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2 STEMscopes Georgia Student Notebook

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a part of STEMscopes NGSS

Georgia_2nd_Book.indd 1

2nd grade Notebook

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developed by Accelerate Learning, Inc. & Rice University

(800) 531-0864

6/23/17 10:48 AM

GEORGIA Student Notebook – Second Grade ISBN: 978-1-946725-72-1

Published by Accelerate Learning Inc., 5177 Richmond Ave, Suite 800, Houston, TX 77056. Copyright © 2017, by Accelerate Learning Inc. All rights reserved. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without prior written consent of Accelerate Learning Inc., including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning. To learn more, visit us at www.acceleratelearning.com

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GEORGIA

This Student Notebook is designed to be used as a companion piece to our online curriculum. The pages of this book are organized and follow the 5E model.

Student Handout

ENGAGE

A short activity to grab students’ interest

Student Journal

EXPLORE

A hands-on activity in which students get experience with the concept being taught

STEMscopedia

EXPLAIN

A reference material that includes parent connections, technology, and science news

Reading Science A reading passage about the concept that includes comprehension questions

ELABORATE Math Connection

A set of grade-level appropriate math problems that address the concept

Writing Science

EVALUATE

A writing prompt based on the concept studied in which the students can demonstrate what they have learned

Only student pages are included in this book and directions on how to use these pages are found in our online curriculum. Use the URL address and password provided to you by your district to access our full curriculum.

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Second Grade Student Notebook Table of Contents Earth and Space Science Lesson

Page

2E1AB

2E2AB

2E2C

2E2D

2E3AB

Star Size and Brightness Positions of the Sun and Shadows Seasons and Changes Shape of the Moon Changes in Surroundings Life Science 2L1AD

109

2L1B

133

Animal Life Cycles Plant Life Cycle

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iii

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Second Grade Student Notebook Table of Contents

Lesson

Page Life Science

2L1C

Plant and Animal Dependence

151

Physical Science 2P1A

169

2P1B

193

2P1C

215

2P2A

235

2P2BC

251

Properties of Matter Building Blocks of Matter Changes from Heat Pushes and Pulls Changing Speed and Direction Appendix

Glossary iv

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2nd Grade Earth and Space Science

2E1AB

Star Size and Brightness

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2E1AB Star Size and Brightness

Explore Student Journal Name:

Date:

Star Appearance Part I 1. Stand on Earth and line up the golf ball, tennis ball, and basketball on the floor in front of you. Draw and label what you see.

Which ball appears to be the smallest? _______________________________

Which ball appears to be the largest? ________________________________

Stand on Earth and hold the tennis ball a few inches from your face. Your partner will stand on Position 2 with the basketball and golf ball. Draw and label how the three balls appear in the space below.

Which ball appears to be the largest? ________________________________

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2E1AB Star Size and Brightness

Explore Student Journal 6.

Stand on Earth and hold the tennis ball a few inches from your face. Your partner will stand on Position 3 with the basketball and golf ball. Draw how the three balls appear in the space below.

Which ball appears to be the smallest? _______________________________

Which ball appears to be the largest? ________________________________

How did the size of each ball appear to change as your partner moved farther away from the Earth position?

10. If each ball were a star, how would the appearance of the tennis ball compare to the basketball or golf ball?

11. How would the appearance of the basketball compare to the golf ball? Part II 1. Look at the stars in the pictures. List two scenarios that could cause one star to appear brighter than another.

If our Sun is not the largest, brightest star, why does it appear to be?

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STEMscopedia: STAR SIZE AND

BRIGHTNESS 2E1AB

Reflect Have you ever looked out at the night sky? What did you see? What is a star? When you look at the night sky over a city, do the stars look as bright? A star is a ball of hot gases out in space. A star is held together by its own gravitation. It gives off light energy from its nuclear reactions within the gases. star: a gaseous sphere found in outer space

There are several different kinds of stars in the sky. They are sorted by their physical attributes. Two of the physical characteristics of stars are how bright they are and their size. What causes a star’s brightness? The energy released from the gases causes a star’s brightness. Two main factors influence the brightness of a star as we see it from Earth. We look at its distance from Earth and its luminosity, which is how much it shines compared to the Sun. Are all stars the same size? No, they are many different sizes. To help you understand the different sizes of the stars, think about comparing them to differently sized balls: A supergiant star would be like a soccer ball. A giant star would be like a tennis ball. A medium-sized star would be like a ping-pong ball. A dwarf star would be like a marble.

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STEMscopedia: STAR SIZE AND

BRIGHTNESS

Earth’s Star: The Sun The Sun is a star that looks like a big ball of fire because it is the star closest to Earth. The Sun’s energy lights and heats Earth during the day. The Sun is very large compared to Earth. It is so large that 1,000,000 Earths would fit inside the Sun. But when compared to other stars, the Sun is only a medium-sized star. Other stars also shine during the day, but we cannot see them from Earth. That is because the Sun is too bright, and other stars are very far from Earth, which make them look small and difficult to see. However, we can see the other stars at night when we are on the side of Earth that faces away from the Sun. Have you seen many stars on a clear night? When you look at the night sky, the objects that twinkle are the stars. You are seeing the light energy released by the stars’ gases. The light travels great distances and takes a long time to reach Earth. The light from the Sun takes eight minutes to reach Earth. During that eight minutes, the light from the Sun travels nearly 93,000,000 miles to reach Earth.

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STEMscopedia: STAR SIZE AND

BRIGHTNESS

How do we know so much about stars? Many inventions have helped people look into space to learn about the stars, the Moon, and other planets. The telescope uses strong lenses to focus the light that travels great distances from the stars. Satellites with telescopes orbit Earth, sending images of the stars to scientists on Earth.

Look Out

Star watching is something many people enjoy doing. Our ancestors (people from our past) studied the night sky and saw shapes and patterns among the stars. They would make up stories to tell others about what they were seeing in the sky. Many people would see the same grouping of stars very differently. Here is one myth that was shared by our ancestors. Myth of Corona Borealis: Ariadne, the daughter of King Minos of Crete, had been abandoned on an island after she helped Theseus kill the Minotaur and escape the Labyrinth. Bacchus, the wine god, saw her sleeping and fell in love. He took the crown she was wearing and placed it in the sky as a group of stars, keeping the appearance of a crown. Constellation Corona Borealis

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STEMscopedia: STAR SIZE AND

BRIGHTNESS

What Do You Think? Think about these questions:

How is one star different from another?

How do we learn about stars?

Is the Sun a star? Yes or no?

Why does the Sun look different from other stars?

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STEMscopedia: STAR SIZE AND

BRIGHTNESS

Connecting With Your Child Your child has been learning about the physical attributes of stars. Your child knows that stars vary by size and brightness. Help your child expand their knowledge by reading Me and My Place in Space by Joan Sweeney. After reading the story, help your child measure the size of his or her room’s perimeter. Let them know that using inches to measure the room is like using miles to measure distances in space. How does this help to show how far apart things are in space? You can also make flashcards for star sizes: supergiant, giant, medium-sized, and dwarf. On other cards, write down facts your child learned about the different types of stars. For example, a supergiant is 100 times the size of the Sun. The Sun is considered a medium-sized star. A dwarf star is about the size of Earth. Then play a matching game. Place the cards face down on the table: picture cards on one side and fact cards on the other. Pick one of each (picture and fact) to make a pair of cards, and then determine if those pairs are a “match” based on the picture of one card and the facts of the other. If they are, keep the set. If they are not, return the cards and try again. Here are questions you can discuss with your child: 1. What is a star? 2. How are stars classified? 3. Why do we see stars at night and not during the day? 4. Why is the Sun a special star?

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2E1AB Star Size and Brightness

Reading Science Name:

Date:

Sky Lights 1.

The sky is filled with light. Some lights are large and some are petite. Some are bright and some are dim. These balls of light are called stars. Stars are hot balls of gas that give off heat and light.

The Sun is a star. It is the largest star that we see on Earth. That is because the Sun is the closest star to Earth. The Sun looks different from other stars and can be seen during the day. The Sun is so big that it could hold a million Earths. That is huge!

Other stars look tiny and can only be seen at night because they are very far away from Earth. The farther away a star is from Earth, the harder it is to see the star.

Stars give off different amounts of heat.

For example, a star that is very hot will give off a bluish white light. Stars that are cooler give off a red light. It can be hard to see these differences from so far away. A telescope might help a student see them better.

Stars are also seen in patterns. Long ago, people looked at the stars and saw animals, people, and things in the stars. They looked at the stars like a dot-to-dot. When the dots of light connected, they found pictures. At night, when the stars were seen, they even told stories about the stars.

The easiest pattern to find is the Big Dipper. It is a set of stars that looks like a pot or, as some say, a large serving ladle. Sailors use the Big Dipper to guide their way at night. The two end stars point north.This helps them find their direction.

The Bull is a large group of stars. The eye of the Bull is a red star, which makes the Bull look mad.

Stars are all different, and they have a very important job in our solar system. Without the Sun’s heat, Earth would be cold and dark.

10. The patterns of the other stars have brought art to the sky lights, too!

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2E1AB Star Size and Brightness

Reading Science 1.

The reader can tell the Bull’s eye– A.

is a hot star.

is a cooler star.

is a blue star.

is very far away.

What does the word petite mean in paragraph 1? A.

Huge

Pint

Tiny

Light

What is the author’s message in the text? A.

Stars are balls of gas.

Stars have different colors and can be hot or cool.

Stars give us light and provide stories in the sky.

Stars patterns are important to storytelling history.

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2E1AB Star Size and Brightness

Reading Science 4.

Our Sun does not look like other stars because it is the closest star to Earth. Which evidence from the selection supports this statement? A.

The Sun looks different from other stars and can be seen during the day.

The Sun is so big that it could hold a million Earths.

Stars are hot balls of gas that give off heat and light.

It is the largest star that we see on Earth. That is because the Sun is the closest star to Earth.

Which word helps the reader know what guide means? A.

Direction

Night

Sailors

North

Which one of these statements is true? A.

Earth is larger than the Sun.

The Sun gives off a bluish white light.

Stars that are far away appear smaller than the Sun.

Cooler stars give off a bluish white light.

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2E1AB Star Size and Brightness

Math Connections Name:

Date:

Use the table below to answer questions about the brightness of various stars.

Name of star

Distance in light-years

Vega Capella Altair

25 42 17

How much brighter is the star Vega than the star Altair?

How bright are all three stars combined?

List the three stars in order from the shortest distance in light-years to the longest distance in light-years.

light-years

, 4.

The star Polaris is 430 light-years away. The star Acrux is 320 light-years away. Compare the distance of the two stars, then fill in the box with the correct symbol>,<, or=: 430

light-years

320

Donny is interested in finding out information about stars. He checked out a science encyclopedia from the library. The book had information on 687 different stars. How is the number 687 written in expanded form?

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2E1AB Star Size and Brightness

Writing Science Name:

Date:

LOOK at the picture of stars in space.

THINK about what the sky looks like at night. Do all stars look exactly the same? WRITE about what makes stars different from each other. Use the picture above to help you. Be sure to • clearly state your central idea; • organize your thoughts; • develop your essay in detail; • choose your words carefully; and • use correct spelling, capitalization, punctuation, and grammar. Notes:

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2E1AB Star Size and Brightness

Writing Science Topic:

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2nd Grade Earth and Space Science

2E2AB

Position of the Sun and Shadows

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2E2AB Position of the Sun and Shadows

Explore Student Journal Name:

Date:

Part I: Design and Construct Use the space below to draw and label the design for your device.

What materials do you need?

How will your device work?

In the table below, record the times you tested the device. Draw your device, the shadow you observed, and the Sun in the space provided.

Observation 1

Oberservation 2

Observation 3

Time:____________ Drawing:

TIme:____________ Drawing:

What is the relationship between the movement of the shadow and the movement of the Sun?

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STEMscopedia: POSITION OF THE SUN AND SHADOWS

2E2AB

Reflect Where do shadows come from? Do shadows look the same at different times of the day? What would make them look different? How is the position of the Sun important? Do the different seasons of the year make a difference in the Sun’s positions? This is what we know: • When the Sun is high in the sky, the shadows are short. This happens in the late spring, summer, early fall, and at noontime. • When the Sun is halfway in the sky, the shadows are a medium length, like what we see late in the day or in the spring or fall. • When the Sun is low in the sky, the shadows are long. This would be sunrise and sunset and again in the spring and fall.

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STEMscopedia: POSITION OF THE SUN AND SHADOWS

Looking at shadows can help you learn about how the Sun moves in the sky. This is what we know: • The Sun rises at different places in the eastern half of the sky throughout the year. So facing north, the Sun will be somewhere on your right and your shadow will be on your left. This would look like about 9 a.m. on the clock. • The Sun moves west across the sky in a southward direction. So facing north, your shadow will be in front of you. This would be between 10 a.m. and 2 p.m. At noon, your shadow would be at the most north position. • The Sun sets in the west. So facing north, your shadow will be on your right side. This is what it looks like at 3 p.m. Try Now How does the Sun appear to move across the sky? How could shadows tell us about the Sun’s position? Let’s observe how the Sun moves throughout the day. Things you will need: Drinking straw, modeling clay, 9 inch x 12 inch poster board, plain paper or tracing paper, compass, chalk, crayons, and markers. Pick a sunny spot (a spot that will be sunny most of the day). You will start in the morning and measure several times. • Mount a straw vertically in clay at the center of the poster board and outline the clay with a marker. • Trace the outline of the poster board on the ground with chalk. Using your compass, mark north on the poster board and the ground to ensure that the poster board is identically placed for each measurement. • Mark the position and tip of the shadow of the straw at regular intervals throughout the day, noting the time of each observation. Now you can take the poster in with you when not taking measurements.

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STEMscopedia: POSITION OF THE SUN AND SHADOWS

• At the end of the day, remove the straw and clay and mark the location of the bottom of the straw on the poster board with a marker. Place a piece of paper over the poster board and copy the markings with a felt-tip marker. What did you observe? Which way does the Sun move during the day? Is there a pattern to the way it moves?

Look Out What do you know about sundials? What was the sundial used for? The sundial was used to tell time before clocks were available. Who invented the sundial? Nobody knows for sure. When was the sundial invented or first used? The earliest sundial was dated to about 1500 BC. How was the sundial invented or discovered? By putting a stick in the ground, you could tell about what time it was by the position of the shadow.

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STEMscopedia: POSITION OF THE SUN AND SHADOWS

What Do You Think? We have talked about how the Sun moves across the sky. It rises in the east and sets in the west. Do you think the Sun travels along a different path across the sky from month to month? Due to Earth’s tilt and rotation, the days are shorter in the winter. The Sun does not rise as high in the sky, even at noon, compared to the rest of the year. December 21 is the winter solstice (in the Northern Hemisphere), the shortest day of the year. On this day, the Sun takes its lowest path in the sky, not rising exactly in the east. Instead, it rises and sets a little farther south than other times of the year. Each day after the winter solstice, the Sun’s path becomes a little higher in the sky, rising closer to the direct east and setting closer to the direct west. On the equinox, the Sun makes a path to rise exactly east and set exactly west. There are two equinoxes each year, one in March and one in September. Every place on Earth experiences close to a 12hour day and night twice a year on the spring and fall equinox.

Fall Equinox

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After the spring equinox, the Sun rises to the north of direct east and sets to the north of direct west, allowing it to be in the sky for a longer period of time. The summer solstice (in the Northern Hemisphere) occurs June 21 when the Sun’s path across the sky reaches its highest point for where we live. After the summer solstice, the Sun’s path is lower in the sky each day until it reaches the point where it is in the sky for exactly 12 hours again for the fall equinox. The entire process repeats itself every revolution of Earth around the Sun.

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STEMscopedia: POSITION OF THE SUN AND SHADOWS

Connecting With Your Child Your child has learned about the position of the Sun in relation to a fixed object on Earth at various times of the day and determined how the shadows change through the day. Your child has even learned what sundials are used for. Help your child track the time with this easy sundial paper plate craft. Materials • Paper plate • Plastic straw • Sharp pencil • Crayons • Duct tape • Sunny place • Clock or watch Directions 1. Poke a hole in the middle of the paper plate big enough to put a straw through. 2. Turn the paper plate upside down. Write the number “12” on the edge of the paper plate. 3. Use a ruler and draw a line from the 12 to the hole in the paper plate. 4. Put the straw in the hole and take the paper plate outside just before noon. Put it on the ground and slightly tilt the straw toward the line and 12 that you drew. 5. At exactly noon, turn the paper plate so the straw’s shadow lines up with the line and the 12. 6. Fasten the paper plate to the ground with duct tape or something else, so it doesn’t move. Have your child predict what will happen an hour later. 7. At exactly 1:00 p.m., mark the spot on the paper plate and write “1.”Repeat this process every hour on the hour to make the clock. To use the sundial consistently, it must be put in the same place in the same position. You can make this a little more permanent if you make it out of wood. Be creative. Does your sundial keep accurate time? Compare your sundial with your clock at home. You will find that your sundial’s accuracy changes throughout the year because the Sun’s path changes throughout the year. © Accelerate Learning Inc. - All Rights Reserved

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2E2AB Position of the Sun and Shadows

Reading Science Name:

Date:

A Day at the Beach 1.

It was summer vacation. Lisa and her family were planning a trip to the beach. Lisa had never been to the beach. She was a feeling a little nervous.

Lisa thought, “What if there are sharks?”

“Don’t worry,” said her mom.“You don’t have to go in the water if you don’t want to. There are lots of other things to do at the beach.”

That night, Lisa’s family packed up the car with food, towels, clothes, and beach toys. They had rented a hotel room. They would be staying there while at the beach. As soon as they arrived, it was time for bed. Lisa couldn’t sleep. She was feeling excited and nervous about her first trip to the beach.

Lisa was up before dawn. She joined her mom for a walk on the beach. The Sun was just beginning to rise in the east. Lisa saw the gentle waves come onto land. She saw seagulls soaring to find breakfast. Lisa liked what she saw. As they walked, Lisa saw her shadow in front of her. It was a perfect, cool morning on the beach.

