|
     
Outline of Georgia Performance Standards (see
http://www.georgiastandards.org
for full descriptions of each standard). I will be adding a technology
integration activity for most of the performance standards.
| Standard Area and Number |
Standard |
Technology Activity |
|
Second Grade English Language Arts
Technology Activities |
Phonics/Word Identification
ELA2R1 The student quickly applies knowledge of letter-sound
correspondence
and spelling patterns to decode unfamiliar words. The student
|
a. Reads words containing blends, digraphs, and diphthongs.
b. Recognizes, reads, and writes words containing regular plurals, irregular
plurals,
and possessives.
c. Reads compound words and contractions in grade appropriate texts.
d. Reads and spells words containing r-controlled vowels and silent letters.
e. Reads and spells words containing irregular vowel patterns.
f. Reads multisyllabic words.
g. Applies learned phonics skills when reading and writing words, sentences, and
stories. |
Have students read stories on the
Internet. Pair them with other students and have them take turns
reading aloud to each other, correcting each other as needed.
http://www.meddybemps.com/5.1.html |
Fluency
ELA2R2 The student demonstrates the ability to read orally with
speed, accuracy,
and expression. The student |
a. Applies letter-sound knowledge to decode quickly and accurately.
b. Automatically recognizes additional high frequency and familiar words
within texts.
c. Reads familiar text with expression.
d. Reads second-grade texts at a target rate of 90 words correct per minute.
e. Uses self-correction when subsequent reading indicates an earlier
misreading within grade-level text. |
Have students read stories on the
Internet. Pair them with other students and have them take turns
reading aloud to each other, correcting each other as needed.
http://www.storyplace.org/eel/other.asp |
Vocabulary
ELA2R3 The student acquires and uses grade-level words to
communicate
effectively. The student
|
a. Reads a variety of texts and uses new words in oral and written language.
b. Recognizes grade appropriate words with multiple meanings.
c. Recognizes and applies the appropriate usage of homophones, homographs,
antonyms, and synonyms.
d. Determines the meaning of unknown words on the basis of context. |
Have students read stories on the
Internet. Pair them with other students and have them take turns
reading aloud to each other, correcting each other as needed.
http://www.meddybemps.com/5.1.html |
Comprehension
ELA2R4 The student uses a variety of strategies to gain meaning from
grade-level
text. The student
|
a. Reads a variety of texts for information and pleasure.
b. Makes predictions from text content.
c. Generates questions before, during and after reading.
d. Recalls explicit facts and infers implicit facts.
e. Summarizes text content.
f. Distinguishes fact from fiction in a text.
g. Interprets information from illustrations, diagrams, charts, graphs and
graphic
organizers.
h. Makes connections between texts and/or personal experiences.
i. Identifies and infers main idea and supporting details.
j. Self-monitors comprehension and attempts to clarify meaning.
k. Identifies and infers cause-and-effect relationships.
l. Recognizes plot, setting, and character within text, and compares and
contrasts
these elements among texts.
m. Recognizes the basic elements of a variety of genres (e.g., poetry, fables,
folktales).
n. Uses titles, tables of contents, and chapter headings to locate information
quickly
and accurately and to preview text.
o. Recognizes the author’s purpose.
p. Uses word parts to determine meanings.
q. Uses dictionary, thesaurus, and glossary skills to determine word meanings. |
Have students read stories on the
Internet. Pair them with other students so that they have assistance
if needed.
http://teachingtreasures.com.au/Storytime/Storytime-main.htm
Have them take the comprehension tests at the end of the stories. |
Writing
ELA2W1 The student demonstrates competency in the writing process.
