Next Generation Science Level 2 - Activity Book A

Science for the Next Generation

Science G ra d e 2 Activity Book

A A

Next Generation Science Next Generation Science is based on the United States Next Generation Science Standards (NGSS). The series consists of full-color textbooks and full-color activity books for Grades K to 6.

Next Generation Science engages students with a highly visual presentation of the disciplinary core ideas in the textbooks and places an emphasis on applying scientific knowledge using NGSS practices through numerous scientific investigations. Next Generation Science sees engineering as an essential element of science education and as such is tightly integrated into both the textbooks and activity books.

The Next Generation Science activity books include the follow features:

AB Activity

Activity 4.2

Make a Model of Materials • large container

Activities and investigations related to concepts and topics covered in the Next Generation Science Textbook.

of baking 4. Put 2 spoonfuls liquid soda, a spoonful of of soap and a few drops cup. food coloring into the

a Volcano

cup • masking tape • plastic

• baking soda

• food coloring

• liquid soap

of vinegar 5. Put 2 spoonfuls ve into the cup and obser what happens.

Draw a Model

o before and after

Draw your model volcan

Step 5.

Before es • paint and paint brush

• vinegar

Procedure 1.

Tape the cup to the the container.

base of

After

of tape from 2. Attached pieces to the base the top of the cup o. to make a model volcan l.

3. Paint the mode

Engineer It!

95

Engineer 94It!

Design and Build a Magnet

Draw a Model

Car

You have learned that magnetic force can push and pull magnetic objects at a distance.

Now it’s your turn to design and build a toy car that can move up and down a ramp using magnetic force.

Goes beyond inquiry by encouraging students to design, model and build to engineer solutions to defined problems.

• tape

• art and craft supplies

• string

Procedure Write the steps you will take to move the toy car up the ramp.

Review 1.

ion Describe the posit

that 2. List four ways moving object.

ll. of the basketba

ge the forces can chan

or ‘pull’.

3. Write ‘push’ (a)

). ) or false ( ct force.

53 ball is a non-conta (a) Throwing a a distance. forces can act at (b) Non-contact on. moti ses force that oppo (c) Friction is a . non-contact force (d) Gravity is a

4. True (

Review

Topical questions at the end of each chapter for formative assessment.

toy car.

Suggested Materials

• assorted magnets

52

Review

Draw a model and label your

(b)

motion of a

ea observe 5. What will Chels s the north poles when she bring together? of two magnets

da 6. Ethan place

wooden block on

will (a) What force (c)

n.

a ramp as show

pull the block down

the ramp?

(d) will (b) What force

slow and stop the

block?

57

56

Contents

Unit 1 – Your Healthy Body

2

Unit 2 – Plants and Animals

24

Unit 3 – Habitats

62

Unit 4 – Earth Processes

90

Activity 1.1

What’s Inside Your Body?

Use the words in the box to label the body parts. heart lungs bone muscle brain

2

Activity 1.2

What’s Your Pulse Rate?

Materials • stopwatch

Procedure 1. Gently place two fingers on the side of your neck.

Move your fingers around until you can feel your pulse.

2. Use the stopwatch to count how many times your heart beats in one minute. Record your pulse rate in the table on the next page.

3. Carry out the activities list in the table on the next page and repeat Step 2.

3

Observations Record your pulse rate in the table below.

Activity

Pulse Rate (beats/min)

Sitting at desk (resting) Walking for one minute Jogging for one minute Skipping for one minute

Analyze and Interpret 1. After which activity was your pulse rate the highest?

