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Second Grade Science Curriculum Map
Second Grade Science Curriculum Map
Second Grade Science Curriculum Map
Second Grade Science Curriculum Map
Second Grade Science Curriculum Map
Second Grade Science Curriculum Map
Second Grade Science Curriculum Map
Second Grade Science Curriculum Map
Second Grade Science Curriculum Map
Second Grade Science Curriculum Map
Second Grade Science Curriculum Map
Second Grade Science Curriculum Map
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Second Grade Science Curriculum Map

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  • 1. 2nd Grade Science: Curriculum Map and Pacing Guide 2009/2010 Quarter 1 August Performance Objective Student Outcomes Core Resource Assessment[SC02-S1C1-01] Formulate relevant questions about the I can ask questions about things around me. Unit A-Living Thingsproperties of objects, organisms, and events in the Grow and Change -environment. (See M02-S2C1-01) Chapters 1-3 - Unit A Experiment pp. A1i-A1j[SC02-S1C1-02] Predict the results of an investigation (e.g., I can make a prediction of what will happen next in anin animal life cycles, phases of matter, the water cycle). experiment.[SC02-S1C2-01] Demonstrate safe behavior and appropriate I can be safe and follow instructions during an experiment.procedures (e.g., use of instruments, materials, organisms) inall science inquiry.[SC02-S1C2-02] Participate in guided investigations in life, I can take part in an experiment.physical, and Earth and space sciences.[SC02-S1C2-03] Use simple tools such as rulers, I can use simple tools in an experiment correctly.thermometers, magnifiers, and balances to collect data (U.S.customary units). (See M02-S4C4-05 and M02-S4C4-06)[SC02-S1C2-04] Record data from guided investigations in I can record data from an experiment correctly.an organized and appropriate format (e.g., lab book, log,notebook, chart paper). (See W02-S3C2-01 andW02-S3C3-01)[SC02-S1C3-01] Organize data using graphs (i.e., I can put data into a graph, table, and/or a journal.pictograph, tally chart), tables, and journals. (SeeM02-S2C1-02)[SC02-S1C3-02] Construct reasonable explanations of I can explain my observations using my data.observations on the basis of data obtained (e.g., Based on thedata, does this make sense? Could this really happen?). (SeeM02-S2C1-04)[SC02-S1C3-03] Compare the results of the investigation to I can compare the results of an experiment to my prediction.predictions made prior to the investigation.[SC02-S1C4-01] Communicate the results and conclusions of I can communicate the results of an experiment.an investigation (e.g., verbal, drawn, or written). (SeeM02-S2C1-02 and W02-S3C2-01)[SC02-S4C2-03] Compare the life cycles of various I can compare the life cycles of different living things. Unit A-Living Thingsorganisms. Grow and Change - Chapter 1 - Lesson 1 pp. A2-A7Isaac School District Page 1 of 12 July 21, 2009
  • 2. 2nd Grade Science: Curriculum Map and Pacing Guide 2009/2010 Quarter 1 August Performance Objective Student Outcomes Core Resource Assessment[SC02-S2C2-01] Identify components of familiar systems I can name the parts of a system we study. Unit A-Living Things(e.g., organs of the digestive system, bicycle). Grow and Change - Chapter 1 - Lesson 2 pp. A8-A13[SC02-S2C1-02] Identify science-related career I can identify jobs related to science. Unit A-Living Thingsopportunities. Grow and Change - Chapter 1 - Links pp. A18-A19[SC02-S4C1-01] Identify animal structures that serve I can identify animal parts and how they work. Unit A-Living Thingsdifferent functions (e.g., sensory, defense, locomotion). Grow and Change - Chapter 2 - Lesson 1 pp. A22-A29[SC02-S4C2-01] Describe the life cycles of various insects. I can describe the life cycles of various insects. Unit A-Living Things Grow and Change - Chapter 2 - Lesson 2 (supplemental activity needed)[SC02-S4C2-02] Describe the life cycles of various I can describe the life cycle of a mammal.mammals.