The student |
a. Writes text of a length appropriate to address a topic and tell the story.
b. Uses traditional organizational patterns for conveying information (e.g.,
chronological order, similarity and difference, answering questions).
c. Uses transition words and phrases.
d. Begins to create graphic features (charts, tables, graphs).
e. Begins to use appropriate formatting conventions for letter writing (e.g.,
date,
salutation, body, closing).
f. Begins to write a response to literature that demonstrates understanding of
the text
and expresses and supports an opinion.
g. Begins to write a persuasive piece that states and supports an opinion.
h. Prewrites to generate ideas orally.
i. Uses planning ideas to produce a rough draft.
j. Rereads writing to self and others, revises to add details and edits to make
corrections.
k. Creates documents with legible handwriting.
l. Consistently writes in complete sentences with correct subject/verb
agreement.
m. Uses nouns (singular, plural, and possessive) correctly.
n. Uses singular possessive pronouns.
o. Uses singular and plural personal pronouns.
p. Uses increasingly complex sentence structure.
q. Uses common rules of spelling.
r. Uses appropriate capitalization and punctuation (periods, question and
exclamation marks) at the end of sentences (declarative, interrogative, and
exclamatory/ simple and compound).
s. Begins to use commas (e.g., in a series, in dates, after friendly a letter
greeting, in
a friendly letter closure, and between cities and states), and periods after
grade
appropriate abbreviations.
t. Uses a variety of resources (encyclopedia, Internet, books) to research and
share
information on a topic.
u. Recognizes appropriate uses of quotation marks.
v. Uses the dictionary and thesaurus to support word choices. |
Use some story starter ideas from the
Internet.
http://www.meddybemps.com/9.700.html
Once students have hand written their stories, have them type them
into Word or other word processing documents. Have them add simple
graphics as illustrations. Be sure they check their work using
rubrics that include the required elements. |
Listening/Speaking/Viewing
ELA2LSV1 The student uses oral and visual strategies to communicate.
The
student |
a. Interprets information presented and seeks clarification when needed.
b. Begins to use oral language for different purposes: to inform, to persuade,
and to entertain.
c. Uses increasingly complex language patterns and sentence structure when
communicating.
d. Listens to and views a variety of media to acquire information.
e. Increases vocabulary to reflect a growing range of interests and
knowledge. |
Partner students or put them in
groups of three, and have them write a classic fairy tale in
PowerPoint. They should use their own words, spell-check, and
include appropriate graphics. Allow them to use Yahooligans to
search for information about the fairy tales they choose, but remind
them that copying and pasting is not allowed. |
| Standard Area and Number |
Standard |
Technology Activity |
|
Second Grade Math Technology
Activities |
Numbers and Operations
M2N1. Students will understand the place value representation of
whole numbers
through four digits. |
a. Represent numbers using a variety of models, diagrams, and number
sentences (e.g., 4703 represented as 4,000 + 700 + 3, and units, 47 hundreds
+ 3, or 4,500 + 203).
b. Understand the relative magnitudes of numbers using 10 as a unit, 100 as a
unit, or 1000 as a unit. Represent 2-digit numbers with drawings of tens and
ones and 3-digit numbers with drawings of hundreds, tens, and ones.
c. Use money as a medium of exchange. Count back change and use decimal
notation and the dollar and cent symbols to represent a collection of coins
and currency. |
Have students use KidPix to create
representations of numbers in sets. Have them draw number lines and
mark them appropriately according to what you call out.
Have them use Kidspiration to practice working with money (Kidspiration
has graphics of bills). You call out a price and see if the students
can correctly identify the bills needed for that amount. |
| M2N2. Students will build fluency with
multi-digit addition and subtraction. |
a. Correctly add and subtract two whole numbers up to three digits each with
regrouping.
b. Understand and use the inverse relation between addition and subtraction to
solve problems and check solutions.
c. Use mental math strategies such as benchmark numbers to solve problems.
d. Use basic properties of addition (commutative, associative, and identity) to
simplify problems (e.g. 98 + 17 by taking two from 17 and adding it to the
98 to make 100 and replacing the original problem by the sum 100 + 15).
e. Estimate to determine if solutions are reasonable for addition and
subtraction. |
Practice addition and subtraction
relationships on the Internet.
http://www.aaamath.com/B/sub34ax2.htm |
M2N3. Students will understand multiplication,
multiply numbers, and verify
results. |
a. Understand multiplication as repeated addition.
b. Use repeated addition, arrays, and counting by multiples (skip counting) to
correctly multiply 1-digit numbers and construct the multiplication table.
c. Use the multiplication table (grid) to determine a product of two numbers.
d. Use repeated subtraction, equal sharing, and forming equal groups to divide
large collections of objects and determine factors for multiplication. |
Practice multiplication on the
Internet.