After breakfast, Lisa and her family put on their bathing suits. They gathered up the towels and toys. It was time for some fun at the beach.

Lisa’s mom covered her with sunscreen. The Sun would be bright and hot, so it was important for Lisa’s skin to stay protected.

On the beach, Lisa laid her towel on the sand. It was hot on the beach. She looked up. The Sun was right above her. Lisa looked around. She saw a small shadow around her feet. Lisa noticed her shadow was different from this morning. Lisa danced. Her shadow was moving with her. It wasn’t getting larger. It was staying small.

Lisa and her family played all afternoon. They built a sandcastle, threw Frisbees, and played ball on the beach. Lisa kept looking at the water. She was starting to feel hot, and she knew the water would cool her down.

10. Lisa asked, “Mom and Dad, will you come into the water with me?”

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2E2AB Position of the Sun and Shadows

Reading Science 11. “Of course,” replied her mom. 12. Lisa’s parents each took one of Lisa’s hands. They walked into the water with her. Lisa felt the sand beneath her feet. She felt the cool water. 13. “This is fun and feels good,” thought Lisa. 14. Lisa and her parents splashed in the water. They swam and played Marco Polo. 15. The day was almost over and the Sun was beginning to set. Lisa’s family enjoyed a picnic. They finished building their sandcastle. 16. Lisa noticed the Sun on the opposite side of the beach from this morning. It had moved during the day. Lisa was almost done with her sandcastle. Her shadow was in front of her. It was long again. 17. Lisa moved to the other side of the sandcastle. She was now looking at the setting Sun. Her shadow was behind her. Lisa began to play a game of hide-andseek with her shadow. 18. Her parents packed up the beach toys. They said it was time to go. Lisa was feeling exhausted but excited to come back to the beach the next day.

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2E2AB Position of the Sun and Shadows

Reading Science 1.

In the morning, the reader can tell Lisa is– A.

walking toward the sun.

walking away from the sun.

staying in one spot.

playing in the ocean.

What is the opposite of gentle? A.

Rough

Smooth

Jump

Quiet

What is Lisa observing about the sun at the beach? A.

The sun is highest in the middle of the day.

The sun rises in the east and sets in the west.

The sun is responsible for creating shadows.

All of the above

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2E2AB Position of the Sun and Shadows

Reading Science 4.

Why is Lisa nervous about going to the beach? A.

She does not know what toys to bring.

She does not know what to expect.

She is afraid of sand.

She is unsure of the birds she will see.

What is the best summary of the selection? A.

Lisa and her family go to the beach. Lisa builds a sand castle and has a picnic.

Lisa’s family plans a trip to the beach. Lisa plays in the water.

Lisa’s family is going to the beach, and Lisa is feeling nervous. She has a fun time playing at the beach and faces her fear of the ocean. Lisa had a great time at the beach.

Lisa is scared of the water at the beach. She asks her parents to go into the water with her. They build sand castles and have a picnic.

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2E2AB Position of the Sun and Shadows

Reading Science 6.

Why might Lisa be exhausted at the end of the day? A.

She spent all day at the beach.

She did not get much sleep the night before.

She played hide-and-seek with her shadow.

Both A and B

What is a theme of this story? A.

Don’t do things you are afraid to do.

The Sun appears to move around the Earth.

Don’t be afraid to try new things.

Play at the beach. It is fun!

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2E2AB Position of the Sun and Shadows

Math Connections Name:

Date:

Mrs. Reynolds has 23 students in her class, Mrs. Johns has 24 students in her class, and Mrs. Berry has 21 students in her class. Each student will be making his or her own sundial to investigate shadows. How many total sundials will be made? sundials

Using the information above, label each number as odd or even. 23

Use addition to write a number sentence to find the total number of sundials below.

_______ + _______ + ________ = _______

+ 4.

Cate measured the length of a tree’s shadow at 1 p.m., and it was 12 feet long. By 4 p.m., the shadow was 21 feet long. How much longer was the shadow at 4 p.m. than at 1 p.m.?

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2E2AB Position of the Sun and Shadows

Math Connections 5.

Which tool would be used to measure the length of a person’s shadow? Circle your answer. Ruler or Meterstick

Which measurement is more reasonable for the shadow of a tree? Circle your answer. 27 feet or 27 yards

There are 18 sundials in the science closet at an elementary school. If 3 of the sundials are broken, how many sundials still work?

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2E2AB Position of the Sun and Shadows

Writing Science Name:

Date:

LOOK at the picture of a child observing his shadow.

THINK about what is causing this child to have a shadow. WRITE about what causes shadows. Is it easier to see shadows during the day, or at night? What time of day do you think you would have the smallest shadow? What time of day do you think you would have the biggest shadow? Be sure to • clearly state your central idea; • organize your thoughts; • develop your essay in detail; • choose your words carefully; and • use correct spelling, capitalization, punctuation, and grammar. Notes:

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2E2AB Position of the Sun and Shadows

Writing Science Topic:

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2nd Grade Earth and Space Science

2E2C

Seasons and Changes

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2E2C Seasons and Changes

Student Handout Name:

Date:

Spring

Summer

Weather:

Clothing:

Fall

Winter

Weather:

Clothing:

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2E2C Seasons and Changes

Explore Student Journal Name:

Date:

Length of Day and Night Record the hours of daylight for one day in each month in your city. Record the hours of daylight for one day in each month in a second city. City

Jan

Feb

Mar

Apr

May

Jun

July

Aug

Sept

Oct

Nov

Dec

1 2 1. When do we get the least amount of daylight?

2. When does the second city get the least amount of daylight?

___________________________

3. Which city will have more daylight today?

4. What is the current season in your city?

___________________________

5. What is the current season in the other city?

6. Which season has more daylight?

___________________________

7. Which season has less daylight?

8. Which seasons have about the same amount of daylight?

___________________________

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___________________________

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2E2C Seasons and Changes

Explore Student Journal Length of Day and Night Your City ____________________________________ 24 23 22 21 20 19 18 17 16

Hours of Daylight

15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 Jan

Feb

Mar

Apr

May

Jun

July

Aug

Sep

Oct

Nov

Dec

Month of the Year 44

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2E2C Seasons and Changes

Explore Student Journal Length of Day and Night Your City ____________________________________ 24 23 22 21 20 19 18 17 16 15 Hours of Daylight

14 13 12 11 10 9 8 7 6 5 4 3 2 1 Jan

Feb

Mar

Apr

May

Jun

July

Aug

Sep

Oct

Nov

Dec

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STEMscopedia: SEASONS AND CHANGES 2E2C

Reflect Some things you do during the day. Other things you do at night.

Some things you do only in the winter. Other things you do only in the summer.

Why do we do different things at different times? Day and night are different. We notice it is daytime when the Sun comes out. But when it’s daytime where you live, it’s nighttime somewhere else! That’s because the Sun always shines on half of Earth. It is daytime for you when the Sun shines on your half of Earth. The sky is bright blue. It is easy to see clouds and birds. It is nighttime for you when the Sun shines on the other half of Earth. The sky is dark, and you can see the stars. It usually becomes cooler at night. The Sun shines on half of

Earth. It is day on that half. It is night on the other half.

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STEMscopedia: SEASONS AND

CHANGES

What Do You Think? People do many things during the day. Children go to school. Grown-ups go to work. Light from the Sun allows you to see while playing or working outside. Owls, raccoons, and other animals are awake during the night. They have special eyes for seeing in the dark. They often hunt at night for food. People see better during the day. We spend much of the night sleeping. Look at the pictures below. Which things do you see at night? Which things do you see during the day?

The Moon

Fireworks

Rainbow

Try Now Model daytime and nighttime. You can show it is day on half the planet and night on the other half. You will need a flashlight, a ball, and a friend. 1. Give your friend the ball to hold. Turn off the lights. 2. Hold the flashlight and stand facing your friend. 3. Turn on the flashlight. You represent the Sun. The ball represents Earth. 4. Which part of the ball represents daytime? Which part of the ball represents nighttime? 5. Next, your friend should turn with the ball while holding it above their head. The flashlight should light the opposite side of the ball. 6. Which part of the ball represents daytime now? Which part of the ball represents nighttime now?

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STEMscopedia: SEASONS AND CHANGES

Look Out There are four seasons: winter, spring, summer, and fall. What is each season like? What do you like to do during each season?

Winter starts in December and ends in March. Nights are longer. The weather is colder. In some places, it snows. If it gets cold enough, some plants stop growing. Some animals go to sleep, or hibernate, all winter. Other animals migrate, or go someplace warmer.

Spring starts in March and ends in June. Days get longer. The weather gets warmer and the snow melts. Plants start growing again. Farmers plant their crops. Many animals have their babies in the spring.

Summer starts in June and ends in September. Summer is the hottest season. Days are long, and nights are short. Plants continue growing. Animals find shade to keep cool.

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STEMscopedia: SEASONS AND

CHANGES

Look Out Fall starts in September and ends in November. The air gets colder. Leaves change color and fall off the trees. The days become shorter. People and animals prepare for the winter. These are the characteristics of the seasons in the northern hemisphere. The seasons in the southern hemisphere have opposite characteristics! Why does the length of days and nights change during the year? Think about summer days and how the Sun shines from early in the morning until late in the evening. The Sun rises before 7:00 in the morning and you can play outside some days until after 9:00 at night. Is it daylight for that long in the winter? I don’t think so! It is still dark on your way to school and the Sun has set before you sit down for dinner in the winter. Why do you think this happens? What causes the length of the days and nights to change? Look at the diagram. It shows the position of the Earth as it travels around the Sun during one year. You’ll notice that the Earth isn’t straight up and down like a spinning top, but instead it leans a little to one side. This tilt causes parts of the Earth to receive more or less direct light during different times of the year. When Earth is in position 1, the top half (Northern Hemisphere) of Earth is having spring and the bottom half (Southern Hemisphere) is having fall. Days and nights are about the same length.

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STEMscopedia: SEASONS AND CHANGES

When Earth is in position 2, the top half of Earth, where we live, is having summer and the days are longer because there is a longer period of direct sunlight. At the same time, the bottom half of Earth is having winter. The days are shortened because there is a shorter period of direct sunlight. When Earth is in position 3, the top half of Earth is having fall and the bottom half is having spring. When Earth is in position 4, the top half, where we live, is having winter, with its shorter days and longer nights. At the same time, the bottom half of Earth is having summer, with its longer days and shorter nights. It’s fun to think about living on the bottom half of Earth with snow and sledding in June or heat waves and beach days in December.

Look Out Career Corner: Astronomer Astronomers are scientists. They study space. Some of the things they look at are planets and stars. They use big telescopes to see far into space. Have you noticed stars in the sky? Did you notice the stars in the daytime or nighttime? Sunlight makes it difficult to see other stars, so astronomers do much of their work at night. They can see stars when the Sun is not in the sky. When you saw stars, it was most likely nighttime! Can you think of other jobs that are done at night?

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STEMscopedia: SEASONS AND

CHANGES

What Do You Think? What do you know? Day and night change as different parts of Earth face the Sun. The seasons also change over time. • Write a poem about what you learned about the seasons. Use the letters in “season” to start each line of your poem. • Write another poem about what you learned about day and night. Use the letters of “day” and “night” for your second poem. The first line of each poem has been done for you. In the first poem, you can finish the sentences. Then make up your own sentences for the next poem. Summer is one season. Every summer I Autumn is Spring seems On most winter days New flowers Dark happens at night. A Y N I G H T

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STEMscopedia: SEASONS AND CHANGES

Connecting With Your Child Moving Through the Seasons at Home To help students learn more about the changing seasons throughout the year, have them make their own calendar. Buy or make a blank calendar including all 12 months of the year. (To make a calendar, gather 12 sheets of blank construction paper and pile them together. Fold the stack in half vertically and staple the sheets across the middle fold. Use a marker to divide the bottom half of the page into seven columns and four to five rows. The columns represent the days and the rows represent the weeks in each month. Number each month according to the correct dates, which you can find by referencing another calendar.) Once you have a complete blank calendar, review each of the months with your child. Go through the year and mark important dates in your family’s lives. Here are some examples you might include: holidays, the first day of school, birthdays, and vacation dates. Once you’ve completed the whole year, go back through the months again, but this time have your child discuss the various activities, weather conditions, daylight hours, holiday traditions, and other events that occur each month. Your child will use these ideas to create a picture on the top half of each calendar page that reflects that month. For example, a picture of a mitten might decorate one of the winter months, while a flower could be included for a spring month. When complete, hang up the calendar in your home. Encourage your child to add to the calendar throughout the year. Here are some questions to discuss with your child: • What are the four seasons? What order do they come in? • What season are we in now? What activities do we do in this season? • What do animals and plants do during this season?

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2E2C Seasons and Changes

Reading Science Name:

Date:

The Changing Year 1.

Our Earth goes through changes every year. The air temperature changes. Trees and plants blossom and grow. Then, they go dormant for winter. Leaves fall off. Some plants die. The amount of light we receive from the Sun changes, too. These changes happen during the seasons.

Spring 2. Spring follows winter. It is right before summer. Spring is a season of birth. Trees have no leaves. Then, leaves bud. The warm weather helps this happen. Many animals are born in the spring. Spring is a time of year when the days get longer. There is more sunlight in spring. It stays light longer than in winter. Days continue to become longer. This gives us more time to play outside! Summer 3. Summer follows spring. It is also before fall. Summer is the hottest time of the year. Many plants grow from the warmth and the rain during summer. Trees grow fruit. Many gardens produce food. Summer has the longest amount of daylight. There are about 16 hours of sunlight on a summer day. Fall 4. Fall follows summer. Temperatures begin to cool. Some plants begin to die. Trees begin to lose leaves. Leaves turn colors. They lose their green color. Some plants are harvested during the fall. Farmers harvest crops that are turned into food. Fall also means shorter days. There is less light and more darkness than summer days.

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2E2C Seasons and Changes

Reading Science Winter 5. Winter is after fall. Trees are dormant during winter. Their leaves are gone. They use their stored water to live during the cold weather. Winter has a very short amount of daylight. There is not much daylight left after the school day. The temperatures are cold. It’s a time to be inside. 6.

All four seasons happen every year. Spring returns when winter is over.

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2E2C Seasons and Changes

Reading Science 1.

The headings in this passage help the reader to– A.

understand the text.

locate information about different seasons.

give the definitions

of the seasons.

know about the Sun.

What does the word dormant mean in this passage? A.

Asleep

Awake

Active

Dead

What words help the reader to know what the word dormant means? A.

Gone

Cold weather

Stores water to live

Falls off

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2E2C Seasons and Changes

Reading Science 4.

Between fall and winter, the reader can infer that the days will– Grow A.

get longer.

stay the same.

be the shortest of the year.

get shorter.

Some plants are harvested in the fall. Farmers harvest crops that are turned into food. What is another word for harvested? A.

Grow

Pick

Plant

Waste

The reader can infer that the seasons can be compared to– A.

a cycle.

a road.

a statue.

a leaf.

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2E2C Seasons and Changes

Reading Science 7.

One difference between spring and summer is– A.

summer is cool and spring is hot.

crops are harvested in summer and in spring.

summer has longer days than spring.

spring has stormy weather and summer does not.

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2E2C Seasons and Changes

Math Connections Name:

Date:

There are four seasons in a year. How many seasons are there in four years? seasons

A tree lost 46 leaves during the fall. If 23 leaves are still on the tree, how many leaves did the tree start with? leaves

It takes Earth 365 days to complete our four seasons. We call this one year. How do you write the number 365 in expanded form?

Margie was asked to make a list of her favorite activities she likes to do during spring, summer, fall, and winter. She listed 14 activities for spring, 19 activities for summer, 20 activities for fall, and 11 activities for winter. 4.

How many total activities did Margie list?

How many more fall activities did she list than winter activities? activities

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activities

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2E2C Seasons and Changes

Math Connections 6.

There are 12 months in a year. How many months are in two years? Make an months. array listing all of the months.

Henry and Ben love to look at the beautiful colors on trees in the fall. They decided to play a counting game on the way to their grandma’s house. Henry looked out his car window and counted 46 trees. Ben looked out his car window and counted 39 trees. 7.

How many fall trees did both boys count altogether?

How many more trees did Henry count than Ben?

How many trees would they still need to count to reach 100?

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trees trees trees

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2E2C Seasons and Changes

Writing Science Name:

Date:

LOOK at the picture of two boys fishing from a pier.

THINK about what season it is. How do you know? WRITE a description of this season. What kinds of things can you do during this season? What is your favorite thing to do at that time of year? Be sure to • clearly state your central idea; • organize your thoughts; • develop your essay in detail; • choose your words carefully; and • use correct spelling, capitalization, punctuation, and grammar. Notes:

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2E2C Seasons and Changes

Writing Science Topic:

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2nd Grade Earth and Space Science

2E2D

Shape of the Moon

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2E2D Shape of the Moon

Student Handout Name:

Does the Moon change greatly or just a little at a time?

Have you ever seen the Moon in the sky during the day?

What happens when the Moon gets to the end of the cycle?

Draw the next two moon phases in the pattern.

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Date:

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2E2D Shape of the Moon

Explore Student Journal Name:

Date:

Day 1

Day 2

Day 3

Day 4

Date:

Day 5

Day 6

Day 7

Day 8

Date:

Day 9

Day 10

Day 11

Day 12

Date:

Day 13

Day 14

Day 15

Day 16

Date:

Day 17

Day 18

Day 19

Day 20

Date:

Day 21

Day 22

Day 23

Day 24

Date:

Day 25

Day 26

Day 27

Day 28

Date:

Day 29

Day 30

Day 31

Day 32

Date:

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2E2D Shape of the Moon

Explore Student Journal Reflection: 1.

Describe what you observed during the 32 days.

How does the Moon change?

Looking at your data, can you predict what the Moon will look like next?

Draw what the Moon will look like in the next four days after your observations.