[SC02-S4C2-03] Compare the life cycles of various I can compare the life cycles of different living things.organisms. September Performance Objective Student Outcomes Core Resource Assessment[SC02-S2C2-01] Identify components of familiar systems I can name the parts of a system we study. Unit A-Living Things(e.g., organs of the digestive system, bicycle). Grow and Change - Chapter 3 - Lesson 2, 3, 4 (Supplemental resource needed)[SC02-S2C2-02] Identify the following characteristics of a I can explain how a system has different parts that worksystem: • consists of multiple parts or subsystems • parts together.work interdependently[SC02-S2C2-03] Identify parts of a system too small to be I can name parts of a system that are too small to see.seen (e.g., plant and animal cells).Isaac School District Page 2 of 12 July 21, 2009
  • 3. 2nd Grade Science: Curriculum Map and Pacing Guide 2009/2010 Quarter 1 September Performance Objective Student Outcomes Core Resource Assessment[SC02-S4C1-02] Identify the following major parts of: • the I can identify the parts of the digestive, respiratory, and Unit A-Living Thingsdigestive system – mouth, esophagus, stomach, small and circulatory system. Grow and Change -large intestines • respiratory system – nose, trachea, lungs, Chapter 3 - Lesson 2, 3, 4diaphragm • circulatory system – heart, arteries, veins, blood (Supplemental resource(See 1CH-F3-01) needed)[SC02-S4C1-03] Describe the basic functions of the I can describe the functions of the digestive, respiratory, andfollowing systems: • digestive – breakdown and absorption of circulatory systems.food, disposal of waste • respiratory – exchange of oxygenand carbon dioxide • circulatory – transportation of nutrientsand oxygen throughout the body (See 1CH-F3-02)[SC02-S2C1-02] Identify science-related career I can identify jobs related to science. Unit A-Living Thingsopportunities. Grow and Change - Chapter 3 - Links pp. A66-A67[SC02-S1C1-01] Formulate relevant questions about the I can ask questions about things around me. Unit B-Homes for Livingproperties of objects, organisms, and events in the Things - Chapters 1-2 -environment. (See M02-S2C1-01) Unit B Experiment pp. B1i-B1j[SC02-S1C1-02] Predict the results of an investigation (e.g., I can make a prediction of what will happen next in anin animal life cycles, phases of matter, the water cycle). experiment.[SC02-S1C2-01] Demonstrate safe behavior and appropriate I can be safe and follow instructions during an experiment.procedures (e.g., use of instruments, materials, organisms) inall science inquiry.[SC02-S1C2-02] Participate in guided investigations in life, I can take part in an experiment.physical, and Earth and space sciences.[SC02-S1C2-03] Use simple tools such as rulers, I can use simple tools in an experiment correctly.thermometers, magnifiers, and balances to collect data (U.S.customary units). (See M02-S4C4-05 and M02-S4C4-06)[SC02-S1C2-04] Record data from guided investigations in I can record data from an experiment correctly.an organized and appropriate format (e.g., lab book, log,notebook, chart paper). (See W02-S3C2-01 andW02-S3C3-01)[SC02-S1C3-01] Organize data using graphs (i.e., I can put data into a graph, table, and/or journal.pictograph, tally chart), tables, and journals. (SeeM02-S2C1-02)Isaac School District Page 3 of 12 July 21, 2009
  • 4. 2nd Grade Science: Curriculum Map and Pacing Guide 2009/2010 Quarter 1 September Performance Objective Student Outcomes Core Resource Assessment[SC02-S1C3-02] Construct reasonable explanations of I can explain my observations using my data. Unit B-Homes for Livingobservations on the basis of data obtained (e.g., Based on the Things - Chapters 1-2 -data, does this make sense? Could this really happen?). (See Unit B Experiment pp.M02-S2C1-04) B1i-B1j[SC02-S1C3-03] Compare the results of the investigation to I can compare the results of an experiment to my prediction.predictions made prior to the investigation.[SC02-S1C3-04] Generate questions for possible future I can use the data from an investigation to ask questions that caninvestigations based on the conclusions of the investigation. be answered by another investigation.