http://www.aaamath.com/B/g2_39_x2.htm |
M2N4. Students will understand and compare common
fractions with small
denominators. |
a. Model, identify, label, and compare fractions (thirds, sixths, eighths,
tenths)
as a representation of equal parts of a whole or of a set.
b. Know that when all fractional parts are included, such as three thirds, the
result is equal to the whole. |
Use Kidpix to create fractions (draw
a circle, draw lines through it). Use alphabet stamps (numbers) to
identify how many parts the whole has (thirds, sixths, etc.). |
| M2N5. Students will represent and interpret
quantities and relationships using mathematical expressions
including equality and inequality signs (=, <, >). |
a. Include the use of boxes or ___ to represent a missing value.
b. Represent problem solving situations where addition, subtraction or
multiplication may be applied using mathematical expressions. |
Create a template in Word or other
word processing software. Include problems that leave blanks for the
appropriate answer. Have students fill in the blanks, deciding
whether the answer is equal to, greater than, or less than. |
M2M. Measurement
M2M1. Students will know the standard units of inch, foot, yard, and metric
units
of centimeter and meter and measure length to the nearest inch or
centimeter. |
a. Compare the relationship of one unit to another by measuring objects twice
using different units each time.
b. Estimate lengths, and then measure to determine if estimations were
reasonable.
c. Determine an appropriate tool and unit for measuring. |
Practice comparing units on the
Internet.
http://www.mathcats.com/explore/balance/balance.html (You will
have to demonstrate how to use the "balance scales" on this site,
but it's really cool!) |
| M2M2. |
Students will tell time to the nearest five
minutes and know relationships of
time such as the number of minutes in an hour and hours in a day. |
Have students practice telling time
on the Internet.
http://www.trevor.org/clocks/ |
| M2M3. |
Students will estimate, then measure, temperature
(Fahrenheit) and
determine if estimations were reasonable. |
Practice measuring temperature on the
Internet.
http://www.bbc.co.uk/skillswise/numbers/measuring/temperature/ |
Geometry
M2G1. |
Students will describe and classify plane figures (triangles, square,
rectangle, trapezoid, quadrilateral, pentagon, hexagon, and irregular
polygonal shapes) according to the number of edges and vertices and the
sizes of angles (right angle, obtuse, acute). |
Use KidPix to draw each shape and
label it. |
M2G2. Students will describe and classify solid
geometric figures (prisms,
cylinders, cones, and spheres) according to such things as the
number of
edges and vertices and the number and shape of faces and angles. |
a. Recognize the (plane) shapes of the faces of a geometric solid and count the
number of faces of each type.
b. Recognize the shape of an angle as a right angle, an obtuse or acute angle. |
Create a template in KidPix with
different types of solids and angles. Have the students label each
figure with the number of faces or types of angles. |
| M2G3. |
Students will describe the change in attributes
as two and three dimensional
shapes are cut and rearranged. |
Guide students as a whole group
(using a projection device) through the tessellations web site. Be
sure to click on the "Do it Yourself" section and go through it so
they see the changes that happen.
http://www.tessellations.org/ |
Data Analysis and Probability
M2D1. Students will create simple tables and graphs and interpret
their meaning. |
a. Organize and display data using picture graphs, Venn diagrams, bar graphs,
and simple charts/tables to record results.
b. Know how to interpret picture graphs, Venn diagrams, and bar graphs. |
Have students use Excel to create
graphs and charts. Be sure each one includes a key. Have students
exchange graphs and interpret each other's. |
Process Skills
M2P1. Students will solve problems that arise in mathematics and in
other
contexts. |
a. Solve non- routine word problems using the strategies of use or look for a
pattern or guess and check as well as all strategies learned in previous
grades.
b. The student will solve single step routine word problems related to all
appropriate second grade math standards.
c. Determine the operation(s) needed to solve a problem.
d. Determine the most efficient way to solve a problem (mentally,
paper/pencil, or calculator). |
Incorporated into M2P5. |
| M2P2. |
Students will be able to investigate, develop, and evaluate mathematical
arguments. |
Incorporated into M2P5. |
| M2P3. |
Students will be able to use the language of mathematics to express ideas
precisely. |
Incorporated into M2P5. |
| M2P4. |
Students understand how mathematical ideas interconnect and build on
one another and apply mathematics in other content areas. |
Incorporated into M2P5. |
| M2P5. |
Students will be able to create and use pictures, manipulatives, models,
and
symbols to organize, record, and communicate mathematical ideas. |
Have students complete PowerPoint
presentations with math stories. For instance, "One cat danced.