Day 33

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Day 34

Day 35

Day 36

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STEMscopedia: SHAPE OF THE MOON 2E2D

Reflect The Moon changes. Looking up at the sky, you can see many interesting things. You have probably seen the Moon many times. Sometimes you see it at night. Other times you can see it during the day. You may have noticed that the Moon can look different. It can look like a circle. It can also look curved. Other times you can’t see it at all. Why does the Moon seem to change? The Moon is lit by the Sun. The Moon can look bright in the sky. But it does not make its own light. The Moon is bright because of the Sun. Light from the Sun shines on the Moon. The Sun lights up the side of the Moon facing the Sun. The side of the Moon facing away from the Sun is dark.

The Sun lights up half of the Moon.

The Moon orbits, or revolves, around Earth.

The Moon moves around Earth. The Moon travels around Earth in a path called an orbit. The Moon takes about 28 days to go all the way around Earth. That’s about one month.

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STEMscopedia: SHAPE OF THE MOON We can observe and record how the Moon’s appearance changes each month. The Moon goes around the Earth about once a month (28 days), which changes how much sunlight falls on the face of the Moon. We call those changing Moon shapes “Moon phases.” During weeks 1 and 2 of each monthly Moon phase, more and more of the Moon is illuminated by sunlight until the entire face of the Moon is lit (called the Full Moon). During weeks 3 and 4 of the Moon phases, less and less of the Moon is illuminated. At the end of 4 weeks the Moon is not visible at night (called the New Moon) because it rises and sets during the day, which starts the Moon phase cycle all over again.

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STEMscopedia: SHAPE OF THE MOON The Moon looks different during the month. You see the part of the Moon facing Earth. The amount of the lit side you can see changes as the Moon moves. The dotted-line Moon is the phase that rises and sets during the day, so you don’t see it at night. The Moon does not change as it moves around Earth. However, the amount of sunlight shining on the Moon does change.

The phases of the Moon repeat every four weeks. Check a current Moon phase calendar to see when these phases occur. What Do You Think? Look at these pictures. Is the Sun’s light bouncing off the Moon? Circle YES or NO in each picture. What evidence is seen from the pictures?

YES or NO. Why you think so:

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YES or NO. Why you think so:

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STEMscopedia: SHAPE OF THE MOON What Do You Think? What do you know? Some pictures of a phase of the moon are drawn for fun and do not show the Moon as it really is. Other Moon pictures are true and show the Moon accurately. Look at the pictures below. Explain why you think that picture of a Moon phase is real or not real:

Picture 1

Picture 2

Picture 3

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STEMscopedia: SHAPE OF THE MOON Connecting With Your Child Make a Shoe Box Moon Phase Model The shoe box Moon Phase Model can help your child understand why the Moon goes through phases (changes appearance) due to different amounts of sunlight shining on the side of the Moon facing Earth. You will need the following materials: • Large shoe box with lid • Styrofoam ball (size of a ping-pong ball) • 3-inch piece of wire (or large paper clip opened up) • Tape • Black construction paper (or black poster paint) • Small-diameter flashlight • Large knitting needle or large sharpened pencil to poke peepholes

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1. Stick wire into top center of Styrofoam ball (Moon) and poke it through the top center of the lid. The Moon ball should hang down about 2 inches with 1 inch sticking through the lid. Bend the wire down against the lid and tape in place. Glue black paper (or paint black) on the inside. 2. Poke peepholes in the eight positions shown in the diagram. This represents how the Moon looks from Earth during each phase. 3. Cut a circle under peephole 1 the same diameter as the flashlight. 4. While you shine the flashlight (the Sun) through the large circle at the end of the box, have your child look at the Moon ball through each of the eight peepholes to see which phase each position represents.

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2E2D Shape of the Moon

Reading Science Name:

Date:

Tony’s Moon 1.

It was a Saturday night. Tony and his parents were visiting some friends. They were having a family game night. Tony was winning at Monopoly. His eyes were lit up, and he had a huge grin on his face.

After a few hours of games, it was getting late.

“Time to go home and hit the hay,” said Tony’s mom.

Tony yawned. He was getting tired. Tony and his parents said good-bye to their family friends and got into the car.

As dad drove home, Tony looked out the window. He always liked finding the Moon at night. Tony saw the Moon was not in the sky. He looked and looked but could not find the Moon.

Tony was riding in the car a week later. He was coming home from a baseball game. He looked out the car window again. This time, he saw the Moon. The Moon looked like a semicircle. The right side of the Moon was bright.

“It looks like a half a cookie,” thought Tony.

Tony drew the Moon in his journal. He wrote down the date too. Tony also recorded the date of the night that he saw no Moon. Tony was beginning to notice the change of the Moon and was curious to learn more. He looked at the Moon as he drifted off to sleep.

Another week passed. Tony went outside to record the shape of the Moon. He saw the Moon had changed a lot in the past week. It went from looking like a semicircle to being a full Moon. It was completely lit up!

10. In the following days, Tony saw the Moon start to get less full. The light was shining on the left side of the Moon. This was opposite compared to a few days ago. Tony saw this change in his pictures. The Moon continued to get smaller. There was only a small sliver of light showing now.

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2E2D Shape of the Moon

Reading Science 11. Almost a week later Tony looked outside. It was raining, and he could not see the Moon. Tony thought he would wait until tomorrow night to head back out to check his predictions. 12. When Tony looked for the Moon the next night, he could not find it in the sky. 13. Tony ran inside. He had a burning question inside.

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2E2D Shape of the Moon

Reading Science 1.

What would be another good title for this story? A.

The Moon Game

Tony’s Question

Nighttime Fun

Tony’s Moon Investigation

The reader can tell Tony– A.

is a good baseball player.

likes the stars.

is curious about the world around him.

is a good writer.

The reader can infer that when Tony is inside, he will– A.

find a book on the Moon.

ask his parents about the Moon.

check the Internet to find the answer to his question.

all of the above

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2E2D Shape of the Moon

Reading Science 4. Another word for a sliver in this passage is–

wood.

slice.

thorn.

whole.

His eyes lit up, and he had a huge grin on his face. This statement tells the reader that Tony was– A.

shocked.

glad.

elated.

scared.

The reader can tell this passage is fiction because– A.

it gives the reader information about the Moon.

it tells a story that involves characters who are not real.

it persuades you to observe the Moon.

it describes how the Moon changes.

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2E2D Shape of the Moon

Math Connections Name:

Date:

Molly recorded the shape of the Moon in a journal every night during the months of March, April, and May. If there are 31 days in March, 30 days in April, and 31 days in May, how many total days did Molly draw the shape of the moon in her journal? days

Write an equation to show the sum of the Moons pictured below.

Mr. Henderson has a picture of a moon phase. He wants to draw a similar picture for his students on butcher paper that is 36 inches taller than the one in this picture. How tall will Mr. Henderson’s picture be?

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2E2D Shape of the Moon

Math Connections The second graders at Parkside Elementary School are learning about moon phases in their science classes. Students picked their favorite moon phase and drew a picture of it. The table below shows how many second graders drew each moon phase.

New moon

Waxing crescent

First quarter

Waxing gibbous

Full moon

Waning gibbous

Third quarter

Waning crescent

What is the total of the top three most popular moon phases?

What is the difference in the number of students who drew a full moon and the students who drew a waning gibbous?

The total number of second graders who drew pictures of the moon phases is 135 students. How is this number represented by base ten blocks? Draw a picture in the space below.

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2E2D Shape of the Moon

Writing Science Name:

Date:

LOOK at the picture of the moon phases.

THINK about what the Moon looks like in the night sky. You have probably noticed that it does not always look the same. WRITE about what you think causes the Moon’s shape to change each day and night. How many moon phases do you see in this picture? Make a prediction about how long you think it takes our Moon to go through all of its phases. Be sure to • clearly state your central idea; • organize your thoughts; • develop your essay in detail; • choose your words carefully; and • use correct spelling, capitalization, punctuation, and grammar. Notes:

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2E2D Shape of the Moon

Writing Science Topic:

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2nd Grade Earth and Space Science

2E3AB

Changes in Surroundings

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2E3AB Changes in Surroundings

Student Handout Name:

Date:

I’m Home! Before

After

Soil

Ant Hill

River

Beaver Dam

Soil

Meerkat Tunnel

Forest

Neighborhood

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2E3AB Changes in Surroundings

Explore Student Journal Name:

Date:

Changes in Surroundings Part I: A Tale of Two Houses 1.

Compare the two houses before the storm hit. House A

House B

What caused changes to the environment and the two houses?

Compare the two houses after the storm hit. House A

House B

Describe another weather event that has caused a change to the community in which you live. What was the event? How did it change the environment? What were its effects?

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2E3AB Changes in Surroundings

Explore Student Journal Part II: Building a Beaver Dam 1.

Draw a sketch of the environment before and after the dam is built. Before

After

Did your dam hold back water? How did this change the environment?

Did you need to redesign your model? How did you do it?

What materials helped keep your dam strong?

Which materials worked best at stopping leaks?

Beavers change their environment by using materials around them to create shelter. Describe how at least three other animals in your community cause a change to the environment surrounding them.

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2E3AB Changes in Surroundings

Explore Student Journal Part III: Humans Changing the Environment 1.

Fill in the table below as each student chooses a new Pollution Card.

Describe the pollution in the picture.

Is this an example of land, water, or air pollution?

How does this type of pollution affect your community?

Describe another way humans can cause a change to their environment. Is this change good or bad? Explain.

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2E3AB Changes in Surroundings

Explore Student Journal Part IV: Plant Roots Before

After

Pushing the toothpick into the cookie.

Pushing the toothpick through the bottom of the cookie.

Describe what happened to the cookie when you pushed the toothpick into it.

What did the toothpick represent?

What did the cookie represent?

How can real plant roots change your community?

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2E3AB Changes in Surroundings

Explore Student Journal Part V: Review and Apply Organism or Event

Before

During

After

Ants

Beaver

Tree

Woodpecker

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2E3AB Changes in Surroundings

Explore Student Journal Organism or Event

Before

During

After

Ivy

Humans

Weather

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STEMscopedia: CHANGES IN SURROUNDINGS 2E3AB

Reflect Have you ever seen a forest?

A deer is a living thing. Any You can see many living things in the forest. All these living thing is called an trees are living things. You can see many nonliving organism. things, too. The soil is a nonliving thing. All the living things and the nonliving things surrounding an organism make up its environment. A living thing’s environment is all the things around it. Plants and animals are part of the environment. Rocks are nonliving things.

Eagles are living things. Any living thing is called an organism.

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Water, rocks, soil, and air are also part of the environment. 95

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STEMscopedia: CHANGES IN SURROUNDINGS

Look Out! Many animals can change their environment.

To reach food, elephants regularly break branches, uproot bushes, and push down whole trees.

Squirrels dig in the ground to hide their food.

Beavers build a stick-and-mud dam across a stream. The dam blocks the stream and forms a pond.

Locusts can quickly strip whole fields of vegetation

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Animals can change their environment when they make their homes or when they are looking for food.

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STEMscopedia: CHANGES IN SURROUNDINGS

Look Out! Many plants can change their environment.

In the forest and in the prairie, the roots of plants help hold the soil together.

Tree roots can break concrete or rocks.

One of the materials that plants produce as they make food is oxygen gas. This oxygen gas, which is an important part of the air, is the gas that people, plants, and animals must have in order to stay alive.

What Do You Think? People can change their environment, too. Sometimes the changes help the environment. Other times, the changes are harmful to the environment. Things that people do to live comfortably can affect the world around them. Look at this picture. Think about how people are changing the environment when they throw garbage into the water. What type of garbage do you see? Do you think this can hurt animals and plants in this environment?

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STEMscopedia: CHANGES IN SURROUNDINGS

Try Now Things that people do to live comfortably can affect the world around them. Look at these pictures and write help if the people are helping the environment or hurt if the people are hurting the environment.

People are using cars for transportation. _____________

People are recyling their garbage. __________________

People are planting new plants. _________________________

People are cutting down trees to build houses. ____________

People are burning coal to make electricity. ____________

People are using solar energy to make electricity. __________

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STEMscopedia: CHANGES IN SURROUNDINGS

Connecting With Your Child A Small Environment To help your child learn more about their environment and how animals and plants can change the environment, take them to a nearby park. As your child learned in the lesson, an environment includes the living and nonliving things around an organism. For your activity, you are going to do a “three square foot hike.” Rather than focusing on everything they can see around them, you will guide your child to take a closer look at a small area. Explain to them that a single drop of pond water can contain hundreds of tiny microscopic organisms. If you have a magnifying glass, take it with you on your exploration. If you go to an aquatic area, you can use a tall, clear container to carefully peer down below the surface of the water. If you explore a land environment, you can gently turn over rocks to find tiny organisms like worms and insects. The key of the exploration is to encourage your child to observe and scrutinize a small area and see how animals or plants change their environment. Make sure you do not permanently disturb the environment. Be certain to leave the environment the way it was before you arrived.

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Look for worms and see how they affect the environment when they are digging their tunnels. Look for squirrels and how they store food in their shelters or how they dig into the ground to hide food. Also look for tree roots that break concrete or hold the soil together. Here are some questions to discuss with your child: • What living things did you observe? • What nonliving things did you observe? • How do these living things find their basic needs? • What changes might animals do to the environment? • What changes might plants do to the environment? • How might these changes affect the environment?

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2E3AB Changes in Surroundings

Reading Science Name:

Date:

Save the Rain Forest 1.

There is trouble in the Amazon rain forest. The rain forest is disappearing very fast. The Amazon’s future is grim.

Farmers are destroying the forests. They are cutting down the trees to make room to build homes. The wood from some of the trees is being used to build homes. They are also building roads. They are also building farms.

What happens when the trees are cut down in the rain forest? This is not good for the plants and animals that live there. These plants and animals don’t have homes anymore. The Amazon is one of the places in the world with the most plants and animals. The Amazon is home to a monkey the size of a toothbrush. It’s also home to a bird-eating spider. The largest flower in the world also grows there.

Scientists believe they have not found all of the plants and animals that live in the rain forest. In fact, they think they have only found a small number of them. The more trees cut down, means the more plants and animals that will be homeless. This means scientists will not be able to find new plants and animals.

Cutting down the rain forest trees hurts people. Spices come from the rain forest. Food and medicines do too. Without the plants and trees that have spices and medicines, some people may not get all the food or medicine they need.

It rains a lot in the rain forest. That’s how it got its name. The rain forest has many rich plants. Plants make their own food. They give off oxygen when they make their food. Humans need oxygen to breathe. The rain forest is like lungs for the Earth. It helps us breathe. We give off a gas when we breathe. It is called carbon dioxide. Plants take this gas in to make food.

People need places to live. They need room to build homes. They need plants to breathe. Farmers need to be careful. They need to not cut down as much of the rain forest. The rain forest will be gone in about 40 to 50 years if they don’t stop. Save the rain forest.

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2E3AB Changes in Surroundings

Reading Science 1.

How can the reader tell that this passage is written in a cause and effect pattern? A.

It gives facts about the rain forest

It tells the problem of the rain forest being cut down

It tells why the rain forest is being cut down, and it tells how this will harm the Earth

It describes the plants and animals of the rain forest

Which sentence from the text helps you to know what grim means in paragraph 1? A.

The forest will be gone in about 40 to 50 years if they don’t stop.

They think they have only found a small number.

The Amazon is one of the places in the world with the most plants and animals.

They are cutting down the trees.

The author wrote this passage mainly to– A.

tell a story about rain forest animals.

explain how farmers are cutting down trees in the rain forest.

tell what is happening to the rain forest.

describe what the rain forest looks like.

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2E3AB Changes in Surroundings

Reading Science 4.

What’s another word for destroying in this text? A.

Ending

Helping

Saving

Planting

You can tell the author is feeling _______ about what is happening with the rain forest. A.

Concerned

Content

Mad

Confused

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2E3AB Changes in Surroundings

Math Connections Name:

Date:

There were 268 deer living in the forest. After a forest fire, the deer had to find a new home. How is the number of deer represented by base 10 blocks? Draw a picture in the space below.

The temperature in Athens, Georgia, was 62 degrees on Monday. A cold front with rain came through on Tuesday, and the temperature dropped to 26 degrees, causing roads to ice up and schools to close. How much did the temperature drop between Monday and Tuesday?

Butterflies migrate to warmer temperatures in the winter. Look at the array of butterflies below, and write an equation to find the sum of butterflies.

Draw an array of butterflies to equal a sum of 18.

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2E3AB Changes in Surroundings

Math Connections 5.

A grizzly bear hibernated for 235 days. A brown bear hibernated for 223 days. Compare the two numbers, then fill in the box below with the correct symbol>,<, or=:

235

223

A squirrel was collecting and storing nuts for the winter. He collected 35 nuts on Monday, 29 nuts on Tuesday, and 31 nuts on Wednesday. How many nuts did the squirrel collect in all?

The picture below represents the number of plants that froze in Charlie, Rose, Danny, and Hannah’s back yards during an ice storm. How many plants froze?

Using the total number of plants in problem 7, how many plants would be left if nine of those plants do not survive the freeze?

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2E3AB Changes in Surroundings

Writing Science Name:

Date:

LOOK at the picture of the bulldozer cutting down trees.

THINK about why people would cut down trees. How does this change the environment? WRITE about the reasons why people would cut down a part of a forest. Describe how this change would affect the environment. Be sure to • clearly state your central idea; • organize your thoughts; • develop your essay in detail; • choose your words carefully; and • use correct spelling, capitalization, punctuation, and grammar. Notes:

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2E3AB Changes in Surroundings

Writing Science Topic:

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2nd Grade Life Science

2L1AD

Animal Life Cycles

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2L1AD Animal Life Cycles

Student Handout Name:

Egg Number: _______________ Observations: ________________ ___________________________ ___________________________

Adult Number: _______________ Observations: ________________ ___________________________ ___________________________

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Date:

Larva Number: _______________ Observations: _______________ __________________________ __________________________

Pupa Number: _______________ Observations: _______________ __________________________ ___________________________ 111

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2L1AD Animal Life Cycles

Explore Student Journal Name:

Date:

Sequence of the Life Cycle What questions do you need to answer to finish ordering the animals’ life cycles?