2. After which activity was your pulse rate the lowest?

3. How does exercise affect your pulse rate?

4

Activity 1.3

Your Nose, Mouth and Lungs 1. Use the words in the box to label the body parts. nose mouth lungs windpipe

2. What is the main function of these body parts?

5

Activity 1.4

Your Mouth, Stomach and Intestines 1. Use the words in the box to label the body parts. small intestine large intestine stomach esophagus mouth

2. What is the main function of these body parts?

6

Activity 1.5

Your Skeleton 1. Use the words in the box to label the skeleton. skull rib cage hip bone spine

2. List two functions of your skeleton.

7

Activity 1.6

Organ Functions 1. Label the organs. Match each organ to its function. takes in oxygen from air

protects your heart and lungs

helps you to move

breaks down food

pumps blood around your body 8

2. Use the words in the box to complete the sentences. breathe muscles skeleton bones blood vessels esophagus intestines blood (a) Your help you move.

work with your skeleton to

(b) Your mouth, nose, windpipe and lungs help you to

(c) Your

body its shape.

. is made up of that hold you up and give your

(d) Your mouth, stomach and help your body to break down and get energy from food. (e)

carry blood throughout your body.

(f) Food travels from your mouth, through your

to your stomach.

(g) Veins are blood vessels that carry back to your heart.

9

Activity 1.7

My Food Diary 1. Make a three-day food diary by keeping a tally of the different foods you eat for each meal.

Day: Meal

vegetables

fruits

grains

meat

sugar

fat

vegetables

fruits

grains

meat

sugar

fat

Breakfast Lunch Dinner Snacks

Day: Meal Breakfast Lunch Dinner Snacks

10

Day: Meal

vegetables

fruits

grains

meat

sugar

fat

Breakfast Lunch Dinner Snacks 2. Do you think your food diary represents a healthy diet?

Explain your answer.

3. What are some ways you could improve your diet?

11

Activity 1.8

A Day of Healthy Eating!

1. Cut out the foods on pages 121 to 125 and paste them on the plates to build healthy meals for breakfast, lunch and dinner.

breakfast

12

lunch

13

dinner

2. Describe what makes your meals healthy.

14

3. Circle the unhealthy foods.

Suggest some healthy options. (a)

(b)

15

Activity 1.9

An Active Lifestyle 1. Check (4) the children that are keeping active.

Cross (7) the children that are not keeping active.

16

2. Why is it important to maintain an active lifestyle by exercising regularly?

17

Activity 1.10

Healthy Habits Diary 1. Keep a healthy habits diary for five days.

Color the stars each day you complete the activity.

Wash body with soap

Brush teeth twice a day

Wash hair with shampoo

Monday

Tuesday

18

Wash hands before and after meals

Get enough sleep

Wednesday

Thursday

Friday

2. Do you think your diary reflects five days of healthy habits? Explain your answer.

19

Activity 1.11

Sometimes You Get Sick 1. Wyatt thinks he may have a cold or the flu.

Check (4) the things he should do to get better and stop others from getting sick. Cross (7) the things he should not do.

Go for a run

Play with friends

See a doctor 20

Stay home and rest

Wear a face mask

Get plenty of sleep

2. (a) Draw a picture to show a time when you were sick.

When I was sick:

(b) How did you feel when you were sick?

(c) What did you do to get better?

21

Review

Your Healthy Body 1. True (

) or false (

).

(a) Your lungs pump blood around your body. (b) Blood moves away from the heart in arteries. (c) All of your bones make up your skeleton. (d) Your muscles and bones help you to move. (e) Bones help to give your body its shape.

2. Tick the meals that represent a healthy balanced diet. (a)

(b)

(c)

(d)

22

3. List three things you can do to maintain a healthy lifestyle.

4. Why is it important to stay active?

5. What is a balanced diet?

6. List three things you can do to stop the spread of germs when you are sick.

23

Activity 2.1

Classifying and Comparing Animals 1. With a partner, discuss the ways in which the animals below are similar and how they are different. Use the table on the next page to classify the animals into two groups. Write a few words to tell how the animals in each group are similar.

24

ostrich

eagle

penguin

bear

tiger

walrus

elephant

bat

chicken

rabbit

deer

cassowary

Animal Group 1

Animal Group 2

How they are similar:

How they are similar:

2. Use the Venn diagram to compare an eagle to a bat.

eagle

bat

25

Activity 2.2

What Are the Characteristics of Mammals?