Another cat danced. Two cats were dancing." Be sure they include
pictures that accurately represent the numbers in each slide. |
| Standard Area and Number |
Standard |
Technology Activity |
|
Second Grade Social Studies Technology
Activities |
Historical Understandings
SS2H1 The student will read about and describe the lives of
historical figures in Georgia
history. |
a. identify the contributions made by these historic figures: James Oglethorpe,
Tomochichi, and Mary Musgrove (founding of Georgia); Sequoyah
(development of a Cherokee alphabet); Jackie Robinson and Martin
Luther King, Jr. (civil rights); Jimmy Carter (leadership and human rights)
b. describe how everyday life of these historical figures is similar to and
different
from everyday life in the present (food, clothing, homes, transportation,
communication, recreation, rights and freedoms) |
a. Have students use Kidspiration to
create a bubble for each person. Around that, have the students
organize bubbles with important facts about each person. Have them
change the main bubble to an appropriate picture.
b. Create a template in Kidspiration with two sets of bubbles, one
on the right and one on the left. Give each bubble a title "food,
clothing, homes, transportation, communication, recreation, rights
and freedoms"). Have students change the bubbles into pictures.
The left hand side should be pictures of what a historical figure
might have used. The right hand side should have pictures of what
the student uses. |
SS2H2 The student will describe the Georgia Creek
and Cherokee cultures of the past
in terms of tools, clothing, homes, ways of making a living, and
accomplishments. |
a. describe the regions in Georgia where the Creek and Cherokee lived and how
the people used their local resources
b. compare and contrast the Georgia Creek and Cherokee cultures of the past to
Georgians today. |
a. Have students use maps in KidPix
to draw areas where these Native Americans lived. Have them use
appropriate stamps for the local resources.
b. Create a template in Kidspiration for students to fill in.
Include bubbles for them to compare and contrast the Native
Americans of the past to Georgians today. Work through this template
in small groups or as a whole group. |
Geographic Understandings
SS2G1 The student will locate major topographical features of
Georgia and will
describe how these features define Georgia’s surface. |
a. locate all the geographic regions of Georgia: Blue Ridge Mountains, Piedmont,
Coastal Plain, Valley and Ridge and Appalachian Plateau
b. locate the major rivers: Ocmulgee, Oconee, Altamaha, Savannah, St. Mary’s,
Chattahoochee, Flint |
Have students work in pairs to use
maps in KidPix to color in the required elements. They can use line
tools to draw outlines for each thing, then color in each one with
the fill can. |
SS2G2 The student will describe the cultural and
geographic systems associated with
the historical figures in SS2H1 and Georgia’s Creek and Cherokee. |
a. identify specific locations significant to the life and times of each
historic
figure on a political map
b. describe how place (physical and human characteristics) impacted the lives of
each historic figure |
Have students work in pairs or small
groups and use maps in KidPix (Goodies) to mark the required
elements. Have them include text boxes with short sentences as to
why they think the people identified were affected by each place. |
| Standard Area and Number |
Standard |
Technology Activity |
|
Second Grade Science Technology
Activities |
Science
Habits of Mind
S2CS1. Students will be aware of the importance of curiosity,
honesty, openness, and
skepticism in science and will exhibit these traits in their own
efforts to understand
how the world works. |
a. Raise questions about the world around them and be willing to seek answers to
some of
the questions by making careful observations and measurements and trying to
figure
things out. |
Use Inspiration or KidPix to find a
picture to represent each sense. Add five pictures per sense to depict something that sense
does. For example, a mouth for taste, and pictures of a strawberry
and ice cream to go with it. |
S2CS2. Students will have the computation and
estimation skills necessary for analyzing data
and following scientific explanations. |
a. Use whole numbers in ordering, counting, identifying, measuring, and
describing
things and experiences.