Use the space below to gather information about each life cycle that can be added to your poster. Chicken

Dog

Frog

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Cat

Butterfly

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STEMscopedia: ANIMAL LIFE CYCLES 2L1AD

Reflect Think about a time when you had a pet. How did your pet look when it was young? How did your pet change as it got older? Living things change as they grow. Some living things change more than others. Look at the dogs below. How did they change as they got older? What stayed the same?

All living things have life cycles but they can look very different from each other. Some animals keep the same shape as they grow and some completely change! Some life cycles happen quickly and some take a long time. Let’s look at the different life cycles of other animals.

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STEMscopedia: ANIMAL LIFE CYCLES Look Out! How can we learn about the life cycles of different animals? Scientists observe how animals change over time. Each living thing has physical traits that make it unique and different from others. (A trait is a characteristic or property of something, such as height, weight, and skin or fur color.) The same kinds of living things have similar traits. Many animals have babies that are just like small versions of themselves. How are the mothers and their babies alike in these photos? How are they different?

Try Now Have you ever heard the riddle: “Which came first, the chicken or the egg?” In the life cycle, the answer doesn’t matter. Put the life cycle of the chicken in the correct order by drawing a line from the image to a box.

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STEMscopedia: ANIMAL LIFE CYCLES Look Out! Not all animal babies look like their parents, so let’s take a look at another animal life cycle. Frogs are examples of animals that change from birth to adulthood. Follow the pictures below, starting in the top-left corner.

A mother frog lays eggs in wet places. This mass of jelly-like eggs is called frog spawn. Baby frogs, or tadpoles, hatch from these eggs. Like fish, tadpoles breathe through gills. They have a long tail but no arms or legs.

This adult frog now has lungs and breathes air. It cannot breathe under water. It will find a wet place to lay eggs. Then the tadpoles can slide into water when they are born.

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As the tadpole grows, skin covers its gills. Tiny legs and arms sprout. Its tail becomes shorter and eventually disappears. It is time for the frog to climb out of the water and breathe air. This is a froglet. 117

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STEMscopedia: ANIMAL LIFE CYCLES Look Out Insects change during their life cycle. Most insects, like butterflies, beetles, and bees, have four stages. Each stage is different. When you look at an insect, you can tell what stage it is in.

Egg: The first stage is the egg. Adult insects can lay hundreds of eggs. They are very tiny. Sometimes the eggs hatch right away. A mosquito egg hatches in one to two days! Other eggs survive all winter, long before hatching in the spring. Larva: The next stage is the larva. A caterpillar is a larva! Larvae (more than one larva) look like short, fat worms with legs. Larvae eat a lot and begin shedding their skin when they grow. Then they grow new skin. Pupa: After the larva grows enough, insects go into the pupa stage, in which the larva wraps itself up in a hard shell. This is called a cocoon or chrysalis. The insect does not come out for a while. It does not eat any food. It rests for a long time, but there Damselflies only have are big changes happening! Inside, three stages in their life the pupa slowly changes into an cycle. Eggs are laid in Look closely. adult. ponds and hatch into You can Adult: The insect comes out of its nymphs. Adults live above see butterfly cocoon as an adult. Adult insects the water and can fly. wings inside look very different from the larvae Grasshoppers, dragonflies, the chrysalis! that entered the cocoon. For and cockroaches also have The pupa is example, a wiggly caterpillar enters only three stages. changing to the pupa stage but flies out as a an adult. butterfly. Many adult insects fly away and lay eggs. 118

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STEMscopedia: ANIMAL LIFE CYCLES Try Now There are many differences between the larva and the adult beetle. Name three ways they are different. 1. __________________________________________ 2. __________________________________________ 3. __________________________________________

What Do You Think? Identify each stage of the following life cycle. Then search the Internet for photographs of each stage. Color the pictures according to your photographs.

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STEMscopedia: ANIMAL LIFE CYCLES Try Now You can catch your own tadpoles and watch them grow. 1. 2. 3. 4. 5. 6. 7.

Find a plastic tub or fish tank, a plastic cup or container, and a bucket. Collect rocks or gravel and place them on the bottom of your tub. Place a large rock or two in the tub. Visit a pond, small lake, or anywhere with standing water. Take an adult with you. Look around the edges of the pond for tadpoles. Scoop up some pond water in the bucket. Scoop up the tadpoles with the cup and put them in the bucket. Try not to touch the tadpoles. The bacteria from your hands could harm them. 8. Fill the tub about three inches high with pond water. You can also use distilled or spring water. If you use tap water, let it sit for about a day before putting in the tadpoles. This will allow the chlorine in the water to evaporate. 9. Make sure some of the rocks are above the water’s surface. The tadpoles will need a place to go once they become froglets. 10. Place a couple of plants in the tub. 11. Include some moss and algae from the pond. 12. Let the habitat sit for a day or two. Allow everything in it to settle. 13. Gently scoop the tadpoles from the bucket. 14. Gently release them into the habitat. 15. Feed them a little lettuce every three days. You can tear the lettuce into little pieces. Freeze it overnight. Then allow it to thaw before placing a pinch of it inside the tadpole container. 16. Remove a third of the water every week and replace it with pond water or clean distilled water. 17. Watch the tadpoles turn into froglets. 18. Feed them meat as they start moving out of the water. You can feed them bloodworms or small crickets from a pet store. 19. Place a lid with vents on the tub when the frogs start coming out of the water. Otherwise, they will hop out of the tub!

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STEMscopedia: ANIMAL LIFE CYCLES Connecting With Your Child Into the Wild Next time you take your child to an area with wild animals—for example, a zoo, forest, butterfly house, or park—take that opportunity to focus on the life cycles of animals. Ask your child to identify or describe the life cycle stage for each living thing you see. Then ask your child to name the next life cycle stage for each of these living things. Point out the other people looking at the animals and ask your child about the life cycle stages of these people. Allow your child to come up with creative responses. Encourage your child to identify the stages based on his or her own prior knowledge and to support each idea with logical evidence. Make sure you take time to visit the nursery or the insect house if you are going to the zoo. Children love young animals, which also are perfect examples of the beginning of a life cycle. This approach will give your child an opportunity to reinforce learning in a fun way. Here are some questions to discuss with your child: • How are the life stages you observed different from one another? • Why do we name the different stages of a life cycle? • Why do we compare life cycles of different animals, plants, and insects? • How many stages of a life cycle can you identify in your family?

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2L1AD Animal Life Cycles

Reading Science Name:

Date:

The Monarch 1.

Mrs. Reed’s kindergarten class was taking a nature walk. They were looking for changes in nature. Carly saw a leaf that was brown. She saw other leaves that were green.

“This leaf must have been green before. Maybe it turned brown,” said Carly.

“That’s right,” said Mrs. Reed. “The leaves lose their green color in the fall. They turn red, yellow, or orange. The leaves change color when they die.”

“They die?” asked Carly. Her heart sank as she heard this news.

“Yes,” said Mrs. Reed. “Living things on Earth are born. They live for some time. Then, they die. Don’t be too blue, Carly. There is a lot of new life around here. Look over here.”

Mrs. Reed led Carly and the other students to some milkweed plants. “Look under the leaves,” suggested Mrs. Reed. “You may find something special.”

The students started lifting the leaves of the plants. Juan’s eyes lit up. “Mrs. Reed, I found a caterpillar!” he said.

“Me too!” exclaimed Carly. “Can we take it back to our classroom to be our class pet?”

“I think that would be a great idea,” agreed Mrs. Reed.

10. Mrs. Reed helped Carly and Juan each remove their milkweed stem. They sniped them off of the plants. Carly and Juan carefully carried their stems back to class. 11. Mrs. Reed found a large jar to put the milkweed stems in. She let all of the students look at the caterpillars. She had the students draw the caterpillars in their science notebooks. 12. The students came back to school the next day. They could not find their caterpillars. 13. “Where did they go?” asked a panicked Juan. 14. “They are there,” explained Mrs. Reed. “They have spun their cocoons.”

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2L1AD Animal Life Cycles

Reading Science 15. “Why do they do that?” asked Carly. 16. “That is part of their life cycle. They are changing like a puppy changes to a dog. Or as a chick changes to a chicken. 17. You can really see the change they go through,” explained Mrs. Reed. “I’d like you to draw the cocoons in your science notebooks and write about them.” 18. The students got out their notebooks. They drew the cocoons. Mrs. Reed also took the cocoons out of the jar. She carefully placed them in a net. 19. A few days later, the students were still observing their cocoons. There was no change. They were finding that it took awhile for the cocoons to change. 20. A few more days passed, and then it happened! The students arrived to the classroom in the morning to no longer see cocoons. They now saw two beautiful orange and black butterflies. They were flying around in the net. 21. “Wow!” said Carly. All of the students stared in awe. 22. “The monarch butterflies hatched into their adult form last night,” explained Mrs. Reed. 23. All of the students got to take a look. They drew detailed drawings in their science notebooks and wrote stories about their butterflies’ journey. 24. A few more days passed. Mrs. Reed said it was time to let the butterflies go free. She took the class outside and slowly opened the net. Before they could say good-bye, the butterflies flew freely away. 25. As a tear fell down Carly’s and Juan’s cheeks, they waved good-bye to their beautiful winged friends.

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2L1AD Animal Life Cycles

Reading Science 1.

What is the life lesson you can learn from this story? A.

Butterflies should be free.

Teachers should teach about butterflies.

Not all animals make good pets.

Animals need to live in their natural environment.

How did Carly and Juan respond to the butterflies being set free? A.

They were overjoyed knowing they were free.

They were feeling blue.

They wrote notes in their notebook.

They chased after the butterflies.

What helps you to know this is a story? A.

It’s written in paragraphs.

It has a title.

It has characters and a setting.

There is a sad ending.

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2L1AD Animal Life Cycles

Reading Science 4.

Who is narrating the story? A.

Mrs. Reed

Carly

Juan

Someone not in the story

Which sentence helps you to understand the meaning of panicked? A.

They have spun their cocoons.

They could not find their caterpillars.

Why do they do that?

The students came back to school the next day.

The reader can tell Carly and Juan are– A.

afraid they will not see their butterflies again.

curious to know more about the butterflies.

careful artists in their notebooks.

the class leaders.

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2L1AD Animal Life Cycles

Reading Science 7.

The phrase her heart sank lets you know that Carly was feeling – A.

angry.

disappointed.

blue.

nervous.

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2L1AD Animal Life Cycles

Math Connections Name:

Date:

A farmer went out to his barn to collect the eggs his chickens had laid. How many eggs did he collect? eggs

There were 17 frogs and 24 tadpoles in a pond. How many more tadpoles were there than frogs? tadpoles

Ben’s dog weighs 21 pounds. When Ben got his dog as a puppy, it weighed only 5 pounds. How many pounds did Ben’s dog gain to become an adult dog? pounds

Josie’s class is learning about the life cycle of a butterfly. Every student gets their own caterpillar to observe before it becomes an adult butterfly. Write an equation to show how many students are in Josie’s class.

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2L1AD Animal Life Cycles

Math Connections 5.

A local pet store has 17 kittens for sale. Is the number 17 odd or even?

Draw an array of puppies that totals 12.

A brown bear weighs six hundred thirty-seven pounds. Write this number in standard (numeral) form:

Write this number in expanded form:

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2L1AD Animal Life Cycles

Writing Science Name:

Date:

LOOK at the picture of a mealworm.

THINK about the life cycle of an insect. This mealworm is the larva of an adult grain beetle. WRITE about the life cycle of an insect. What happens during each stage? Be sure to • clearly state your central idea; • organize your thoughts; • develop your essay in detail; • choose your words carefully; and • use correct spelling, capitalization, punctuation, and grammar. Notes:

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2L1AD Animal Life Cycles

Writing Science Topic:

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2nd Grade Life Science

2L1B

Plant Life Cycle

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2L1B Plant Life Cycle

Explore Student Journal Name:

Date:

Wonders of Plants

Part I

Observe and draw your plant every few days. Record the day you observed the plant and the stage of its life cycle it is in. Day _________

Day _________

Stage:_________________

Day _________

Stage:_________________

Day _________

Stage:_________________

Day _________

Stage:_________________

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2L1B Plant Life Cycle

Explore Student Journal 1.

What stages of the plant’s life cycle did you observe?

Briefly describe each stage of a plant’s life cycle.

Part II Draw the inside of your lima bean after dissection. Label the parts.

What evidence did you find that a plant could grow from this seed?

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STEMscopedia: PLANT LIFE CYCLE 2L1B

Reflect Many young plants look like parent plants.

The young plant has long, thin leaves.

The parent plant has long, thin leaves, too. Young plant

Parent plant

Try Now Now you try! Look at the plants below. Circle the leaves in both pictures.

Young plant

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Parent plant

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STEMscopedia: PLANT LIFE CYCLE Look Out!

Plants have life cycles.

Many plants start as seeds.

A seedling grows. It becomes an adult

plant.

A seed grows. It becomes a seedling.

Adult plants make new seeds. A pod holds these seeds.

Some adult plants grow flowers. Some grow fruit, too.

Have you ever eaten an apple? Apple trees grow flowers. Apple trees grow fruit, too. Seeds are inside the fruit.

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STEMscopedia: PLANT LIFE CYCLE What Do You Think? Now you try! Look at each part of the life cycle. Write what comes next. Use the word SEEDS, SEEDLING, or ADULT PLANT.

A seedling will become an

The seeds will become a

The flowers will make new

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STEMscopedia: PLANT LIFE CYCLE Connecting With Your Child

Plant Life Cycles at Home

To help students learn more about plant life cycles, it is important for them to have experiences observing different stages of plant growth. Invite your child to spend some time looking closely at seeds such as: • Beans • Sunflower seeds • Nuts • Seeds in fruits: apples, watermelons, oranges Also, help your child identify common plants they eat as food while thinking about the part of the life cycle of the food. Beans are seeds, carrots are roots of adult plants, and lettuce is the leaf of an adult plant. An apple is the fruit of an adult apple tree. Finally, gather some seeds that grow fairly quickly indoors such as green bean seeds or radish seeds. Plant some in a small container of soil and place the container in a sunny location. Have your child help care for the seeds by watering them each day, and observe the seeds together. You should see sprouting in two to three days. Ask your child to record observations of the different life cycle stages by drawing sketches of the seeds, seedlings, and adult plants as the bean plants grow. Encourage your child to identify the next stage the plant will go through. Here are some questions to discuss with students: • How is the seedling similar/different than the adult plant? • Does the plant have flowers in its life cycle? What about fruits? • Do all plants have life cycles?

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2L1B Plant Life Cycles

Reading Science Name:

Date:

Blake’s Garden 1.

It was starting to feel like spring. Trees were in bloom. The air smelled fresh and new. Birds were chirping outside the windows.

Blake was ready. He had been waiting all winter to plant his garden. Blake gathered his gardening tools and zipped out to his garden. Before he could plant, he had to get the soil ready.

He used the tools to till the dirt. Tilling was not easy work. First, Blake had to use his hoe to loosen up the hard dirt.

After some time, the soil was ready for seeds. Blake staked out rows for different plants. He planned to plant green beans, tomatoes, and sweet corn today. Blake dug holes a few inches apart. He stuck the seeds in the holes, covered them with dirt, and gave them a drink of water.

Two days later, Blake came back to check on his garden. He didn’t see any change. So he pushed back the dirt on one of his holes. He saw that his plant was starting to germinate. He saw tiny roots coming out of the seeds. He covered it back up. He watered the plants to help them grow.

Blake returned to his garden again a few days later. He now saw tiny seedlings sticking out of the ground. The stems were short and two small leaves came off the stem. Blake watered his garden again.

He continued to tend to his garden. He observed the seedlings grow into stronger plants. The roots were digging deeper and larger leaves were growing.

Blake’s plants grew and grew. He observed the green bean plants producing white flowers. The tomato plants made yellow flowers. The sweet corn was beginning to grow a tassel. Blake was getting excited. However, he noticed some other plants growing in his garden. Blake knew he did not plant these. They were white and low to the ground. They had a stem and a large round-shaped top.

Blake went to search the Internet. He looked at many pictures of plants. He finally discovered that his garden was growing mushrooms. Blake read that these mushrooms can grow from the dirt in the ground. They are a fungi, and Blake did not want them in his garden any longer. He was worried they would take over and kill his plants. Blake knew he had to do something!

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2L1B Plant Life Cycles

Reading Science 10. He put on gloves and got a pair of scissors. He cut the mushrooms at their stems. Then, he sprayed a little bit of special spray on the stem. Blake crossed his fingers that the mushrooms would die. 11. Upon returning the next day, Blake did not see any more mushrooms. He checked his bean plants. There were beans to pick! A few tomatoes were red, too! The corn was growing ears, but it was not quite ready to be picked. 12. Blake enjoyed fresh green beans for dinner that night. He thought back about his garden and felt thankful for the fresh produce. He could not wait for the rest of his garden to bring him more vegetables. The garden may be a lot of work, but Blake loved what it gave him! Yum!

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2L1B Plant Life Cycles

Reading Science 1.

Blake’s problem in the story is that– A.

his plants did not grow at first.

the mushrooms were taking over his garden.

he did not water his garden enough.

Blake tended to his garden.

What phrase from the text helps you to understand the meaning of the word germinate? A.

Pushed back the dirt

Covered it back up

Didn’t see any change

Tiny roots coming out of the seeds

Blake could tell the difference between a mushroom and a plant because– A.

a mushroom has a stem.

a mushroom grows from the ground.

a mushroom has a white cap.

a mushroom has roots.

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2L1B Plant Life Cycles

Reading Science 4.

This story is mainly about– A.

Blake’s mushroom problem.

Blake’s spring garden.

Blake’s yummy produce.