[SC02-S1C4-01] Communicate the results and conclusions of I can communicate the results of an experiment.an investigation (e.g., verbal, drawn, or written). (SeeM02-S2C1-02 and W02-S3C2-01)[SC02-S2C1-02] Identify science-related career I can identify jobs related to science. Unit B-Homes for Livingopportunities. Things - Chapter 1 - Lesson 3, Links[SC02-S1C1-01] Formulate relevant questions about the I can ask questions about things around me. Unit C-Exploring Earthsproperties of objects, organisms, and events in the Surface - Chapters 1-2 -environment. (See M02-S2C1-01) Unit C Experiment pp. C1i-C1j[SC02-S1C1-02] Predict the results of an investigation (e.g., I can make a prediction of what will happen next in anin animal life cycles, phases of matter, the water cycle). experiment.[SC02-S1C2-01] Demonstrate safe behavior and appropriate I can be safe and follow instructions during an experiment.procedures (e.g., use of instruments, materials, organisms) inall science inquiry.[SC02-S1C2-02] Participate in guided investigations in life, I can take part in an experiment.physical, and Earth and space sciences.[SC02-S1C2-03] Use simple tools such as rulers, I can use simple tools in an experiment correctly.thermometers, magnifiers, and balances to collect data (U.S.customary units). (See M02-S4C4-05 and M02-S4C4-06)[SC02-S1C2-04] Record data from guided investigations in I can record data from an experiment.an organized and appropriate format (e.g., lab book, log,notebook, chart paper). (See W02-S3C2-01 andW02-S3C3-01)[SC02-S1C3-01] Organize data using graphs (i.e., I can put data into a graph, table, and/or journal.pictograph, tally chart), tables, and journals. (SeeM02-S2C1-02)Isaac School District Page 4 of 12 July 21, 2009
  • 5. 2nd Grade Science: Curriculum Map and Pacing Guide 2009/2010 Quarter 1 September Performance Objective Student Outcomes Core Resource Assessment[SC02-S1C3-02] Construct reasonable explanations of I can explain my observations using my data. Unit C-Exploring Earthsobservations on the basis of data obtained (e.g., Based on the Surface - Chapters 1-2 -data, does this make sense? Could this really happen?). (See Unit C Experiment pp.M02-S2C1-04) C1i-C1j[SC02-S1C3-03] Compare the results of the investigation to I can compare the results of an experiment to my prediction.predictions made prior to the investigation.[SC02-S1C4-01] Communicate the results and conclusions of I can communicate the results of an experiment.an investigation (e.g., verbal, drawn, or written). (SeeM02-S2C1-02 and W02-S3C2-01)[SC02-S3C2-01] Analyze how various technologies impact I can tell how different technologies make a difference in Unit C-Exploring Earthsaspects of people’s lives (e.g., entertainment, medicine, people’s lives. Surface - Chapter 1 -transportation, communication). Lessons 2, 3[SC02-S2C1-02] Identify science-related career I can identify jobs related to science. Unit C-Exploring Earthsopportunities. Surface - Chapter 1 - Links pp. C18-C19Isaac School District Page 5 of 12 July 21, 2009
  • 6. 2nd Grade Science: Curriculum Map and Pacing Guide 2009/2010 Quarter 2 October Performance Objective Student Outcomes Core Resource Assessment[SC02-S1C1-01] Formulate relevant questions about the I can ask questions about things around me. Unit D-Space and Weatherproperties of objects, organisms, and events in the - Chapters 1-2 - Unit Denvironment. (See M02-S2C1-01) Experiment pp. D1i-D1j[SC02-S1C1-02] Predict the results of an investigation (e.g., I can make a prediction of what will happen next in anin animal life cycles, phases of matter, the water cycle). experiment.[SC02-S1C2-01] Demonstrate safe behavior and appropriate I can be safe and follow instructions during an experiment.procedures (e.g., use of instruments, materials, organisms) inall science inquiry.[SC02-S1C2-02] Participate in guided investigations in life, I can take part in an experiment.physical, and Earth and space sciences.