b. Readily give the sums and differences of single-digit numbers in ordinary,
practical
contexts and judge the reasonableness of the answer.
c. Give rough estimates of numerical answers to problems before doing them
formally.
d. Make quantitative estimates of familiar lengths, weights, and time intervals,
and check
them by measuring. |
Have students make templates in Word,
Excel, or other program. They should include columns for predictions
and for outcomes. Have them print these forms and use them when
analyzing data and comparing predictions with results. |
S2CS3. Students will use tools and instruments
for observing, measuring, and manipulating
objects in scientific activities. |
a. Use ordinary hand tools and instruments to construct, measure, and look at
objects.
b. Assemble, describe, take apart, and reassemble constructions using
interlocking blocks,
erector sets and other things.
c. Make something that can actually be used to perform a task, using paper,
cardboard,
wood, plastic, metal, or existing objects. |
N/A |
S2CS4. Students will use the ideas of system,
model, change, and scale in exploring scientific
and technological matters. |
a. Identify the parts of things, such as toys or tools, and identify what things
can do when
put together that they could not do otherwise.
b. Use a model—such as a toy or a picture—to describe a feature of the primary
thing.
c. Describe changes in the size, weight, color, or movement of things, and note
which of
their other qualities remain the same during a specific change.
d. Compare very different sizes, weights, ages (baby/adult), and speeds
(fast/slow) of
both human made and natural things. |
Use a digital camera to take pictures
of the parts of something. For instance, the steering wheel of a
car, the tire, an oil filter. Have students look at the pictures and
explain what each one does. Show them a picture of the complete
object and ask them what that object does when the parts are put
together. Guide them in a discussion of the parts and what each
does, and how they are useless unless put together in the right way.
As an extension, have students take pictures of objects around the
classroom and discuss them in the same manner. |
| S2CS5. Students will communicate scientific ideas
and activities clearly. |
a. Describe and compare things in terms of number, shape, texture, size, weight,
color,
and motion.
b. Draw pictures (grade level appropriate) that correctly portray features of
the thing
being described.
c. Use simple pictographs and bar graphs to communicate data. |
a and b. Call out directions for students to
draw something in KidPix. (Have your own model done beforehand, but
don't show it to them.) For instance, "Draw a circle. Draw six eyes
in the circle. Draw four squiggly hairs on top of the circle. Draw
two big teeth on the circle. Color the teeth in yellow." When you're
done, see how their representations match yours. Talk about the
features that are the same, even though they look a little
different.
c. Have students complete simple graphs in Excel to chart
characteristics of the class, such as eye color, hair color, etc. |
The Nature of Science
S2CS6. Students will be familiar with the character of scientific
knowledge and how it is
achieved. |
a. When a science investigation is done the way it was done before, we expect to
get a
similar result.
b. Science involves collecting data and testing hypotheses.
c. Scientists often repeat experiments multiple times and subject their ideas to
criticism
by other scientists who may disagree with them and do further tests.
d. All different kinds of people can be and are scientists. |
Go through a science investigation
(for example, have two groups of students make Jell-o to see how it
changes form). Take digital pictures of each step. Make a second
batch of Jell-o, taking pictures of each step. Compare the two sets
of pictures and the results of each to see if everything was done
the same way and if the results were the same. (Thanks to Carol Reed
for this idea!) |
| S2CS7. Students will understand important
features of the process of scientific inquiry. |
a. Scientists use a common language with precise definitions of terms to make it
easier to
communicate their observations to each other.
b. In doing science, it is often helpful to work as a team. All team members
should reach
their own individual conclusions and share their understandings with other
members of
the team in order to develop a consensus.
c. Tools such as thermometers, rulers and balances often give more information
about
things than can be obtained by just observing things without help.
d. Much can be learned about plants and animals by observing them closely, but
care
must be taken to know the needs of living things and how to provide for them.
Advantage can be taken of classroom pets. |
All of these are suggestions for
small group work: Have students use their
science books and other resources to make a poster in Word or other
program of terms to use when communicating observations.
Have students make posters in Word with roles for team members and
responsibilities of each role.
Have students make posters in Word or other
program with basic tools they will use and what each tool does.