1. Circle the mammals.

26

2. Write what you know about mammals.

Movement:

Body covering and body parts:

Get air:

Have young:

27

Activity 2.3

What Are the Characteristics of Birds?

1. Circle the birds.

28

2. Write what you know about birds.

Movement:

Body covering and body parts:

Get air:

Have young:

29

Activity 2.4

What Are the Characteristics of Reptiles?

1. Circle the reptiles.

30

2. Write what you know about reptiles.

Movement:

Body covering and body parts:

Get air:

Have young:

31

Activity 2.5

What Are the Characteristics of Fish?

1. Circle the fish.

32

2. Write what you know about fish.

Movement:

Body covering and body parts:

Get air:

Have young:

33

Activity 2.6

What Are the Characteristics of Insects?

1. Circle the insects.

34

2. Write what you know about insects.

Movement:

Body covering and body parts:

Get air:

Have young:

35

Activity 2.7

What Do Plants Need to Live and Grow?

Plan and conduct an investigation to determine if plants need sunlight and water to grow.

Make a Prediction Check if you think a plant will grow when it has ...

• light but no water.

• water but no light.

• water and light.

• no water and light.

Materials List the materials you will need.

36

Procedure Write the steps you will take.

37

Observations Draw pictures and describe what you observed.

Light but no water:

38

Water but no light:

39

Water and light:

40

No water and light:

41

Analyze and Interpret

1. Were your predictions correct? What can you infer about the needs of plants from this investigation?

2. Farmer Joe parked his tractor on the grass for one week. Explain what happened to the grass.

3. A drought is a long period with no rain.

Why might a drought worry farmers?

42

Activity 2.8

Observing Plant Parts Materials • small pot plant

• hand lens

Procedure 1. Gently pull the plant from the pot and shake away the loose soil.

2. Use the hand lens to observe the roots, stem and leaves. Draw and describe what you observe.

3. Use your sense of touch to observe the stem and leaves. Describe what you observe.

43

Observations Draw pictures and describe what you observed.

Roots:

Stem:

Leaves:

44

Analyze and Interpret 1. The roots hold the plant in the soil and take in water.

How is the shape of the roots suited to their function?

2. The stem holds up the plant. How are the properties of a stem suited to its function?

3. The leaves absorb sunlight for the plant. How is the shape of the leaves suited to their function?

45

Activity 2.9

Observing Pollen Materials • cotton swabs

• hand lens

Procedure 1. Go into your schoolyard and find a flower with pollen.

2. Use the hand lens to closely observe the pollen.

3. Gently touch the pollen with a cotton swab. Use the hand lens to observe the pollen on the cotton swab.

46

Observations 1. Draw the flower you observed. Label the pollen.

2. Draw the pollen you observed on the cotton tip.

Write a few words to describe the pollen.

Analyze and Interpret What kinds of animals might help to move pollen from flower to flower?

47

Activity 2.10

How Do Animals Pollinate Flowers?

Write a few words to describe how bees help to pollinate flowers.

Step 1:

Step 2:

48

Step 3:

Step 4:

49

Engineer It!

Mimic a Hummingbird!

A hummingbird has a long, thin bill that helps it to feed on nectar in flowers. It helps to pollinate the flowers it feeds on when it moves pollen from one flower to another.

Now it’s your turn. Design and build a flower that a hummingbird may feed on. Develop a simple model that mimics the function of the hummingbird in pollinating the flower.

Materials List the materials you will need.

50

Procedure Write the steps you will take.

51

Draw a Model 1. Draw and label a model of your flower.

2. Draw and label a model of your pollinating device.

52

Analyze and Interpret 1. In what ways was your flower similar to the flower a hummingbird feeds on in nature?

2. In what ways was your device similar to a hummingbird’s bill?

3. Draw a picture and describe how your device pollinated the flower.

4. Compare your design with other groups.

How could you improve your design?