[SC02-S1C2-03] Use simple tools such as rulers, I can use simple tools in an experiment correctly.thermometers, magnifiers, and balances to collect data (U.S.customary units). (See M02-S4C4-05 and M02-S4C4-06)[SC02-S1C2-04] Record data from guided investigations in I can record data from an experiment correctly.an organized and appropriate format (e.g., lab book, log,notebook, chart paper). (See W02-S3C2-01 andW02-S3C3-01)[SC02-S1C3-01] Organize data using graphs (i.e., I can put data into a graph, table, or/and journal.pictograph, tally chart), tables, and journals. (SeeM02-S2C1-02)[SC02-S1C3-02] Construct reasonable explanations of I can explain my observations using my data.observations on the basis of data obtained (e.g., Based on thedata, does this make sense? Could this really happen?). (SeeM02-S2C1-04)[SC02-S1C3-03] Compare the results of the investigation to I can compare results to my prediction.predictions made prior to the investigation.[SC02-S1C4-01] Communicate the results and conclusions of I can communicate the results of an experiment.an investigation (e.g., verbal, drawn, or written). (SeeM02-S2C1-02 and W02-S3C2-01)[SC02-S1C4-02] Communicate with other groups to describe I can talk with other groups about the results of an investigation.the results of an investigation. (See LS-F1) November Performance Objective Student Outcomes Core Resource AssessmentIsaac School District Page 6 of 12 July 21, 2009
  • 7. 2nd Grade Science: Curriculum Map and Pacing Guide 2009/2010 Quarter 2 November Performance Objective Student Outcomes Core Resource Assessment[SC02-S2C1-01] Identify how diverse people and/or I can tell how different people have made important Unit D-Space and Weathercultures, past and present, have made important contributions contributions to science and about people making contributions - Chapter 1 - Lesson 4 pp.to scientific innovations (e.g., Daniel Hale Williams now. D24-D29[physician], supports Strand 4; Charles Drew [physician],supports Strand 4; Elizabeth Blackwell [physician], supportsStrand 4).[SC02-S6C3-02] Record weather conditions (e.g., I can record the weather conditions. Unit D-Space and Weathertemperature, precipitation). - Chapter 2 - Lesson 1 pp. D34-D41[SC02-S6C3-04] Analyze the relationship between clouds, I can figure out how clouds and weather are related.temperature, and weather patterns. December Performance Objective Student Outcomes Core Resource Assessment[SC02-S6C3-04] Analyze the relationship between clouds, I can figure out how clouds and weather are related. Unit D-Space and Weathertemperature, and weather patterns. - Chapter 2 - Lesson 2 pp. D42-D45[SC02-S3C2-01] Analyze how various technologies impact I can figure out how different tools affect people. Unit D-Space and Weatheraspects of people’s lives (e.g., entertainment, medicine, - Chapter 2 - Lesson 3 pp.transportation, communication). D46-D51[SC02-S6C3-01] Measure weather conditions (e.g., I can measure weather conditions.temperature, precipitation). (See M02-S4C4-04 andM02-S4C4-05)[SC02-S6C3-02] Record weather conditions (e.g., I can record weather conditions.temperature, precipitation).[SC02-S6C3-03] Identify the following types of clouds: • I can identify cumulus, stratus, and cirrus clouds.cumulus • stratus • cirrus[SC02-S6C3-04] Analyze the relationship between clouds, I can figure out how clouds and weather are related.temperature, and weather patterns.Isaac School District Page 7 of 12 July 21, 2009
  • 8. 2nd Grade Science: Curriculum Map and Pacing Guide 2009/2010 Quarter 3 January Performance Objective Student Outcomes Core Resource Assessment[SC02-S1C1-01] Formulate relevant questions about the I can ask questions about things around me. Unit E-Exploring Matter -properties of objects, organisms, and events in the Chapters 1-2 - Unit Eenvironment. (See M02-S2C1-01) Experiment pp. E1i-E1j[SC02-S1C1-02] Predict the results of an investigation (e.g., I can make a prediction of what will happen next in anin animal life cycles, phases of matter, the water cycle). experiment.[SC02-S1C2-01] Demonstrate safe behavior and appropriate I can be safe and follow instructions during an experiment.procedures (e.g., use of instruments, materials, organisms) inall science inquiry.[SC02-S1C2-02] Participate in guided investigations in life, I can take part in an experiment.physical, and Earth and space sciences.