Blake’s garden mystery.

What is another word for tend, as it is used in the passage? A.

Watched

Took care of

Ignored

Cradled

What event with the plants took place right after the seedlings grew? A.

The plants grew flowers.

The plants produced vegetables.

The plants grew stronger.

The plants grew tiny leaves.

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2L1B Plant Life Cycles

Reading Science 7.

The passage states, Two days later, Blake came back to check on his garden. He didn’t see any change, so he pushed back the dirt on one of the holes. He saw that his plant was starting to germinate. From this, the reader can tell that Blake– A.

was clever.

was feeling impatient.

was overjoyed by his plants’ growth.

was disappointed because the plants were not growing.

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2L1B Plant Life Cycles

Math Connections Name:

Date:

A gardener planted 40 seeds. Only 26 of those seeds have already turned into seedlings. How many have not yet turned into seedlings? seeds

Plants can take different amounts of time to complete their respective life cycles. Look at the graph below, and answer the questions that follow.

Number of Days

Plant A Plant B Plant C

0 5 10 15 20 25 30 35 40 45 50 55 60 65 How many days did it take each plant to go through its own life cycle? Plant A:

Plant B:

Plant C:

Which plant takes the longest to go through its life cycle?

How many more days did it take Plant B to go through its life cycle than Plant C? more days

Which two plants have a combined total of 85 days to complete their respective life cycles? A. Plant B and Plant C

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B. Plant A and Plant C

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2L1B Plant Life Cycles

Math Connections Mushrooms are a type of fungus that depends on dead things for food. There are 834 mushrooms in a forest. 6.

What digit in the number 834 is in the tens place? A. 8 B. 3 C. 4

How is the number 834 written in words?

If 100 of the mushrooms get eaten by other organisms, how many mushrooms mushrooms will be left in the forest?

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2L1B Plant Life Cycle

Writing Science Name:

Date:

LOOK at the picture of a seed sprouting.

THINK about the life cycle of a plant. WRITE about the life cycle of a plant. What happens in each stage? Be sure to • clearly state your central idea; • organize your thoughts; • develop your essay in detail; • choose your words carefully; and • use correct spelling, capitalization, punctuation, and grammar. Notes:

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2L1B Plant Life Cycle

Writing Science Topic:

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2nd Grade Life Science

2L1C

Plant and Animal Dependence

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2L1C Plant and Animal Dependence

Explore Student Journal Name:

Date:

Part I: Pollen and Seeds Pollen Dispersal Station Use the animal part models to reach nectar from Adult Plant 1 and Adult Plant 2. In the data table below, draw and label each model that successfully transfers nectar and describe how the model worked. Drawing of Model

How did it work?

Which tool made transferring the nectar the easiest?

Describe any observations you have about what happened to the pollen as you were reaching for and transferring the nectar.

Can you think of an animal characteristic that is similar to the straw or pipe cleaner that can be used to transfer nectar to a new location?

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Explore Student Journal Seed Dispersal Station Read your scenario. Use the materials to create a model to get the seeds from Adult Plant to New Location. In the data table below, draw and label each model that successfully transfers seeds and describe how the model worked. Drawing of Model

How does it work?

Use your data to answer the following questions. 1. What materials did you use to model your scenario?

Why does a plant need an animal to carry its seed to a new location?

What animal parts could these models represent?

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2L1C Plant and Animal Dependence

Explore Student Journal Part II: From Seeds to Plants Animal Characteristic

Is it more helpful for moving pollen, seeds, or both?

How?

Can you think of other animals that have these same characteristics?

Can any of these characteristics serve both functions? Explain.

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STEMscopedia: PLANT AND ANIMAL

DEPENDENCE 2L1C

Reflect Different plants and animals live together. Look at the picture of the garden. What organisms live there? Grass, trees, bugs, and birds live there. Fish and frogs live there, too. Can you think of anything else that might live there? How are these organisms important to one another? Plants and animals depend on each other in many ways. All animals depend on plants to live. Some organism: a living thing animals eat plants. Other animals need trees for shelter to protect them from weather or other animals. Birds build nests in trees to protect their pollinate: moving pollen from one eggs from predators like snakes. Squirrels use flower to another, allowing flowers trees to hide their food. to reproduce (make new plants) Most plants also depend on animals to live. Bees pollinate flowers. Without bees, many flowers could not make more flowers. Flowers produce seeds to make new plants.

Bees carry pollen from one flower to the next.

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The eagles built a nest in the tree.

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STEMscopedia: PLANT AND ANIMAL

DEPENDENCE

Reflect All organisms need energy to live and grow. They need energy to reproduce (have babies). Organisms get energy from food. Different living things get food in different ways. Where does energy for plants come from? Plants make their own food! But they need a few things to make this food. They make their food using water, air, and sunlight. The food that plants make is a kind of sugar. The sugar is their food. It gives them energy. Plants are called producers. The word “produce” means “make.” A producer is a maker of something. A plant is a maker of its own food! Animals depend on other organisms for food. Food gives animals energy. All animals need energy to live. Animals cannot make their own food. They get their food by eating plants or other animals. An animal that gets food by eating plants or other animals is called a consumer. Animals can be grouped by what they eat. • Animals that eat plants are herbivores. The deer in the picture is an herbivore. • Animals that eat other animals are carnivores. The wolves in the picture are carnivores. • Animals that eat both plants and animals are omnivores. All organisms die, but what happens then? The dead plants and animals get broken down into tiny pieces. Decomposers do this job. Decomposers live in soil.

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Mushrooms are one kind of decomposer.

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STEMscopedia: PLANT AND ANIMAL

DEPENDENCE

How Animals Help Plants Some plants have flowers. Flowers have pollen in them. To make seeds, pollen has to move from one part of a flower to another part, or even to other flowers. Animals help plants by moving pollen. Bees, butterflies, and other insects visit flowers to eat their nectar or pollen. The pollen collects on the legs and bodies of the insects. As they visit other flowers, they spread the pollen, helping new plants to be produced. Birds also spread pollen that attaches to their feathers as they travel from flower to flower eating flowers and drinking nectar.

Look Out Plants also need to spread their seeds. This way, the young plants will have room to grow. Animals help plants disperse, or spread, seeds. When an animal eats a fruit, it also eats the seeds inside the fruit. When the animal moves somewhere else, the seeds are dropped out in the animal’s waste. Some seeds have little hooks on them, like burrs. These seeds easily stick to the fur of animals that pass by. When the seeds fall off the animal, new plants get to grow in a new spot. Even you may have helped to spread the seeds of plants. After you walked in the woods or across a field, have you found burrs and seeds stuck to your socks or pants? Fill the sections of an egg carton with soil. Pull off the seeds and burrs and plant them in the soil. Water them and soon you can see which types of plants you helped by dispersing their seeds.

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STEMscopedia: PLANT AND ANIMAL

DEPENDENCE

Connecting With Your Child Go exploring! Plan a trip to your local park or another location where flowering plants can be observed. Bring a notebook along so your child can record what you discover together. Spend some time looking at the different flowers. If you look closely, you can see the pollen inside the flowers! Encourage your child to explore the variety of flowers and to make note of any pollinators he or she sees. Continue to explore for seeds and for animals that may help spread those seeds. Questions to Ask 1. What happens when you touch the pollen? 2. Is the pollen stored the same way on all flowers? 3. What living things did you see that could help pollinate the flowers? 4. Did you find any seeds? What kind were they? 5. How did the seed find a new location to grow?

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2L1C Plant and Animal Dependence

Reading Science Name:

Date:

Flowers and Bees at the Park 1.

It was a sunny day. Mary was at the park. Her mom was with her. The park was fun! Mary liked to look at the flowers. She saw a pink flower. It was pretty! She looked closely at it. She saw something on the flower. Mary needed to see it better. She got her magnifying glass out. She used it to look at the flower more closely. She saw a bee.

The bee was busy. It was feeding. It was taking nectar from the flower. Bees have a feeding tube. The tube is in their mouths. They use it to get the nectar. Mary saw a yellow powder. It was on the flower. It was on the bee’s wings. She didn’t know what the powder was. She asked her mom to look at it. Her mom used the magnifying glass to look. She saw the powder. She told Mary that the powder was pollen. Pollen is a sticky powder inside flowers that helps make seeds.

Just then, the bee flew away. It flew to a red flower. Mary and her mom walked over and watched the bee. It was getting more nectar. They saw pollen fall. It was falling off of the bee’s wings. The pollen landed on the red flower.

Mary wanted to know more about bees and flowers. She asked her mom to take her to the library. She wanted to check out a book.

Mary found a book about bees and butterflies. It was also about flowers. It had many pictures. It also had big words, such as pollinators and pollination. Pollinators are small animals, usually insects, that help spread pollen from one plant to another. When pollination occurs, plants make new plants. Pollination is when a plant gets pollen from another plant.

“Animals need plants. The bee got nectar from the flower,” said Mary.

Her mom said, “Yes, and plants need animals. The bee was a pollinator. It spread the pollen from the pink flower to the red flower.”

Mary said, “Who knew a day at the park could turn into a science lesson!”

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2L1C Plant and Animal Dependence

Reading Science 1.

Where did Mary see the flowers? A.

At a flower shop

In a park

At Mary’s house

At Suzy’s house

How was the bee getting nectar from the flower? A.

Its legs

Its wings

Its feeding tube

Its antennae

What is a sticky powder inside flowers that helps make seeds? A.

A seed

Nectar

Pollen

None of the above

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2L1C Plant and Animal Dependence

Reading Science 4.

In this story, who was the pollinator? A.

The wind

The bee

Mary

A moth

What is pollination? A.

When a plant gets pollen from another plant and is fertilized

When a plant gets nectar from another plant and is fertilized

When an insect lays an egg on a plant

An animal that moves pollen from one plant to another

Which of the following is true of plants and animals? A.

They do not need each other.

They can survive without each other.

They depend on each other.

Plants need animals, but animals do not need plants.

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2L1C Plant and Animal Dependence

Math Connections Name:

Sarah and her classmates were on a field trip at a nearby state park to observe the different wildflowers that are pollinated by bees and butterflies. They were asked to count how many of each wildflower they observed. The chart shows the data Sarah’s group collected. 1.

Draw a bar graph that matches the data in the table. Be sure to include a scale on the side.

Daffodils

Blue Bonnets

Date:

Wildflower

Number Observed

Daffodils

Blue bonnets

Baby’s breath

Baby’s Breath

Use the chart above to answer questions 2–5. 2.

How many wildflowers did Sarah’s group see in total?

If half of the daffodils were to be eaten by bugs, how many wildflowers would be left

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Math Connections 4.

How many more daffodils are there than blue bonnets?

If the students came back to the state park next year and counted 12 baby’s breath, how many more baby’s breath would there be than last year’s baby’s breath?

Toby and some of his friends took their dogs to the dog park to play. While they were there, their dogs got some sticker burrs stuck in their fur. The picture graph below shows how many sticker burrs were stuck in each dog. Use the graph to answer questions 6–8. Dogs with Sticker Burrs Max Fido Buster Lady Each

= 2 sticker burrs

6. Which dog had the most sticker burrs, and how many did he or she have?

7. How many sticker burrs did Lady and Max have together?

8. How many more sticker burrs did Fido have than Buster?

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2L1C Plant and Animal Dependence

Writing Science Name:

Date:

LOOK at the animals below.

THINK about what the cow and the butterfly are doing. How does this affect the plants around them? WRITE about how animals help plants reproduce and spread seeds. Be sure to • clearly state your central idea; • organize your thoughts; • develop your essay in detail; • choose your words carefully; and • use correct spelling, capitalization, punctuation, and grammar. Notes:

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2L1C Plant and Animal Dependence

Writing Science Topic:

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2nd Grade Physical Science

2P1A

Properties of Materials

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2P1A Properties of Materials

Student Handout Name:

Date:

Directions: Observe the items provided by the teacher. Think of words you can use to describe each object, and record them in the data table. During the class discussion, answer the questions below. Item

Description

Eraser

Pompom

Spoon

Bag of Water

Hand Lens 1.

Which item is most like the ball? What properties do they share?

_______________________________________________________________________________ _______________________________________________________________________________

Which item is most like the CD case? What properties do they share?

_______________________________________________________________________________ _______________________________________________________________________________

Which item is most like the bottle of liquid? What properties do they share?

_______________________________________________________________________________ _______________________________________________________________________________

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2P1A Properties of Materials

Explore Student Journal Name:

Date:

Station I: Mystery Balloons Directions: Observe the physical properties of the objects inside each balloon and guess the objects. Record your observations and your guesses in the table below. Balloon

Physical Properties

My Guess

Actual Object

1 2 3 4 5 6 1.

Which balloons do you think contain solids, and which balloons do you think contain liquids?

What helped you decide which were solids and which were liquids?

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Explore Student Journal Station II: Describe It! Directions: Observe the physical properties of the objects your group has been given. Record your observations in the table below and answer the questions. Color

Mass (g)

Length (cm)

Texture (smooth or rough)

Hardness (hard or soft)

Absorbancy Flexibility (can it hold (can it bend?) water?)

Marker Rock Textbook Apple Stick of Gum Paper Towel Rubber Band

How is flexibility related to hardness?

Can you think of an object that has similar properties to the stick of gum?

Compare the properties of the apple to the textbook.

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2P1A Properties of Materials

Explore Student Journal Station II: Describe It! Directions: Look at all the materials presented in this station. Classify them using the physical properties listed below. Record the names of each object in the correct category in the T-charts below. Mass less than 10 g

Mass greater than 10 g

Length less than 5 cm

Length greater than 5 cm

Not Flexible

Flexible

Hard

Soft

What properties do the rock and apple have in common?

What properties do the paper towel and rubber band have in common?

What properties do the marker and textbook have in common?

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STEMscopedia: PROPERTIES OF

MATERIALS 2P1A

Reflect What is the difference between snow and water? Think about holding a snowball. A snowball feels cold. It is solid to the touch. You can change its shape by squishing it in your hands. Water is a bit different from the snowball. It can be hot or cold, and it feels wet. If you spill water on your desk, it will flow and form a puddle. We have seen how snow and liquid water are different. What are some things that are similar to snow? Can you think of other things that are similar to water? Why do scientists need to be able to compare things in this way? Objects are made up of matter. Matter is anything that has mass and takes up space. Snow is matter. Water is matter. You are matter! In fact, everything on Earth is made up of matter. Our senses give us information about matter. You can see some matter with your eyes and touch some matter with your fingers. We can use this information to classify matter. When we classify things, we group them based on their similarities and differences. Matter has physical properties we can describe. Physical properties include how something looks, feels, sounds, tastes, and smells. We have already described some properties of snowballs and water. Snowballs are cold and solid. Water is wet and can pour easily. It can be different temperatures.

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We classify things based on their physical properties.

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STEMscopedia: PROPERTIES OF

MATERIALS

Reflect Let’s review more properties of matter. • Shape: Objects have different shapes. For example, a notebook is shaped like a rectangular prism. A baseball is shaped like a sphere. In the box below each picture, name the shape of each object. HINT: Use the words sphere, cube, and pyramid.

A pyramid is shaped like ______________.

A globe is shaped like ______________.

The toy is shaped like ______________.

• Mass: The amount of matter in an object is its mass. If an object has a large amount of mass, it is usually heavy. If an object has little mass, it is usually light. What Do You Think? A bowling ball and a balloon are about the same size and shape. Which object has more mass? Think about how easy they are to pick up. The bowling ball feels heavier, right? It has more mass than the balloon. • Temperature: Temperature measures how hot or cold something is. An object’s temperature can change. The temperature of the air outside changes with the seasons. When does it feel cold? When does it feel hot?

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STEMscopedia: PROPERTIES OF

MATERIALS

What Do You Think? • Texture: Texture is what an object feels like. Sandpaper has a rough texture. Glass has a smooth texture. A cotton shirt is soft, while a rock is hard. • Flexibility: Flexible objects bend easily. Some flexible objects will bend and stay that way. Other objects return to their original shape. We can use physical properties to classify matter. These springs are Remember that classifying means grouping objects flexible. They bend and together based on their properties. Think about chocolate. return to their original There are different types of chocolate. It can be sweet or shape. bitter. It can be solid or liquid. It can be light or dark in color. Those are all properties we use to describe, or talk about, different types of chocolate.

We classify these chocolates as solids. Some are light in color and some are dark.

We can classify chocolate milk with other liquids. Like water, it is wet.

We can classify matter as a solid or liquid based on its properties. A solid object keeps its shape. This is a property. A liquid takes the shape of its container. That is another property. Some objects can change from a solid to a liquid. When an ice cube becomes hot, it melts. The solid ice becomes liquid water. Objects can also change from a liquid to a solid. When water becomes cold, it freezes and the liquid water becomes solid ice. As the properties of water change, the water looks and feels different. © Accelerate Learning Inc. - All Rights Reserved

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MATERIALS

What Do You Think? Scientists classify objects to make it easier to study them. For example, different types of rocks have different properties. Astronauts found rocks on the Moon. These rocks were dark and had many holes. Scientists used these properties to classify the rocks as basalt. Basalt is made from cooled lava. This observation told scientists that lava once flowed on the Moon. The basalt was evidence that there used to be volcanoes on the Moon. Everyday Life: What’s to drink? Classification is useful in everyday life, too. When you are thirsty, you want something to drink. What would you choose? nutrients: things that keep you healthy

There are different types of drinks. Soda is sweet. Juice is also sweet, but it has more nutrients. Water and milk are not sweet. Water is clear. Milk is white.

All of these liquids have different properties. Their different properties help you decide what to drink when you are thirsty. You can identify the type of liquid you want to drink based on those properties.

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STEMscopedia: PROPERTIES OF

MATERIALS

Try Now Can you classify your stuff? Take three objects out of your desk or backpack. Describe each object’s properties. In other words, what does it look like? What does it feel like? Does it make noise or have a smell? Finally, name one object with similar properties. Write your answers in the table below. What is the object?

What are its properties?

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What object is similar?