Have students make posters in Word with rules to
follow when working with living things. |
Earth Science
S2E1. Students will understand that stars have different sizes,
brightness, and patterns. |
a. Describe the physical attributes of stars—size, brightness, and patterns.
Sample Tasks:
A. Make chalk drawings on dark paper showing stars of different sizes,
brightness, and patterns
of stars (constellations such as the Big Dipper). A brighter star is drawn with
a bigger dot
than a dim star.
B. The sun is our closest star. Find out more about the sun and write an
illustrated story.
C. Read poems and song lyrics about stars, such as “Twinkle, Twinkle Little
Star” and “Star
Light, Star Bright.” Compose a song or poem about a star.
D. A common pattern is the Big Dipper. It is located in the northern sky. Locate
the Big Dipper
in the night sky just before bedtime and relate where you see it at different
times of the night.
For example, you may observe the Big Dipper through a window. Sketch what you
see and
what the surroundings were like. For example, “I saw the Big Dipper in the sky
one fist over
my neighbor’s house.” Compare how the Big Dipper’s location in the sky changes
as well as
how the position of the stars in the pattern rotates around the North Star. This
is because of
the Earth’s path around the sun. Read the legends and stories about the Big
Dipper and the
stories of why it changes throughout the year. Compare the stories to what you
observe.
Other names for Big Dipper are Big Bear and Ursa Major. Make a class mural about
the
North Star and illustrating the Big Dipper and the position of the stars at
different times
during the year.
Suggested Resource: NASA’s website for Kids. Type Big Dipper in the Search box.
http://www.nasa.gov/audience/forkids/home/index.html |
Have students use KidPix to draw
pictures of stars and the night sky, patterns of stars, or the sun.
Have them include text boxes to draw stories or write poems and
songs about the objects they see.
Have students research constellations and draw representations of
them in KidPix.
http://www.nasa.gov/audience/forkids/home/index.html
|
S2E2. Students will investigate the position of
sun and moon to show patterns throughout the
year. |
a. Investigate the position of the sun in relation to a fixed object on earth at
various times
of the day.
b. Determine how the shadows change through the day by making a shadow stick or
using a sundial.
c. Relate the length of the day and night to the change in seasons. (Days are
longer than
the night in the summer.)
d. Use observations and charts to record the shape of the moon for a period of
time.
Sample Tasks:
A. Go outside at a specific time in the morning. Do not stare at the sun. Record
the location of
the sun and the time you went to observe. (For example, at 9:00 a.m. on
September 14, the
sun was just to the top of the small tree on the corner of the playground where
the swings are
located.) Go out periodically during the day to record when and where the sun
was located.
Use this information to give evidence of the earth’s motion. Do this again on a
winter day
and a spring day. Compare the records of observations to see how the earth’s
motion
changes throughout the year.
B. Study the shadow you cast when you are in sunlight. Find a place on the
school ground and
have a partner outline around your shoes with sidewalk chalk. Put your initials
inside the
drawing. Then have your partner trace around your shadow with sidewalk chalk.
Record the
time you made the drawing. Standing in the same outline of your shoes, do the
same thing
every couple of hours during the day recording the time of each outing. Describe
how your
shadow changed during the day.
C. You learned about making shadows in the first grade. Use what you learned
about shadows
to see how they change through the day and year. Make a shadow stick or use a
sundial.
Sketch and measure the shadows in the morning, midday, and afternoon. Describe
the
changes and explain what causes the changes in the shadows (such as movement of
the Earth
around the Sun). Explain how people could tell time by reading shadows.
D. Keep a calendar of the length of the day and night once a month throughout
the school year.
Media sources such as television, newspapers, and Internet have this
information. Conclude
when the longest days of the year occur and when the shortest days of the year
occur.
Challenge: Find out when the days are equal in length to the nights.
E. Keep a periodic record (a few times seasonally) of celestial objects students
view in the night
sky and record location and appearance (size and brightness) relative to a fixed
object on
earth. A record could include the times when the moon was so bright that you
cast a shadow
at night or when you were out away from other lights and saw more stars than
when you
were in your house looking out the window.