[SC02-S1C2-04] Record data from guided investigations in I can record data from an experiment correctly.an organized and appropriate format (e.g., lab book, log,notebook, chart paper). (See W02-S3C2-01 andW02-S3C3-01)[SC02-S1C3-01] Organize data using graphs (i.e., I can put data into a graph, table, and/or journal.pictograph, tally chart), tables, and journals. (SeeM02-S2C1-02)[SC02-S1C3-02] Construct reasonable explanations of I can explain my observations using my data.observations on the basis of data obtained (e.g., Based on thedata, does this make sense? Could this really happen?). (SeeM02-S2C1-04)[SC02-S1C3-03] Compare the results of the investigation to I can compare my results to my prediction.predictions made prior to the investigation.[SC02-S1C4-01] Communicate the results and conclusions of I can communicate the results of an experiment.an investigation (e.g., verbal, drawn, or written). (SeeM02-S2C1-02 and W02-S3C2-01)[SC02-S5C1-02] Classify materials as solids, liquids, or I can classify materials as a solid, liquid or gas. Unit E-Exploring Matter -gases. Chapter 1 - Lesson 1 pp. E2-E7[SC02-S3C2-03] Identify a simple problem that could be I can figure out how to solve a problem by using the correct Unit E-Exploring Matter -solved by using a suitable tool. tool. Chapter 1 - Lesson 2 pp. E8-E13[SC02-S5C1-01] Describe objects in terms of measurable I can describe objects in terms of measure (length, volume,properties (e.g., length, volume, weight, temperature) using weight, temperature) using scientific tools.scientific tools. (See M02-S4C4-01 and M02-S4C4-02)Isaac School District Page 8 of 12 July 21, 2009
  • 9. 2nd Grade Science: Curriculum Map and Pacing Guide 2009/2010 Quarter 3 January Performance Objective Student Outcomes Core Resource Assessment[SC02-S5C1-02] Classify materials as solids, liquids, or I can classify materials as solids, liquids, or gases. Unit E-Exploring Matter -gases. Chapter 1 - Lesson 2 pp. E8-E13[SC02-S5C1-04] Demonstrate that solids have a definite I can show that solids have a definite shape and that liquids andshape and that liquids and gases take the shape of their gases take the shape of their container.containers. February Performance Objective Student Outcomes Core Resource Assessment[SC02-S3C2-03] Identify a simple problem that could be I can figure out how to solve a problem by using the correct Unit E-Exploring Matter -solved by using a suitable tool. tool. Chapter 1 - Lesson 3 pp. E14-E19[SC02-S5C1-01] Describe objects in terms of measurable I can describe objects in terms of measure (length, volume,properties (e.g., length, volume, weight, temperature) using weight, temperature) using scientific tools.scientific tools. (See M02-S4C4-01 and M02-S4C4-02)[SC02-S5C1-02] Classify materials as solids, liquids, or I can classify materials as solids, liquids, or gases.gases.[SC02-S5C1-04] Demonstrate that solids have a definite I can show that solids have a definite shape and that liquids andshape and that liquids and gases take the shape of their gases take the shape of their container.containers.[SC02-S2C1-01] Identify how diverse people and/or I can tell how different people have made important Unit E-Exploring Matter -cultures, past and present, have made important contributions contributions to science and about people making contributions Chapter 1 - Lesson 4 pp.to scientific innovations (e.g., Daniel Hale Williams now. E20-E25[physician], supports Strand 4; Charles Drew [physician],supports Strand 4; Elizabeth Blackwell [physician], supportsStrand 4).[SC02-S3C2-01] Analyze how various technologies impact I can tell how different technologies make a difference inaspects of people’s lives (e.g., entertainment, medicine, peoples lives.transportation, communication).[SC02-S3C2-02] Describe important technological I can describe important technologies and the people who madecontributions made by people, past and present: • automobile them.– Henry Ford • airplane – Wilbur and Orville Wright •telephone – Alexander G. Bell[SC02-S3C2-03] Identify a simple problem that could be I can make a simple problem that can be solved by using asolved by using a suitable tool. suitable tool.Isaac School District Page 9 of 12 July 21, 2009