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STEMscopedia: PROPERTIES OF

MATERIALS

What Do You Think? What do you know? Can you classify the objects below? Write two to three words to describe the object in each box. The first has been done for you. Snowball

Solid Round Cold Describe one more property: Grainy

Barbell

Solid or liquid? Heavy or light? Is it flexible? Describe one more property:

Coffee

Solid or liquid? Heavy or light? Is it flexible? Describe one more property:

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STEMscopedia: PROPERTIES OF

MATERIALS

Connecting With Your Child Classifying Matter Children learn to classify objects at an early age. As they grow older and their vocabulary expands, their classifications become more complex and refined. Take a trip with your child to a local natural history or science museum with a dinosaur exhibit. Start by reviewing a map of the museum with your child. Discuss the different classifications of artifacts in the museum, using the map as a reference. You might ask: • Why are the dinosaurs in a different area from the other animals? (They have different properties. They look different or have different body parts from other animals in the museum.) • Walk to the dinosaur area of the museum. While viewing the dinosaur exhibits with your child, ask questions about the relationship between physical properties and the process of classification. For example: • Did all dinosaurs move around in the same way? (Some dinosaurs flew, while others walked.) • Looking at the dinosaurs in the exhibit, which dinosaurs can be classified as “walkers” or “fliers”? What characteristics are used to make this classification? (“Walkers” have legs, while “fliers” have wings.) The dinosaur exhibition exercise reinforces the idea of classifying objects based on their physical appearances and uses. Reinforce the concept of the physical properties of matter by finding a “touch and feel” or “fossil dig” area of the museum. If the museum lacks a hands-on fossil activity area, find a dinosaur fossil that is relatively close for observation. (Don’t touch the fossil unless the museum allows you to.) Discussion questions may include: What are the physical properties of the fossil? (Answers may include solid, smooth, or rough texture, descriptions of the fossil’s shape, etc.)

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2P1A Properties of Materials

Reading Science Name:

Date:

The Clubhouse 1.

Logan and Ellie were happy! They were going to build a clubhouse. It was going to be fun!

They were going to build it in Ellie’s living room. First, they needed something for the walls. It needed to be strong. It had to hold the roof. It needed to be rigid. The word rigid means stiff and firm. Ellie and Logan looked around the house. They found something. It was perfect.

The kitchen chairs were strong and rigid. They would make great clubhouse walls. They would support the roof. They placed chairs on all four sides of the clubhouse.

Next was the roof. They used a blanket for the roof. They spread it over the tops of the chairs. The blanket sagged into the middle of the clubhouse. It fell. It was too heavy. It was also too flexible. They needed something different. It needed to hold its shape better. It needed to be lightweight. Ellie had an idea. She ran to the recycling bin. She found a cardboard box. The box was big. It would cover the clubhouse. It was firm and lightweight. Logan and Ellie put it on the tops of the chairs. It worked well!

They had walls and a roof! Now, they needed to fill it with many toys and games. This was the best clubhouse yet! They couldn’t wait to tell their friends.

The next day at school, Logan and Ellie were excited. They wanted to tell their friends about the clubhouse. They were going to have to wait until recess. It was time for science. Their teacher started reading the story The Three Little Pigs. The class was confused.

They had been learning about matter. They knew that matter was anything with mass that takes up space. What could the story of The Three Little Pigs have to do with matter?

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Reading Science 8.

After the story, the teacher talked about the three houses. They were all made of different types of matter. Only one of the houses was able to survive the huff and puff of the wolf. The house made of bricks was strong. It did not fall down. The teacher said, “All matter has specific physical properties. These properties can be used to help classify the material. They can be used to determine a material’s usefulness as a building material.” The class looked at straw, sticks, and bricks. They looked at the different physical properties of each. They realized that the bricks were strong and solid. They were better for building a house.

Logan and Ellie thought about their clubhouse. They told the class how the blanket did not make a good roof. It was too heavy and flexible. The cardboard made a good roof. It was stiff and lightweight. “Yes!” The teacher said, “We can observe the physical properties of different materials. These properties helps us decide which materials would be best for the intended purpose.” She asked the class what would happen if the clubhouse were built outside. Would the cardboard roof have been a good choice? What if it were to rain? Is there something that would work better? Logan and Ellie could not wait to start on their next clubhouse! It was going to be outside!

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Reading Science 1.

What happened first in the story? A.

Logan and Ellie told their friends about the clubhouse.

Logan and Ellie found chairs to use for the clubhouse walls.

Ellie found a cardboard box in the recycling bin.

Logan and Ellie decided to build a clubhouse outside.

What made the blanket roof sag and fall? A.

It was not soft enough.

The walls were not strong and rigid.

It was too heavy and flexible.

It was not big enough.

What was the class learning in science? A.

Plants and animals

Different environments

Matter

The Three Little Pigs

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2P1A Properties of Materials

Reading Science 4.

What properties of the cardboard made it a good roof? A.

It was free.

It was recyclable.

It was light and firm.

It was brown.

Which of the following items would make a good roof for the outdoor clubhouse? A.

A waterproof tarp

A cardboard box

A sheet

A heavy piece of wood

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2P1A Properties of Materials

Math Connections Name:

Date:

Some balls sink and others float. How many balls are there in all?

Count by fives. _____ 2.

How many balls did not float? Count by twos. _________

You have two more aquariums with the same type of balls to add to the collection above. How many balls do you have now? __________

Hannah said to answer question 3, you could just add 10 to your answer for number one. Is she correct? Why or why not? _____________________________________________________ _____________________________________________________

How many balls would not float after you added the two aquariums? _____________________________________________________ What is the easiest way to count those? ____________________

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2P1A Properties of Materials

Math Connections 6.

Sort the Unifix cubes your teacher gave you by color. Count the number of cubes by fives and add the total for each color to the chart. Use tally marks. Red

Blue

Green or Yellow

Fill in the blanks using <, >, or =. 7.

The number of blue cubes is ________________ the number of red cubes.

The number of yellow and green cubes is __________________ the number of blue cubes.

Your science teacher gives you 10 tennis balls, 8 golf balls, and 6 ping pong balls. Sort the balls by texture and complete the bar graph below. Use the graph to answer the questions that follow.

10. What is the total number of balls? ________

11. How many more smooth and bumpy balls are there than fuzzy balls? ______________

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2P1A Properties of Materials

Writing Science Name:

Date:

LOOK at the objects below.

THINK about the physical properties of each object. WRITE about one way you could group the objects based on one physical property. What physical property did you choose? How did you know which object went in that group? Be sure to • clearly state your central idea; • organize your thoughts; • develop your essay in detail; • choose your words carefully; and • use correct spelling, capitalization, punctuation, and grammar. Notes:

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2P1A Properties of Materials

Writing Science Topic:

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2nd Grade Physical Science

2P1B

Building Blocks of Matter

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2P1B Building Blocks of Matter

Student Handout Name:

Date:

Flashlight Assembly Before Assembly

After Assembly

Directions: Draw what is inside the bag before and after you have put the pieces together. Answer the questions below. 1.

What pieces make a flashlight work?

What did you do to make the flashlight work correctly?

Can you think of anything else that is built from smaller pieces?

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2P1B Building Blocks of Matter

Explore Student Journal Name:

Date:

Building Blocks of Matter Station I: Building Blocks Create four different structures using the blocks. Draw what each structure looks like, and record what it could represent in real life. Structure 1

Structure 2

Represents:

_______________________________ _______________________________ Structure 3

Structure 4

Represents:

_______________________________ _______________________________

How did you build each structure?

_______________________________________________________________________________ _______________________________________________________________________________

What did you have to do before building a new structure?

_______________________________________________________________________________ _______________________________________________________________________________

Is there only one way to assemble the blocks? Explain.

_______________________________________________________________________________ _______________________________________________________________________________

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2P1B Building Blocks of Matter

Explore Student Journal Station II: Tower Building The Problem Marshmallows, Inc., wants to hire you to build a tower for their new complex. The CEO has asked you to build a model of what you want the new building to look like. The Challenge Use the marshmallows and toothpicks to construct a model tower that meets the criteria. Prepare to present your design to the review board at Marshmallows, Inc. Criteria and Constraints You must draw a plan for your structure before building it. The tower must be at least 30 cm tall. The tower must stand on its own for at least 15 seconds. You may only use the provided materials. Design Before building your structure, draw a blueprint of it in the space below

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2P1B Building Blocks of Matter

Explore Student Journal Station II: Tower Building, continued Explain how your tower supports the idea that larger structures can be made from smaller parts.

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STEMscopedia: BUILDING BLOCKS

OF MATTER 2P1B

Reflect Objects are made up of matter. Matter is anything that has mass and takes up space. Snow is matter. Water is matter. You are matter! In fact, everything on Earth is made up of matter. Matter is made up of many smaller pieces.

A great variety of objects can be built up from a small set of pieces like blocks or building bricks. An object made of a set of small pieces can be disassembled and made into a new object. Think about a library. It is made of books. There are bookcases and shelves to hold all the books. You can move bookcases and you can rearrange the books to make the library look different. What are books made of? What is on the pages? What makes up a sentence? Can the words be rearranged?

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STEMscopedia: BUILDING BLOCKS

OF MATTER

Look Out! Observing Matter All matter is made up of smaller parts. Jeans are made of cotton cloth. The cloth is made of cotton thread. The thread is made of very small pieces of cotton. These pieces of cotton are made of even smaller parts, which are too small to see without a microscope.

What Do You Think? Have you ever tried to build a simple tower, only to have it fall down at a particular height? You may have tried several different ways of placing the blocks until, finally, you created a tower that stayed up!

You can build a house with building bricks. You can disassemble it and make a new object using the same bricks.

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You can build a castle with blocks. You can disassemble it and make a new object.

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STEMscopedia: BUILDING BLOCKS

OF MATTER

There are eight blocks on this page. What could you build with them? A tower? A wall? Show your creativity. Draw four different structures you can make with the eight blocks in the boxes below.

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STEMscopedia: BUILDING BLOCKS

OF MATTER

Try Now What do you know? Which set of pieces is used to build which big object? Find the set of pieces that is needed to build each object in the right column. Trace a line to the correct one.

Wood Blocks

Bricks

Plastic blocks 204

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STEMscopedia: BUILDING BLOCKS

OF MATTER

Connecting With Your Child Creative Building Challenge your child to be an engineer for a day. Look around the house or outdoors for objects that can be used to create a structure. Provide criteria for the structure, such as building it to be a certain height or to accomplish a task, like holding up an everyday object. Give your child the opportunity to design, test, and refine as needed. This can be done with toys that are designed for building or with a variety of common objects, such as forks and spoons, index cards, tape, or straws. Encourage your child to use imagination to create his or her structure! Here are some questions to discuss with your child: 1. What goals do you have for building your structure? 2. What materials will you use? 3. If your structure doesn’t work the first time, what can you do?

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2P1B Building Blocks of Matter

Reading Science Name:

Date:

Will it Work? 1.

Do you like to read a great book at night while using a flashlight under the warm covers? What do you need to make sure the flashlight will work properly? First, you need to find a flashlight in your home. Second, you need to locate batteries that are the right size for your flashlight. Third, you need a light bulb that fits the flashlight. Then, you will have a working flashlight to use while reading your book in the dark!

Do you like to have an ice cream sundae to celebrate a great day? What do you need to make an ice cream sundae? First, you need a bowl from a cabinet and a spoon from the utensils drawer. Second, you need ice cream from the freezer. Don’t forget to pick your favorite flavor! If you are not a big fan of ice cream, you can substitute frozen yogurt. You also need toppings. Toppings can be treats like hot fudge, candy, and sprinkles. Using an ice cream scoop, place a few scoops of the ice cream in the bowl. Then, top it with all of your favorite toppings. Finish it with whipped cream and a cherry on top. Now, you have a perfect ice cream sundae!

Do you like to make things out of paper? Have you ever made a flower out of paper? First, you need three different sheets of paper, a pair of scissors, and glue. Use your scissors to cut the green paper into a few leaves and a long stem. Second, make a yellow circle and glue it onto the top of the stem. Third, cut out petals using your favorite color of paper and glue them onto the yellow circle. Don’t forget to glue the leaves onto the stem. What else could you add to your paper flower? If you make several flowers, you will have a paper flower bouquet.

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2P1B Building Blocks of Matter

Reading Science 4.

Do you live in a house in a neighborhood, or do you live in an apartment in an apartment community? What do you think is needed to build a place to live? First, you need trees to cut and saw into boards. Second, you need an architect and builder to design and build your place. Third, you need tools and hardware to put the boards together to create a sturdy house or apartment building.

To make things work, we usually have to go through steps and use different materials. Depending on what we are building, the steps and materials we start out using may change as the task continues. We can follow steps to end up with something new and exciting!

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2P1B Building Blocks of Matter

Reading Science 1.

The author chose to write this text– A.

in the form of questions and answers.

in the form of a story.

using a cause and effect pattern.

as a poem.

What is something the reader does not need to make an ice cream sundae? A.

Cherries

Sprinkles

Candy

A fork

What is something the reader does need to make a flashlight work? A.

A coin

A book

A light bulb

A plug

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2P1B Building Blocks of Matter

Reading Science 4.

The author probably wrote this text to– A.

inform the reader of the materials used to build a house.

explain how people use different materials to make new things.

explain the steps the reader can use to make paper flowers.

explain the steps the reader can use to build a dessert.

Read the following statement: First, you need trees to cut and saw into boards. Second, you need an architect and builder to design and build your place. Third, you need tools and hardware to put the boards together to create a sturdy house or apartment building. What does the word hardware probably mean? A.

Builder

Building plan

Small house

Hammer and nails

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2P1B Building Blocks of Matter

Math Connections Name:

Date:

A safety pin is about 1 inch long. Megan builds three friendship bracelets; each bracelet is made by connecting seven safety pins together. How many inches long are the bracelets altogether?

Jennifer is constructing a house out of foam bricks for the three little pigs for a school project. Look at the brick below, and use a ruler to measure it in inches. What is the length of the brick in inches?

If she glues three bricks together to make one side of the house, how many inches long will the side be?

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2P1B Building Blocks of Matter

Math Connections 4.

Max’s backyard fence is 25 yards long. Jesse’s backyard fence is 42 yards long. What is the difference between the two fences in yards? Complete the subtraction problem below. ______________ - ______________ = ______________ yards How many feet do the fences equal altogether? Complete the addition problem below. ______________ + ______________ = ______________ yards

Max is building a castle out of Legos. He needs to create one side of the castle that is 12 inches long. How many of the Legos below will he need to make 12 inches?

A person’s clothes are composed of different solid materials that are sewn together to create a specific object, such as a pair of jeans, a shirt, or a belt. Choose a partner in your class. Use a ruler to measure the length of your partner’s jeans in inches.

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2P1B Building Blocks of Matter

Writing Science

Name:

Date:

LOOK at the building process shown in the pictures below.

THINK about how objects can be put together to make one larger object. WRITE a story about the process of building this structure. How can you use smaller parts to build a larger building? Is there more than one way to build with these materials? Explain. Be sure to • clearly state your central idea; • organize your thoughts; • develop your essay in detail; • choose your words carefully; and • use correct spelling, capitalization, punctuation, and grammar. Notes:

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2P1B Building Blocks of Matter

Writing Science Topic:

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2nd Grade Physical Science

2P1C

Changes from Heat

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2P1C Changes from Heat

Explore Student Journal Name:

Date:

Heat It Up! Part I: Adding Heat Name each substance and draw a picture of it. Teacher demo:

What state (solid What happened or liquid) is when you added the substance heat? in at room temperature? Teacher demo: Teacher demo:

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List the time it took to change states.

What state did the matter turn into after heat was added?

Teacher demo:

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2P1C Changes from Heat

Explore Student Journal Part I: Adding Heat, continued Use the information from the experiment to create a bar graph for how long it took each material to change states. 100

Time Material Took to Change States (Seconds)

40 30

Chocolate

Ice

Butter

Candle/ Crayon

Popcorn Kernals

Rock

Pancake Batter

Materials

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2P1C Changes from Heat

Explore Student Journal Part II: Removing Heat Place your tin of materials in the freezer for at least one hour. After one hour, remove your tin and observe the materials. Record your observations in the table and answer the questions below. Name each substance and draw a picture of it. Teacher demo:

What state of matter was the substance in before it went in the freezer? Teacher demo:

What happened when the material had time to cool in the freezer? Teacher demo:

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List the time it took to change states.

Teacher demo:

Did the substance go back to its original state? (yes or no) Teacher demo:

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2P1C Changes from Heat

Explore Student Journal Part II: Removing Heat, continued Answer the following questions. 1. Which materials changed states once they were placed into the freezer?

When materials go back to their original state when cooled, we say they are reversible changes. When materials do not go back to their original state when cooled, we call those irreversible changes. a.

Which materials had reversible changes?

Which materials had irreversible changes?

Which material showed no change when it was heated or cooled?

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STEMscopedia: CHANGES FROM

HEAT 2P1C

Reflect Sometimes you feel too hot. Sometimes you feel too cold. How do you cool off? How do you warm up?

The fire gives the boys heat.

The fan cools the man.

Take another look at these pictures. How does the fire change the wood? How does the fire change the food? How else can heat change things? Adding heat causes melting and evaporation. What happens if you add heat to ice? The ice melts. It changes from a solid to a liquid. What happens if you add heat to water? The water boils and evaporates. When water evaporates, it changes from a liquid to a gas. The gas rises into the air.

Heat melts ice cubes. The solid ice changes to liquid water.

This was a lake. Heat caused the water to evaporate. After the water became gas, the lake dried up.

Adding heat also changes texture. Texture is how rough or smooth something feels. Ice may be bumpy or rough. Adding heat melts the edges and creates smooth water. Evaporation can change a lake’s bottom from smooth mud to rough, cracked soil. © Accelerate Learning Inc. - All Rights Reserved

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STEMscopedia: CHANGES FROM

HEAT

What Do You Think? Heat changes things in other ways. What did heat change in these things? Fill in the blanks with these words: color, size, and shape.