F. Keep a calendar chart of the shape of the moon throughout the year. Record
the pattern you
observe, the location of the moon, and its brightness. Identify when there was a
full moon
and when there was a new moon during the month. Write about any changes in
appearance
you observe during the year. (Reference: AIMS, Cycles of Knowing and Growing,
“Look at
the Moon.”)
G. Write an illustrated story or poem about the moon and its changing pattern
using your
observations and records. Use the words new moon or full moon correctly in your
writing. |
a and b. Have students take pictures
of the sun and its related shadows during the day. Print the
pictures and have the students put them in order (especially the
shadows) to show how the shadows change in response to the sun's
position.
c and d. Have students create charts in Excel, Word, or other
program to record the lengths of the day and night and the seasons.
Have them create charts to use to record observations of the shape
of the moon. Print the charts and let the students use them in
class. They can get recorded sunrises and sunsets from sites such as
http://www.weather.com.
|
S2E3. Students will observe and record changes in
their surroundings and infer the causes of
the changes. |
a. Recognize effects that occur in a specific area caused by weather, plants,
animals,
and/or people.
Sample Tasks:
A. Use a large map of the school grounds or playground. If one is not available,
have the
class work together to draw one on butcher paper. Do not spend time making sure
the
map is to scale. The map is used to identify areas on the school grounds that
will change
throughout the year.
B. Observe the changes in the school grounds periodically during the year and
mark on the
map where changes occur. Tell if they occur on the ground, above the ground, or
below
the ground. For example, you see an ant mound next to the sidewalk. You notice
the
ants on the ground next to the sidewalk. The soil has been moved by the ants to
make a
little hill above the ground surface, but the little hill is probably formed
because of the
activity of the ants below the ground. You may wish to study an ant mound during
the
year to notice changes in the activity of the ants during the year. Another good
time to
observe the area for changes is after a weather event such as a storm.
C. Keep a class journal or bulletin board display of the date you noticed the
changes and
what the changes were. For example, on Monday we had a rain. There was a puddle
under the swings on the playground. On Wednesday the puddle was not there, but
the
soil under the swings looked different.
D. Tell what you think caused the changes (weather, plants, animals, people,
other) and
explain your thinking to a classmate. |
a. Have students use KidPix to draw
the maps required. Print several of the maps and let the students
write dates on them as they record what they see around the school.
They can compare the maps to see what things changed during the
school year. |
Physical Science
S2P1. Students will investigate the properties of matter and changes
that occur in objects. |
a. Identify the three common states of matter as solid, liquid, or gas.
b. Investigate changes in objects by tearing, dissolving, melting, squeezing,
etc.
Sample Tasks:
A. Investigate changes in objects by tearing, dissolving, melting, squeezing,
etc.
Teacher Note: Some ideas of change include but are not limited to:
• Water evaporates, but chalk doesn’t.
• An iron nail rusts, but a wooden stick doesn’t.
• Ice melts, but books don’t.
• Sugar and salt dissolve when stirred in a glass of water, but sand doesn’t.
• Dark construction paper will turn lighter in the sunlight.
• A slice of apple or banana will change color when exposed to air.
• Chocolate will soften in warm temperatures.
• Paper towels tear in one direction more easily than in the other
direction
(horizontally or vertically).
B. Observe different materials left in an open container, do a ‘before’ sketch
of the
materials, and date the sketch. Periodically compare the beginning sketch to the
current
appearance of the materials. Sketch any changes and record the date. Write about
differences you observe in a story about how physical attributes can change. |
Have students use Yahooligans to look
up information and pictures of the states of matter. Have them work
in small groups to write down differences they see in the states
(make visual observations).
http://www.yahooligans.com
|
| S2P2. Students will identify sources of energy
and how the energy is used. |
a. Identify sources of light energy, heat energy, and energy of motion.
b. Describe how light, heat, and motion energy are used.
Sample Tasks:
A. Push and pull common objects and measure distances objects travel. Keep a
list of
objects that keep going even after you stop doing work to push or pull. Sort the
list of
objects into a chart according to the distances they traveled after you stopped
using
energy to cause them to move. Use your chart to explain why you think different
objects
continue to move or not move. (Wheels, heavy objects, floor surface, etc.)