  • 10. 2nd Grade Science: Curriculum Map and Pacing Guide 2009/2010 Quarter 3 February Performance Objective Student Outcomes Core Resource Assessment[SC02-S5C1-02] Classify materials as solids, liquids, or I can classify materials as solids, liquids, or gases. Unit E-Exploring Matter -gases. Chapter 1 - Lesson 4 pp. E20-E25[SC02-S5C1-04] Demonstrate that solids have a definite I can show that solids have a definite shape and that liquids andshape and that liquids and gases take the shape of their gases take the shape of their containers.containers. March Performance Objective Student Outcomes Core Resource Assessment[SC02-S5C1-01] Describe objects in terms of measurable I can describe objects in terms of measure (length, volume, Unit E-Exploring Matter -properties (e.g., length, volume, weight, temperature) using weight, temperature) using scientific tools. Chapter 2 - Lesson 1 pp.scientific tools. (See M02-S4C4-01 and M02-S4C4-02) E30-E37Isaac School District Page 10 of 12 July 21, 2009
  • 11. 2nd Grade Science: Curriculum Map and Pacing Guide 2009/2010 Quarter 4 March Performance Objective Student Outcomes Core Resource Assessment[SC02-S5C1-03] Demonstrate that water can exist as a: • gas I can show that water can be a gas, liquid, or solid. Unit E-Exploring Matter -– vapor • liquid – water • solid – ice Chapter 2 - Lesson 2 pp. E38-E43 April Performance Objective Student Outcomes Core Resource Assessment[SC02-S1C1-01] Formulate relevant questions about the I can ask questions about things around me. Unit F-Energy in Motion -properties of objects, organisms, and events in the Chapters 1-2 - Unit Fenvironment. (See M02-S2C1-01) Experiment pp. F1i-F1j[SC02-S1C1-02] Predict the results of an investigation (e.g., I can make a prediction of what will happen next in anin animal life cycles, phases of matter, the water cycle). experiment.[SC02-S1C2-01] Demonstrate safe behavior and appropriate I can be safe and follow instructions during an experiment.procedures (e.g., use of instruments, materials, organisms) inall science inquiry.[SC02-S1C2-02] Participate in guided investigations in life, I can take part in an experiment.physical, and Earth and space sciences.[SC02-S1C2-04] Record data from guided investigations in I can record data from an experiment correctly.an organized and appropriate format (e.g., lab book, log,notebook, chart paper). (See W02-S3C2-01 andW02-S3C3-01)[SC02-S1C3-01] Organize data using graphs (i.e., I can put data into a graph, table, and/or journal.pictograph, tally chart), tables, and journals. (SeeM02-S2C1-02)[SC02-S1C3-02] Construct reasonable explanations of I can explain my observations using my data.observations on the basis of data obtained (e.g., Based on thedata, does this make sense? Could this really happen?). (SeeM02-S2C1-04)[SC02-S1C3-03] Compare the results of the investigation to I can compare the results to my prediction.predictions made prior to the investigation.[SC02-S1C4-01] Communicate the results and conclusions of I can talk with other groups about the results of an investigation.an investigation (e.g., verbal, drawn, or written). (SeeM02-S2C1-02 and W02-S3C2-01)[SC02-S3C2-01] Analyze how various technologies impact I can tell how different technologies make a difference in Unit F-Energy in Motion -aspects of people’s lives (e.g., entertainment, medicine, peoples lives. Chapter 1 - Lesson 2 pp.transportation, communication). F12-F17Isaac School District Page 11 of 12 July 21, 2009
  • 12. 2nd Grade Science: Curriculum Map and Pacing Guide 2009/2010 Quarter 4 April Performance Objective Student Outcomes Core Resource Assessment[SC02-S3C2-03] Identify a simple problem that could be I can name a simple problem that could be solved by using a Unit F-Energy in Motion -solved by using a suitable tool. suitable tool. Chapter 1 - Lesson 2 pp. F12-F17 May Performance Objective Student Outcomes Core Resource Assessment[SC02-S3C2-01] Analyze how various technologies impact I can tell how different technologies make a difference in Unit F-Energy in Motion -aspects of people’s lives (e.g., entertainment, medicine, peoples lives. Chapter 2 - Lesson 4 pp.transportation, communication). F46-F49Isaac School District Page 12 of 12 July 21, 2009

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