The burner changed

The popcorn changed

The candy changed

_____________.

When we cool something, we take away heat. Water freezes when heat is removed. Look Out! Cooling changes things. Taking away heat freezes liquids. When a liquid freezes, it becomes a solid. Freezing gives liquids a shape. How else can cooling change things? Red-hot objects are not red after they cool. Also, removing heat from smooth water can make ice cubes with rough edges. That means cooling something can change its shape and texture.

Cream mixed with sugar is runny. It turns into solid ice cream when it cools. 222

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The man is making a horseshoe. It will turn black when it cools.

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STEMscopedia: CHANGES FROM

HEAT

What Do You Think? Hot lava flows out of volcanoes. As it flows, it cools down also. This picture shows both hot and cool lava. Write cool next to the arrow pointing to the cool lava. Write hot next to the arrow pointing to the hot lava. Which property did you use to make your decision? Did color help you? Discover Science: Changing Bridges Metal things get slightly bigger as they get hotter. They get slightly smaller as they cool. A metal bridge has a different size and shape on a hot day compared to a cool day. People who design bridges understand this. They add gaps around the metal pieces. Each piece has space to get bigger as it heats up.

Though we do not notice it, this bridge changes shape as it heats up and cools down. Why is it not damaged as it changes?

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The bridge is made up of metal plates with gaps around them. As the plates get bigger, they fill the gaps and do not damage the bridge.

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STEMscopedia: CHANGES FROM

HEAT

What Do You Think? What do you know? What happens to each of the following objects when you add or remove heat? Write your answers in the boxes beside the pictures. Use these words: • • • •

Dry out Freeze Get smaller Melt If you: Add heat to ice cream

It will:

Add heat to a wet towel

Remove heat from water

Remove heat from a metal rod

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STEMscopedia: CHANGES FROM

HEAT

Connecting With Your Child Heat and Air In this investigation, you and your child will study the way that air can expand and contract when heat is added or removed. You will need these materials: an empty, plastic water or soda bottle (about one pint); a refrigerator freezer; and a hot water tap. The less rigid the bottle is, the better. Begin by explaining that the empty bottle is not really empty because it is full of air. Explain that air is made of extremely small moving particles. As these particles are heated, they move faster. As they are cooled, they slow down. Follow this procedure to complete the investigation: 1. Put the cap on the bottle, and ask your child to squeeze it. Your child won’t be able to crush the bottle because it is full of air. 2. With the cap still on, turn on the hot water tap and hold the bottle under it for one minute. Ask your child to try to squeeze the bottle again. It will be even harder to squeeze the bottle because the air inside expands when you add heat to it. (That is, the particles move more quickly and therefore are farther apart.) For further proof, undo the cap and listen to the air rushing out. • Put the cap back on the bottle, and put the bottle in the freezer. Ask your child to predict what will happen to the bottle in the freezer. • Remove the bottle after 30 minutes, and ask your child to explain why it changed shape. (Air contracts when heat is removed. The particles slow down, and therefore they cannot move as far apart.) • Finally, have your child hold out his or her hands, palms up, and explain that you are going to pour cold air onto them. Remove the bottle cap and tip the bottle as you would when pouring water into someone’s hands. Your child will feel the cold air on his or her palms. Explain that you were able to “pour” the air because cold air is heavier than warm air.

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STEMscopedia: CHANGES FROM

HEAT

Connecting With Your Child Here are some questions to discuss with your child: 1. Can you name something else that changes size when heat is added or removed? 2. What do you think would happen if we filled the bottle with water and put it in the freezer? (Explain that water, like air, is made up of extremely small moving particles.) Although things usually shrink when they cool, water is unique in that the particles align to make a larger volume overall when it becomes solid. This is more detail than you need to provide to your child, but you can discuss that water is different from other materials for that reason.

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2P1C Changes from Heat

Reading Science Name:

Date:

A Summer Experiment 1.

Joey and Connor were neighbors. The pair liked to have cool treats in the summer. Joey liked lime popsicles. Connor liked ice cream bars. One day, they took their cool treats outside. They wanted to eat them in the Sun. While Joey and Connor were enjoying their cool treat, they noticed that the treats were melting.

Joey frowned. He observed his melting popsicle as it dripped all over his hands. “I wonder why it is melting so fast,” he said. “Most of the time I can eat the whole popsicle before it really melts.”

Connor said, “Most of the time, we eat in the kitchen. It is hot out here! Maybe it’s melting faster because the temperature is different outside.”

“Connor, you may be right,” said Joey. “We can do a science experiment to find out for sure!”

Joey’s mom let them use her kitchen. The boys could do the experiment there. Joey’s mom did not want the boys to use popsicles because it would waste food. The three of them decided to use ice cubes instead. Ice cubes and popsicles are both frozen liquid. Joey and Connor felt that the results of their experiment would be close. The boys got three bowls and put an ice cube in each bowl.

“All of the ice cubes are solid right now,” said Joey’s mom. “They keep their shapes when you take them out of the ice cube tray.”

Joey and Connor placed one ice cube in each bowl.

Joey and Connor put one bowl in the Sun. They put the second bowl in the shade. They put the third bowl in the kitchen. Joey’s mom set a timer for five minutes so the boys would know when to check each sample.

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Reading Science 9.

Joey and Connor wanted to see which environment would cause the ice cubes to melt the fastest. They composed a hypothesis, or an educated guess. Joey and Connor thought the bowl outside in the Sun would melt the fastest. They were unsure which one would be second fastest. It could be either the one in the shade or the one in the kitchen.

10. The first time they checked, the ice cube in the Sun was melting the fastest. The other cubes were both starting to drip a little. 11. Joey and Connor checked the samples after ten minutes. Joey checked the bowls outside. He saw that the ice cube in the Sun had completely melted. It had become a liquid. It no longer kept its shape. Instead, it had spread out to fill the bowl. The cube in the shade had melted, but not all the way. There was still a lump of solid. The lump was in a pool of liquid. Connor checked the bowl inside. He saw that the cube still had most of its shape. 12. They checked a third time. Both ice cubes outside had melted. The one in the kitchen still held some of its shape. 13. Joey’s mom told the boys to leave the bowls where they had placed them for a few more hours. 14. “But why?” asked Joey. “They’re already liquids.” 15. She thought something neat would happen. 16. Joey and Connor went to play video games. They came back a few hours later. They saw that the two bowls outside were both empty. The one in the kitchen had some water left. 17. “Are you tricking us Mom?” asked Joey. 18. “No. You boys are good scientists! You found that heat can turn a solid, like ice, into a liquid. Heat can also turn a liquid into a gas. This is called evaporation. The liquid from the melted ice cubes is now in the air.” 19. “Cool!” said the boys. Then, they ran off to think of some more experiments they could try.

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Reading Science 1.

The author probably wrote this passage to– A.

show the reader how to do an experiment with ice cubes.

explain the states of matter.

persuade the reader that experiments can be fun.

tell a story about two boys who learn something about heat.

Why did the boys use ice cubes instead of popsicles for their experiment? A.

Joey’s mom did not want them to waste food, and ice cubes are frozen like popsicles.

Popsicles would not melt fast enough.

Joey’s mom thought popsicles would be too messy, but she wanted them to be able to try the experiment.

They ran out of popsicles.

What caused the ice cube in the sunlight to melt the fastest? A.

Wind

Water

Heat

Clouds

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Reading Science 4.

The boys made a hypothesis (ninth paragraph). A hypothesis is– A.

a wild guess.

a guess made with some evidence.

an untrue statement.

a question to ask.

What would happen if the boys returned the bowl in the kitchen to the freezer? A.

The water would evaporate and become a gas.

The water would stay in liquid form.

The water would become ice.

The water would turn into a popsicle.

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Math Connections Name:

Date:

Goldilocks is popping popcorn for the three bears. She popped 27 kernels for Papa Bear’s large bowl, 11 kernels for Mama Bear’s medium bowl, and nine kernels for Baby Bear’s small bowl. How many kernels did she pop altogether? Solve in the box.

Papa Bear

Mama Bear 11 Baby Bear Complete the addition problem.

Jack had 48 ice cubes in his freezer. He used 29 ice cubes while setting the table for dinner. How many ice cubes were left in the freezer after he set the table?

Johnny lives in Arizona near the desert where the temperature is very warm most of the year. Johnny’s teacher wants him to do an experiment to see how long it takes a chocolate bar to melt in the sun. He puts five chocolate bars in different locations on his outdoor porch at different times on Monday. They each took 11 minutes to melt. How many total minutes did it take to melt all the chocolate?

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Math Connections Sandy wants to start shopping for summer clothes she can wear that will help her endure the heat while she works at her summer camp job at the YMCA. Look at the table below to see the summer items she can buy. Use the table to answer questions 4–7. Summer Clothes Price Table Clothes Sunglasses Flip flops Sun hat Short sleeve T-shirt

Price $1 $2 $3 $5

How much will it cost if she bought one pair of sunglasses, two pairs of flip flops, and three shirts?

How much will it cost if she bought five shirts and two pairs of flips flops?

If she had $20, will she have enough to buy one of each item?

Sandy bought a sun hat and a pair of flip flops. She paid with a $10 bill. How much change did she receive back?

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2P1C Changes from Heat

Writing Science Name:

Date:

LOOK at the picture:

THINK about drinking hot cocoa on a cold day. What do you think will happen to the marshmallows in the cocoa? WRITE about how you think the shapes of the marshmallows will change. Describe why the change happened. Be sure to • clearly state your central idea; • organize your thoughts; • develop your essay in detail; • choose your words carefully; and • use correct spelling, capitalization, punctuation, and grammar. Notes:

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Writing Science Topic:

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2nd Grade Physical Science

2P2A

Pushes and Pulls

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Explore Student Journal Name:

Date:

Cross the Finish Line Part I A. Have your partner record the number of puffs through the straw it took to move your paper clip and wooden block over the finish line. It took _________ puffs to move the paper clip over the finish line. It took _________ puffs to move the wooden block over the finish line. B. Shade in each block to indicate how many puffs through the straw it took to move your paper clip and wooden block over the finish line 10 9 8 7 6 5 4 3 2 1 Number of Puffs

Paper Clip

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Wooden Block

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Explore Student Journal Part II 1.

What happens if you roll both balls with the same force?

What did you do in order to make the ball go a short distance? A long distance?

How did your group use force to stop the motion of a ball and change its direction?

Describe all the ways a push can affect the motion of an object.

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Reflect What makes things move? Why are forces needed? How can you use force? How is a push like a pull? How is it different? Where is it easier to pull things? What surfaces make moving things easier? How is speed affected by push and pull? Why does speed change? Why is gravity important in our daily life? How can motion be described? How can you move something farther? Sir Isaac Newton was one of the first scientists to study gravity and force. He came up with three laws of motion. The first law states a body in motion stays in motion, while a body at rest will stay at rest, also called the law of inertia. For example: If you are riding your bike or a skateboard, and it suddenly stops, your body will continue to move forward. The second law states that if a force acts upon a body, it will change the body’s speed or direction. Like hitting a baseball, once you hit the ball it changes direction. Finally, the third law says that for every action there is an equal and opposite reaction. If the air is let out of a balloon, it pushes the balloon in the other direction. Gravity is a force. It pulls everything down toward the Earth. Push, pull, pressure, and friction are all forces. When you push something, you are moving it away from you. When you pull something, you are moving an object toward you. The harder you push our pull something, the more force you are using. Pressure is force applied by weight.

Example of push.

Example of pull.

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STEMscopedia: PUSHES AND PULLS What Do You Think? Look for things like putting up the flag, opening or closing a door, putting a book back on a shelf, slipping on a pair of shoes, or putting on a coat. What motions are you using? Magnetism is another type of force. What motion is a magnet using when it attracts an object? What motion is a magnet using when it repels an object. Do you think inertia is a force? Why would inertia not be a force?

Look Out!

Sometimes there can be confusion with force. Some have actually thought that: • People cannot tell ahead of time where something will land. Actually, by studying movement, you can predict how the direction of an object will change. • Things move by themselves. Have you ever seen anything move itself? You need the force push or pull to make something move. • An object will always travel in straight line. The object will keep going straight until something causes it to change direction.

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STEMscopedia: PUSHES AND PULLS Try Now The first of Newton’s laws states a body in motion stays in motion, while a body at rest will stay at rest. Use a tennis ball and a large area to test this law. Roll a ball across the floor. Do it again being careful to use the same amount of force. Did it go in a straight line each time? How far did it go before it stopped? What made it stop? Now, roll the same ball on carpet. Did it go as fast? Did it still move straight? What made it stop? Now try this: Use different objects that roll (tennis ball, marble, golf ball, baseball, and Styrofoam ball). Use the same amount of force with each item you push. Roll each item over different surfaces such as a tile floor, carpet, wax paper, sand, and cardboard. Record each of the following: How far did the item roll? What ball rolled the farthest? Did the different surfaces affect the way the balls rolled? Did they roll farther on certain surfaces? What made the ball stop?

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STEMscopedia: PUSHES AND PULLS Connecting With Your Child Your child has been learning about forces. Pushing and pulling are both forces that make objects move. Can you find things at home that you would push or pull. How do you open a door? How do you make the toaster work? How many different things can you label? Look through magazines and find pictures of things that would be pushed or pulled and sort them on paper. A game you can play: Bowling: Set up 2 liter bottles and then roll a ball to knock them down. What force are you using? Does it make a difference how hard you push the ball? Does it matter if you roll the ball on different surfaces?

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Reading Science Name:

Date:

Racing Cars 1.

Noah was having a slumber party to celebrate his birthday. He invited his friend Parker. Noah and Parker began their slumber party playing video games. They played on the PS3 and the Wii. Noah beat Parker at football, and Parker beat Noah at soccer.

“Pizza’s here,” announced Noah’s mom.

“Yum! Let’s go!” said Noah.

The boys raced to the kitchen and chowed down on pepperoni pizza, Doritos, and cupcakes. They drank soda. Noah blew out the candles on his cake, and Parker sang “Happy Birthday” to Noah.

After their bellies were full, they headed to the basement.

“What do you want to do now?” asked Noah.

“I have some Hot Wheels. Do you want to play with them?” asked Noah.

“Yea!” exclaimed Parker, jumping up and down.

The boys found Noah’s Hot Wheels collection. Noah had an abundance of Hot Wheels. He had blue cars, black cars, red cars, and yellow cars. Noah had so many cars that Parker didn’t know which to play with first.

10. “Let’s have a race,” said Parker. 11. “You’re on,” said Noah. 12. The boys each picked a car. Noah picked a blue car, and Parker picked a yellow car. Each boy placed his car on the starting line on the carpet. 13. “On the count of three, push your car,” said Noah. “One, two, three!” 14. Each boy pushed his car, but their cars didn’t move too far. In fact, each boy’s car switched direction and flipped over landing on its top. 15. “Let’s try the wood floor upstairs instead,” suggested Noah. 16. The boys took their Hot Wheels upstairs. They pushed and pulled the cars on the wood floor to see if this would be a better surface. It looked like it would be. They lined their cars up again. © Accelerate Learning Inc. - All Rights Reserved

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Reading Science 17. “Okay, one, two, three, push!” exclaimed Noah. Wide-eyed, the boys pushed their cars with all their might! They watched the cars move quickly over the wooden floor. Parker’s car turned and ran into a teddy bear that was on the floor. 18. Noah jumped up and down. “I win!” 19. “Let’s try it again,” said Parker, eager to try to win. 20. The boys pushed their cars again, but with just one finger this time. The boys’ cars did not travel as far, and their cars were much slower. Parker’s car went farther than Noah’s car this time. 21. “One more time,” said Noah with a twinkle in his eye. “Let’s see what will happen if we give it a small push with just our nose.” 22. “Okay,” said Parker. “One, two, three…”

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Reading Science 1.

Based on the passage, what will happen when the boys push their cars with their noses? The cars will– A.

go the farthest yet and speed up.

not move and stay in one spot.

get stuck and flip over.

move slowly and not very far.

What does the phrase with all their might mean? A.

To use all of one’s power

To think with might

To not use much force

To push happily

What evidence helps you know what abundance means? A.

Hot Wheels

Blue cars

So many cars

Which to play with

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Reading Science 4.

What was the author’s main purpose in writing this passage? A.

To give information about pushes and pulls

To describe a car race between two boys

To tell a story about two boys and their slumber party

To persuade you to have a slumber party

Based on the passage, which of the following is true about Noah and Parker? A.

They are curious.

They are boring.

They are content.

They are humorous.

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Math Connections Name:

Date:

1. Connor and Hayden each rolled a ball down the hill. Connor rolled a basketball, and Hayden rolled a tennis ball. They measured how far their balls rolled. Connor’s ball went 23 feet, and Hayden’s ball went 28 feet. Whose ball rolled the farthest? Which tool would be the best way to measure how far the balls rolled?

A. Ruler

B. Meter stick

How much farther did Hayden’s ball roll than Connor’s?

feet

If Connor decided to roll his ball again and it rolled 16 more feet, how many total feet will his ball have rolled? feet 2. Four derby cars raced to a finish line. With a giant push for each one, the red car went 7 miles per hour (mph), the blue car went 9 mph, the yellow car went 6 mph, and the green car went 11 mph. How fast did all four cars go if their speeds are combined? mph

3. John is helping his dad move firewood. He loads a wheelbarrow full of firewood and starts to push the barrow from his front yard to his back yard. John pushes it 27 feet before stopping to take a rest because the load is heavy. After resting, he pushes it 32 more feet before unloading the wheelbarrow in his back yard. How many feet is it from John’s front yard to his back yard? feet

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Math Connections 4. Mrs. Banks likes to pull her kids in a wagon as they take walks. On Monday, they went on a 2-mile walk. On Tuesday, they went on a 3-mile walk. On Wednesday, they went on a 3-mile walk. On Thursday, they went on a 4-mile walk. How many miles did Mrs. Banks pull her kids in the wagon during the week? miles

5. A train carried 167 passengers into the city. It took 148 people out of the city. Compare these two numbers, then fill in the box below with the correct symbol >, <, or =:

167

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Writing Science Name:

Date:

LOOK at the picture of a scooter.

