
1.9,'Report on a topic with supportive facts and details.'
English Language Arts/2/Writing
1.1,'Group related ideas and maintain a consistent focus.'
1.2,'Create readable documents with legible handwriting.'
1.3,'Understand the purposes of various reference materials (e.g., dictionary, thesaurus, atlas .'
1.4,'Revise original drafts to improve sequence and provide more descriptive detail.'
2.1,'Write brief narratives based on their experiences:
a. Move through a logical sequence of events.
b. Describe the setting, characters, objects, and events in detail.'
2.2,'Write a friendly letter complete with the date, salutation, body, closing, and signature.'
Science/2/Investigation and Experimentation
4.0,'Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will:
a. Make predictions based on observed patterns and not random guessing.
b. Measure length, weight, temperature, and liquid volume with appropriate tools and express those measurements in standard metric system units.
c. Compare and sort common objects according to two or more physical attributes (e. g., color, shape, texture, size, weight .
d. Write or draw descriptions of a sequence of steps events and observations.
e. Construct bar graphs to record data using appropriately labeled axes.
f. Use magnifiers or microscopes to observe and draw descriptions of small objects or small features of objects.
g. Follow oral instructions for a scientific investigation.'
Science/2/Life Sciences
2.0,'Plants and animals have predictable life cycles. As a basis for understanding this concept:
a. Students know that organisms reproduce offspring of their own kind and that the offspring resemble their parents and one another.
b. Students know the sequential stages of life cycles are different for different animals, such as butterflies, frogs, and mice.
c. Students know many characteristics of an organism are inherited from the parents. Some characteristics are caused or influenced by the environment.
d. Students know there is variation among individuals of one kind within a population.
e. Students know light, gravity, touch, or environmental stress can affect the germination, growth, and development of plants.
f. Students know flowers and fruits are associated with reproduction in plants.'
Science/2/Physical Sciences
1.0,'The motion of objects can be observed and measured. As a basis for understanding this concept:
a. Students know the position of an object can be described by locating it in relation to another object or to the background.
b. Students know an object's motion can be described by recording the change in position of the object over time.
c. Students know the way to change how something is moving is by giving it a push or a pull. The size of the change is related to the strength, or the amount of force, of the push or pull.
d. Students know tools and machines are used to apply pushes and pulls (forces to make things move.
e. Students know objects fall to the ground unless something holds them up.
f. Students know magnets can be used to make some objects move without being touched.
g. Students know sound is made by vibrating objects and can be described by its pitch and volume.'
English Language Arts/2/Listening and Speaking
1.5,'Organize presentations to maintain a clear focus.'
1.6,'Speak clearly and at an appropriate pace for the type of communication (e.g., informal discussion, report to class .'
1.7,'Recount experiences in a logical sequence.'
1.8,'Retell stories, including characters, setting, and plot.'
1.9,'Report on a topic with supportive facts and details.'
English Language Arts/2/Writing
1.1,'Group related ideas and maintain a consistent focus.'
1.2,'Create readable documents with legible handwriting.'
1.3,'Understand the purposes of various reference materials (e.g., dictionary, thesaurus, atlas .'
1.4,'Revise original drafts to improve sequence and provide more descriptive detail.'
2.1,'Write brief narratives based on their experiences:
a. Move through a logical sequence of events.
b. Describe the setting, characters, objects, and events in detail.'
2.2,'Write a friendly letter complete with the date, salutation, body, closing, and signature.'
Mathematics/2/Number Sense
3.1,'Use repeated addition, arrays, and counting by multiples to do multiplication.'
3.2,'Use repeated subtraction, equal sharing, and forming equal groups with remainders to do division.'
Physical Education/2/Aerobic Capacity
Physical Education/2/Assessment
Physical Education/2/Body Composition
Physical Education/2/Body Management
Physical Education/2/Fitness Concepts
Physical Education/2/Flexibility
Physical Education/2/Group Dynamics
Physical Education/2/Locomotor Movement
Physical Education/2/Manipulative Skills
Physical Education/2/Movement Concepts
Physical Education/2/Muscular Strength/Endurance
Physical Education/2/Rhythmic Skills
Physical Education/2/Self-Responsibility
5.1,'Participate in a variety of group settings (e.g., partners, small groups, large groups without interfering with others.'
5.2,'Accept responsibility for one?s own behavior in a group activity.'
Physical Education/2/Social Interaction
Physical Education/2/Aerobic Capacity
Physical Education/2/Assessment
3.7,'Measure improvements in individual fitness levels.'
Physical Education/2/Body Composition
Physical Education/2/Body Management
Physical Education/2/Fitness Concepts
Physical Education/2/Flexibility
Physical Education/2/Group Dynamics
5.7,'Participate positively in physical activities that rely on cooperation.'
Physical Education/2/Locomotor Movement
Physical Education/2/Manipulative Skills
Physical Education/2/Movement Concepts
Physical Education/2/Muscular Strength/Endurance
Physical Education/2/Rhythmic Skills
Physical Education/2/Self-Responsibility
Physical Education/2/Social Interaction
History-Social Science/2/People Who Make a Difference
2.1,'Locate on a simple letter-number grid system the specific locations and geographic features in their neighborhood or community (e.g., map of the classroom, the school .'
BRIEF DESCRIPTION
Fit for Learning is a K-6 program feveloped by the Santa Clara County Office of Education emphasizing healthy living activities which can be taught as part of the regular classroom curriculum. It is California Standards based in the areas of Math, Science, English-Language Arts, History-Social Studies and Physical Education.
For each month of the school year there is a guide for each grade level. Each months guide emphasizes a particular area of healthy living.
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