53

Activity 2.11

How Do Animals Disperse Seeds?

Describe the characteristics of each seed.

Infer how the seed is dispersed.

1.

Description: dandelion

Seed dispersal:

2.

Description:

burdock

54

Seed dispersal:

3.

Description: maple

Seed dispersal:

4.

Description:

Seed dispersal: berries 5.

Description: coconuts

Seed dispersal:

55

Engineer It!

Spread Some Seeds!

Some plants produce seeds that stick to the fur of mammals. The mammals help spread the seeds as they move from place to place. Now it’s your turn to spread some seeds. Design and build a seed that can stick to your clothes.

Materials List the materials you will need.

56

Procedure Write the steps you will take.

57

Draw a Model Draw and label a model of your seed.

58

Analyze and Interpret 1. Describe how your seed was able to stick to clothes.

2. Compare your design with other groups.

How could you improve your design?

59

Review

Plants and Animals 1. True (

) or false (

).

(a) All birds can fly. (b) Mammals have hair or fur. (c) Most reptiles reproduce by laying eggs. (d) Amphibians have a body covered in scales.

2. Tell how you know the wildebeest are mammals.

60

3. Tell how you know an ant is an insect.

4. True (

) or false (

).

(a) Plants need water but not sunlight. (b) Plants need sunlight but not water. (c) Plants need sunlight and water.

5. List two animals that are pollinators.

6. List two animals that help plants disperse seeds.

61

Activity 3.1

Diversity of Life at School In this activity, you will plan and conduct an investigation to observe plants and animals to compare the diversity of life in four different habitats around your school.

Make a Plan 1. List the habitats in your school where you will observe the diversity of living things.

2. Describe how the different plants and animals in the habitats will be observed, recorded and organized.

62

Observations Habitat:

63

Habitat:

64

Habitat:

65

Habitat:

66

Analyze and Interpret 1. Arrange the habitats you observed from the highest diversity of living things (1) to the lowest diversity of living things (4).

1.

2.

3.

4.

2. List some characteristics of a habitat with high diversity.

3. List some characteristics of a habitat with low diversity.

4. What things could change the diversity of a habitat?

67

Activity 3.2

What Lives in a Home Garden?

Description:

Drawing or photograph:

68

Plants:

Animals:

Water:

Shelter:

69

Activity 3.3

What Lives in a Temperate Forest?

Description:

Drawing or photograph:

70

Plants:

Animals:

Water:

Shelter:

71

Activity 3.4

What Lives in a Tropical Rainforest?

Description:

Drawing or photograph:

72

Plants:

Animals:

Water:

Shelter:

73

Activity 3.5

What Lives in a Desert?

Description:

Drawing or photograph:

74

Plants:

Animals:

Water:

Shelter:

75

Activity 3.6

What Lives in a Tundra?

Description:

Drawing or photograph:

76

Plants:

Animals:

Water:

Shelter:

77

Activity 3.7

What Lives in a Savanna?

Description:

Drawing or photograph:

78

Plants:

Animals:

Water:

Shelter:

79

Activity 3.8

What Lives in Ponds and Lakes?

Description:

Drawing or photograph:

80

Plants:

Animals:

Water:

Shelter:

81

Activity 3.9

What Lives in Rivers and Streams?

Description:

Drawing or photograph:

82

Plants:

Animals:

Water:

Shelter:

83

Activity 3.10

What Lives in Wetlands?

Description:

Drawing or photograph:

84

Plants:

Animals:

Water:

Shelter:

85

Activity 3.11

What Lives in the Ocean?

Description:

Drawing or photograph:

86

Plants:

Animals:

Water:

Shelter:

87

Review

Habitats 1. What is a habitat?

2. What does it mean if a habitat has high diversity?

3. Why does a rainforest habitat have higher diversity than a desert habitat?

88

4. Use the Venn diagram to compare a forest habitat to a grassland habitat.

Forest

Grassland

5. Use the Venn diagram to compare a pond habitat to an ocean habitat.

Pond

Ocean

89

Activity 4.1

Rapid Changes to the Earth’s Surface 1. Use the words in the box to complete the sentences.