B. Look around the school and draw pictures of objects that show they possess
energy by
moving but not in a straight line other than pushes and pulls to move (i.e. fan,
car,
pinwheel, flag, etc.). Tell what the energy source is.
C. An object that is emitting heat or light is emitting some of the energy it
possesses. Find
other objects around the school that emit heat and light. Use what you have
learned
about sources of energy to create a collage of objects that possess energy.
Group your
collage into three categories: things that have energy of motion, things that
have heat
energy, and things that have light energy.
D. Rub objects and observe how the energy of motion is transferred into heat
energy. |
Have students use a digital camera
and take a trip around the school to take pictures of objects that
show they possess energy by moving but not in a straight line (fan,
car, flag, etc.). Have them take pictures of other objects that push
and pull to create energy of motion. Have them take pictures of
light sources that show light energy. Have them take pictures of
things that give off heat (heat energy). Have them print these
pictures and organize them into "Energy" books. Be sure they label
each type of energy on the pictures. |
| S2P3. Students will demonstrate changes in speed
and direction using pushes and pulls. |
a. Demonstrate how pushing and pulling an object affects the motion of the
object.
b. Demonstrate the effects of changes of speed on an object.
Sample Tasks:
A. Demonstrate how pushes and pulls can change the speed and direction of a box
with a
few books inside, of different balls, of student and teacher chairs, of rolling
carts, etc.
For example, investigate to find out if you can push a box of books faster than
you can
pull it.
B. Push the box, balls, chairs, and/or rolling carts and then pull them. Explain
to a partner
if pushing or pulling was easier for each one and give a reason for your
explanation. Use
position words like backward and forward.
C. Create a graphic organizer such as a Venn diagram of things you push, things
you pull,
and things that you push or pull and explain why you made your choices based on
your
experiences.
Push Both push or pull Pull
Your chair under your desk a grocery cart a rope |
Have students take digital pictures
of themselves pushing and pulling various objects. Have them video
tape themselves pushing and pulling safe objects at various speeds.
Have them insert the videos into PowerPoint presentations to show
how the speed changes the rate of motion.
Have students create graphic organizers in Kidspiration or
Inspiration to show things that can be pushed, things that can be
pulled, or things that fall into both categories. |
Life Science
S2L1. Students will investigate the life cycles of different living
organisms. |
a. Determine the sequence of the life cycle of common animals in your area: a
mammal
such as a cat or dog or classroom pet, a bird such as a chicken, an amphibian
such as a
frog, and an insect such as a butterfly.
b. Relate seasonal changes to observations of how a tree changes throughout a
school
year.
c. Investigate the life cycle of a plant by growing a plant from a
seed and by recording
changes over a period of time.
d. Identify fungi (mushroom) as a living organism.
Sample Tasks:
A. Observe some green plants, fungi (mushrooms), and animals around
the school or at home.
Notice the changes the organisms go through. Find out about the life
cycles of some of the
common plants and animals.
B. Animals have interesting life cycles with very different stages.
Correctly sequence and label
pictures or drawings of the life cycle of
• A mammal (such as a kitten to adult cat or puppy to adult dog)
• A bird (such as egg, chick, chicken)
• An amphibian (such as a frog egg to tadpole to adult frog)
• A reptile (such as a snake egg to adult snake)
• A fish (egg to adult)
• An insect (such as a butterfly from egg to larva to pupa to
adult).
C. Observe an insect such as a butterfly or another animal such as a
hamster, a chicken or a frog to see how it changes as it grows into
an adult. Go on a trip around the school grounds or your home to
find examples of animals in different stages of their life cycles.
Write a story about what you observe.
D. Find a spider web and watch the spider to observe how it lives.
Find out how a spider is
similar to and different from an insect such as a butterfly or
grasshopper.
E. Make a list of seasonal changes plants go through in their life
cycles. For example, maple
trees lose all of their leaves in the winter, but pine trees do not.
Different plants grow and
flower during different times of the year. Planting seasons differ
for different crops. Have
the class keep a list of names or drawings of flowering plants they
see as they appear in the
spring. |
a. Have students use Yahooligans or
other sites to look at life cycles of animals and plants. Have them
use KidPix to illustrate other life cycles.
http://www.wacona.com/promote/lifecycles/default.html |
|