THINK about how to use a scooter. What might it feel like if you were to race a friend? WRITE a description about how to make a scooter move. What must you do with your feet and your hands to make it move? How could you make a scooter move fast? What do you do if you want to turn the scooter to go in a different direction? Be sure to • clearly state your central idea; • organize your thoughts; • develop your essay in detail; • choose your words carefully; and • use correct spelling, capitalization, punctuation, and grammar. Notes:

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Writing Science Topic:

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2nd Grade Physical Science

2P2BC

Changing Speed and Direction

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Explore Student Journal Name:

Date:

Speed and Direction Part I: Collision Draw a picture of what the tennis balls looked like before and after they were hit by the moving ball. Before

After

How did you make the tennis balls collide?

_______________________________________________________________________________

What happened when the tennis balls collided?

_______________________________________________________________________________ _______________________________________________________________________________

If you rolled the ball harder, what do you think would have happened?

_______________________________________________________________________________ _______________________________________________________________________________

Did each tennis ball move in the same direction?

_______________________________________________________________________________ _______________________________________________________________________________ © Accelerate Learning Inc. - All Rights Reserved

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Explore Student Journal Part II: Roller Coaster Scenario: Community members of your town are meeting soon to discuss a plan for a new amusement park which will help bring in revenue for the town. They want to create a variety of rides that are geared toward roller coaster fanatics! You and your design team will need to come up with three possible designs for roller coasters that could be built in the new amusement park. Your designs will be tested for speed and should incorporate changes in directions for real roller coaster thrill seekers! Design 1: Make a simple straight ramp with the pipe insulation and roll the marble from the top of the ramp. Draw a picture of your design in the space below. Record the time it took for the marble to reach the end of the ramp.

Time: ______________ 1.

Describe the motion of the marble.

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Explore Student Journal Part II: Roller Coaster, continued Design 2: Make another simple straight ramp with the pipe insulation, but this time, create one that increases the speed of the marble. Draw a picture of your design in the space below. Record the time it took for the marble to reach the end of the ramp.

Time: ______________ 1.

Describe the motion of the marble.

How is this design different from Design 1?

Did the speed of the rolling marble increase? How do you know?

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Explore Student Journal Part II: Roller Coaster, continued Design 3: Change the motion of the marble rolling down the ramp so that it changes directions twice and does not leave the tubing when it gets to the end of the track. You may only use the materials provided by the teacher. Draw a picture of your design in the space below and label any additional materials your group used. Record the time it took for the marble to reach the end of the ramp.

Time: ______________ 1.

Describe the motion of the marble.

How is this design different from Design 1 and Design 2?

Did the speed of the rolling marble increase or decrease? Explain.

Describe how your group changed the direction of the rolling marble.

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Explore Student Journal Part II: Roller Coaster, continued Design 4: Change the motion of the marble rolling down the ramp so that it changes directions twice and does not leave the tubing when it gets to the end of the track. You may only use the materials provided by the teacher. Draw a picture of your design in the space below and label any additional materials your group used. Record the time it took for the marble to reach the end of the ramp.

Time: ______________ 1.

Describe the motion of the marble.

How is this design different from Designs 1, 2, and 3?

Did the speed of the rolling marble increase or decrease compared to Design 3? What factors do you think caused the increase or decrease in speed?

Describe how your group changed the direction of the rolling marble.

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2P2BC

Reflect Force, work, position, and move are words we hear every day: • The door is stuck—force it open! • Carrying all those groceries up the stairs is going to be a lot of work. • The outfielder was out of position and missed the ball. • Move closer if you need to see the board. Scientists use words like force, work, and position to describe moving objects. Take a moment to try to define each word. How do you use it in everyday life? Do you think scientists use it differently? What is position? What is motion? Let’s start with position. What does it mean? You may have seen a sign in a mall with an arrow pointing to a spot on a map. The arrow tells you: “You are here.” You might wonder, “How does the sign know where I am?” Actually, how do you know where you are? You know your position in the mall because you can compare the point to other things on the map.

This map shows your position in a building.

The important thing to realize is that you can’t tell the position of something without knowing the position of other things around it. The same is true with motion. You can’t tell if something is moving unless you can compare it to the position of something else. If the distance between two things is changing, you know at least one of them is moving. Sometimes, you can tell which is moving because one object is staying still. What Do You Think? Imagine you are flying in an airplane high above the ocean. First, all you see is water in all directions. Then you see a boat floating in the water. How can you tell if the boat is moving? What if the boat were near an island? © Accelerate Learning Inc. - All Rights Reserved

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What Do You Think? What is force? The scientific meaning of force is easy. A force is a push or a pull. You probably know what it feels like to push a cart or to pull a rope. If you have ever played tug-of-war, you also know what happens to you if you are pushed or pulled. What does force have to do with motion? Nothing changes its motion unless a force acts on it. The act of pushing or pulling changes motion. Motion can change in several ways: • speeding up • slowing down • changing direction Speeding up includes starting to move from a standstill. It takes force to change the direction of motion. This is true even if speed stays the same. Suppose you are running and someone bumps into you from the side. Your speed will stay the same, but your direction will change. This is because a force acted on you. Look Out! Someone kicks a ball across a playing field. Is this force still acting on the ball as it rolls across the field? You may think yes, but the answer is no. Force from the kicker’s foot gets the ball moving. However, that force stops acting when the ball leaves the toe. The truth is, the ball will continue to move at the same speed in the same direction until another force acts on it. Motion doesn’t need more force to continue.

The kicker’s foot applies force to the ball. The force changes the ball’s motion.

The pole vaulter performs work as she moves over a

Of course you know the ball stops rolling eventually. That distance. is because another force acts on the ball as it rolls, slowing it down. This force is called friction. Friction is the force between an object and the surface it is moving over. Friction always acts in the direction opposite to motion. In outer space, there is no friction. If you kicked a ball in space, it might continue to move in a straight line forever! 260

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Look Out! What is work? A famous writer is writing a book. She climbs two flights of stairs to her study where she does her writing. For eight hours, she types away at the keyboard of her computer and finishes the second chapter. You could say she worked hard all day, but how much work did she really do? According to scientists, the writer did much more work climbing the stairs than she did writing. Now we will see why this is true. Work is force multiplied by distance. What does that really mean? Suppose you climbed up two flights of stairs. You did more work than someone who only climbed one flight of stairs! Both of you did more work than someone who stayed put at the bottom of the stairs. If you’re not moving, no work is being done. If the writer stops typing and just sits in her chair, she is not moving. If she is not moving, she is not working––at least not in a scientific sense. What tools can we use to show work is being done? Tools help us do work. Power tools help us by doing some of the work for us. These tools have an electric motor or a gasoline engine that applies the force needed to do work. For other tools, we supply all the force. These are usually called hand tools. Hand tools make work easier in two ways. They can increase the amount of force, or they can increase the speed at which the force is applied.

A pry bar applies a large force to the head of the nail.

A pry bar (also called a crowbar) increases force. You probably can’t pull a nail out of a board with your fingers, but you can with a pry bar. This is because the tool increases the force on the head of the nail. To do this, you must apply a smaller force with your hand over a long distance. A baseball bat and an ax help us do work by increasing the speed at which the force is applied. We apply a large force to the tool’s handle over a short distance. This makes the other end of the tool go very fast over a longer distance. © Accelerate Learning Inc. - All Rights Reserved

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Try Now Find a longboard, a brick, and a weight (for example, a fivegallon water container). The weight should be heavy, but you should still be able to lift it. Put the brick under the middle of the board, and put the weight on one end. Push down on the other end of the board. How hard is it to make the weight go up? Try moving the brick closer to the weight. Try moving it farther from the weight. How does the force needed to lift the weight change? How does the distance you have to push change?

This hoist can lift a very large weight.

Getting Technical: Using a Come-Along A come-along is also called a ratchet lever hoist. This tool can exert a great amount of force. You can use it to lift something as heavy as a car. A come-along is made up of a lever, a pulley wheel, and a rope or chain. The chain is connected to the load— whatever you want to lift. When you pull the lever down a long distance, the pulley wheel turns just a little. The turning wheel pulls the chain a short distance. The chain moves the load up a little. This is the result: You pull a long distance with a little force, and you lift a heavy weight a short distance. Why is this tool called a come-along? When you pull the lever, whatever is attached to the chain will “come along.” What do you know? You can use all of the tools below to make work easier. Each tool has a place where a person applies force. Each tool also has a place where force acts to do work. For each tool, write an “A” where you apply a force. Write a “W” where the work is done on each tool. Pliers Spade Hand Drill Bucket and Pulley

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Connecting With Your Child Working With Pulleys A set of pulleys is a tool that can be used to increase pulling force. Pulleys can also change the direction of applied force. For this investigation, you will need these materials: • • • • •

Two pulleys with hooks attached (available at a hardware store) About 10 meters of rope A spring scale A bucket Water or gravel

1. Increase the weight of the bucket by adding water or gravel. Make sure you can still lift the bucket without straining yourself. 2. Use the spring scale to weigh the bucket. 3. Attach one pulley overhead but not out of reach. The wheel should hang down. 4. Pass the rope through this pulley. Then tie one end of the rope to the bucket and the other end to the spring scale. 5. Pull on the spring scale until the bucket leaves the ground (see Figure A, below); then record the reading on the scale. 6. Untie the rope from the bucket. Tie that end of the rope overhead, several feet from the pulley. 7. Attach a second pulley to the handle of the bucket; the wheel should face up. Then pass the rope through the bucket pulley and then through the overhead pulley. 8. Pull on the spring scale until the bucket leaves the ground (see Figure B, below); then record the reading on the scale.

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Connecting With Your Child Ask your child if he or she sees any patterns in the results of the experiment. Use these questions to help clarify these patterns. • How do pulleys make work easier? • How is the number of pulleys related to the applied force? • Do pulleys reduce the amount of work that has to be done? Explain your answer.

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Reading Science Name:

Date:

Speed and Direction 1.

Mike is bowling with his big brother Mark. Since Mike is just learning how to bowl, he is using a smaller, lighter ball. Mark is using a bigger, heavier ball.

Mike tries to push Mark’s ball down the alley. He has to push really hard. The ball rolls slowly and curves off to the side. Why does he have to push so hard?

Mike watches as Mark throws his ball with a hard push down the alley. Wow! Mark’s ball rolls fast and in a straight line. Mark’s ball hits the pins, and they fly in every direction.

What made the pins fly?

Now, it is Mike’s turn. He throws his ball as hard as he can. It is moving very fast, but it bounces up and down. It zigzags off to the side to a different alley.

“Mike, since you are a beginner, just roll the ball down the alley,” says Mark.

Mike pushes his ball down the alley. This time it rolls the whole way. Mike knocks down two pins!

Mike waits for his ball to return. It slams to a stop when it hits the end of the ball return. Mark says,“Good push, Mike! Roll another ball and try to knock down some more pins. Push it harder.”

Mike takes his time and pushes the ball as hard and straight as he can.

10. The ball rolls quickly down the alley and hits the pins. Five fly through the air! 11. Mark takes his turn. The ball rolls quickly. This time, his ball spins in a curve down the alley and strikes the pins. All ten go down! 12. “Wow! How do you make it spin and curve?” asks Mike. 13. Mark laughs and says, “I will teach you how to do that as you get better. It’s your turn again.” © Accelerate Learning Inc. - All Rights Reserved

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Reading Science 14. Mike thinks to himself, “I bet I can make the ball spin and curve.” 15. He tries to turn the ball to the side as he pushes it. 16. Oops! The ball flies out of his hands and hits a chair. 17. The ball bounces off the chair and hits the floor. Next, the ball bounces up and hits the table and knocks over Mark’s drink. 18. “I’m sorry, Mark,” says Mike. “I tried to make it spin and curve like you do.” 19. “It’s okay,” says Mark. “Try again.” 20. Mike practices a few more times. 21. Mark says, “You are getting better. Why don’t you try to push my ball this time?” 22. Mike pushes Mark’s ball. This time he pushes it hard and straight. The ball rolls down the alley and hits the pins. Four fall over! 23. “Good push, Mike!” says Mark. 24. “I think you are going to be a good bowler. Next time, we will find you a bigger, heavier ball.” 25. “Thank you for taking me bowling. I like this game, and I really like it when the pins go flying everywhere!”

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Reading Science 1.

A different title for this story could be– A.

Mike Spills a Drink.

How a Ball Bounces.

The Bowling Lesson.

Two Brothers Biking.

Another word for fast used in the story is– A.

curve.

quickly.

bounce.

straight.

All of these are ways that the ball moved except– A.

straight.

up and down.

hard.

curved.

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Reading Science 4.

Why did Mike have to push Mark’s ball harder? A.

It was bigger and heavier.

It was smaller and lighter.

He wanted it to bounce.

He wanted it to roll straight.

What happens when we push something? A.

It starts or stops moving.

It moves faster or slower.

It changes direction.

All of these things

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Math Connections Name:

Date:

Three boys are using a wagon and making a trip around town to collect cans to recycle. If one boy pushes the wagon, they can go 15 feet in 20 minutes. If one boy pulls the wagon, they can go 10 feet in 10 minutes. Use this information to answer questions 1–5. 1.

If one boy pushes the wagon for one hour, how far will the boys go?

If one boy pushes for 40 minutes and then pulls for the rest of one hour, how far will they go?

Should the boys push or pull the wagon? Why?

Compare the following using <, >, or =. 4.

20 minutes of pulling ______ 20 minutes of pushing

30 minutes of pulling ______ 40 minutes of pushing

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Math Connections The three boys decide it would be more efficient to work together instead of taking turns. Working together, they went 15 miles in six hours. Use this information to answer questions 6–8. 6.

If the three boys pulled an equal amount, how many miles did each pull?

If one boy pulled and the other two boys pushed for an equal amount of time, for how many hours did the boys push?

If one boy pulled and the other two boys pushed for an equal amount of miles, for how many miles did the boys push?

A girl is on a playground swing and asks her friend to push her. She looks at her watch and notices that it takes three seconds from the force of one push to the next. If six pushes equals 18 seconds, what would be the total time for 23 pushes on the swing?

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Writing Science

Name:

Date:

LOOK at the roller coasters in the pictures below.

THINK about how a roller coaster moves. What would it be like to ride one? WRITE a story that describes a person’s experience while riding a roller coaster. Does the coaster slow down or speed up? Does the coaster change direction? How would these changes make the rider feel? Be sure to • clearly state your central idea; • organize your thoughts; • develop your essay in detail; • choose your words carefully; and • use correct spelling, capitalization, punctuation, and grammar. Notes:

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2P2BC Changing Speed and Direction

Writing Science Topic:

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absorbency

GLOSSARY OF TERMS

giant star/super giant star

absorbency – the ability to hold liquid

development – growth

adult – a fully grown organism that can reproduce

direction – the path of an object

amphibian – an animal that spends part of its life in the water and part of its life on land animal – a living thing that can move on its own and that gets its energy from food

disassemble – to take pieces apart disperse – to spread over a wide area distance – how far apart two things are from each other dwarf star – tiny star

assemble – to put pieces together

egg – the first stage in the life cycle

bird – warm-blooded animal that has wings, two legs, feathers, beaks, and lays eggs

environment – the surroundings in which a person, animal, or plant lives

birth – being born from a mother

fall/autumn – the season when weather gets cooler and plants start to lose their leaves

brightness – a large amount of light change – to make or become different

flexibility – having the ability to bend without breaking

characteristics – traits or features that cannot be changed

force – a push or pull that causes things to move

color – the shade a person sees

gas – air; has no shape

demonstrate – to show

germinate – to begin to grow

depend – rely on or need

giant star/super giant star – very large star

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heat

GLOSSARY OF TERMS

problem

heat – the type of energy that makes things warm

motion – movement; when an object moves from one place to another

humans – people

movement – a change in position

insect – a small animal that has six legs, a body formed of three parts, and may have wings

observable properties – the look, feel, taste, sound, or smell of an object; also known as physical properties

irreversible change – a change that cannot be undone

offspring – the child or offshoot of a parent

length – how long something is

pattern – something that repeats; a design that is repeated

life cycle – the stages in an organism’s life from birth to death liquid – can be felt with your hand and takes the shape of the container mammal – a type of animal that feeds milk to its young and that usually has hair or fur covering most of its skin mass – the amount of stuff in something materials – the matter from which a thing is or can be made matter – stuff that everything is made of moon – an object that orbits Earth and appears as a pale disc in the night sky

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pieces – parts of a whole plant – a living thing that cannot move; a type of living thing that gets its energy from the sun and is unable to move from place to place on its own pollination – pollen moved from plant to plant to produce seeds for new plants position – where something is located predict – to say what will happen in the future problem –an unwanted situation that needs to be fixed

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pull

GLOSSARY OF TERMS

pull – move an object toward you push – move an object away from you reversible change – a change that can be turned around the other way and is the same in both directions seasons – several months that have similar weather seed – a plant can grow from it seedling – a young plant set – a group of things that go together size – the amount of space an object takes; how large or small something is

winter

state of matter – one of the distinct forms in which matter exists structure –an arrangement of parts substance – something made of only one material, such as water or copper summer – the hottest season Sun – the star at the center of the solar system that provides heat and light to Earth texture – how rough or smooth something is variety – different kinds of something

solid – material that can be piled up

weather – the current outdoor conditions

solution – an answer to a problem

winter – the coldest season

speed – quick, fast movement of an object; how fast something is moving spring – the season when weather gets warmer and plants start to grow star – a ball of gas in space that produces its own heat and light

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2 STEMscopes Georgia Student Notebook

I belong to:

a part of STEMscopes NGSS

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2nd grade Notebook

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developed by Accelerate Learning, Inc. & Rice University

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6/23/17 10:48 AM