Match each sentence to a picture. landslide flood volcano earthquake tsunami (a) A is a large and powerful wave that moves onto land. (b) A is an overflow of water onto land. (c) An is a shaking of the ground that occurs when the Earth’s layers rub against each other. (d) A is the falling soil and rocks from mountains or hills. (e) A is an opening in the Earth’s surface caused when magma pushes up from inside the Earth.

90

2. Describe how each event changes the Earth’s surface.

Name:

How the Earth’s surface changes:

Name:

How the Earth’s surface changes:

91

Name:

How the Earth’s surface changes:

Name:

How the Earth’s surface changes:

92

Name:

How the Earth’s surface changes:

Name:

How the Earth’s surface changes:

93

Activity 4.2

Make a Model of a Volcano Materials • large container

• masking tape • plastic cup

• baking soda

• liquid soap

• vinegar

• paint and paint brushes

Procedure 1. Tape the cup to the base of the container.

2. Attach pieces of tape from the top of the cup to the base to make a model volcano.

3. Paint the model.

94

• food coloring

4. Put two spoonfuls of baking soda, a spoonful of liquid soap and a few drops of food coloring into the cup.

5. Put two spoonfuls of vinegar into the cup and observe what happens.

Draw a Model Draw your model volcano before and after Step 5.

Before

After

95

Analyze and Interpret

1. Explain what happened when you put the vinegar into the volcano model.

2. What did the liquid flowing out of the model volcano represent in real life?

3. Explain how your model showed changes to the surface of the Earth. Did the change happen slowly or quickly?

96

Engineer It!

Preventing Floods The Problem Spring Valley floods during times of heavy rain. Design two solutions to help prevent the town from flooding.

Show your solutions by drawing on the map. Describe your solutions on the next page.

97

The Solutions Solution 1:

98

Solution 2:

99

Analyze and Interpret

1. Evaluate the effectiveness of your solutions.

How could they be improved?

2. Compare your solutions with your classmates.

What are some other solutions to the problem?

100

Engineer It!

Preventing Landslides The Problem Heavy rain can cause landslides on Mount Warning.

Design two solutions to help prevent the landslides.

Draw and describe your solutions.

101

The Solutions Solution 1:

102

Solution 2:

103

Analyze and Interpret

1. Evaluate the effectiveness of your solutions.

How could they be improved?

2. Describe the properties of the materials used in your design. How were they suited to the solution?

3. Compare your solutions with your classmates.

What are some other solutions to the problem?

104

Activity 4.3

Changes to the Earth’s Surface Over Time 1. Use the words in the box to complete the sentences. deposition weathering erosion

(a) is the removal of broken down rock, soil and sand from an area.

(b) is the movement of broken down rocks, soil and sand to a new place.

10 5

(c) rock over time.

is the breaking up of

2. List two things that can cause weathering and erosion.

3. Describe the changes to the Earth’s surface.

What caused the change? (a)

106

(b)

(c)

10 7

(d)

(e)

108

Activity 4.4

Human Changes to the Earth’s Surface Describe how humans change the Earth’s surface.

1.

2.

10 9

3.

4.

1 10

5.

6.

111

Engineer It!

Save the Town of Broadbeach The Problem In the coastal town of Broadbeach, wind and water are changing the shape of the land (see pages 114 and 115).

Build a model of Broadbeach. Show how erosion and weathering can change the shape of the land. Design and build two solutions to help prevent the erosion.

Use your model to test your solution.

Make a Plan 1. How will your model show the ways wind and water can change the land?

2. How will you test your solutions?

1 12

Materials List the materials you will need.

Procedure Write the steps you will take to build your model and test your solutions.

1 13

1 14

1 15

Draw a Model Draw and label your solutions.

1 16

The Solutions Solution 1:

Solution 2:

Analyze and Interpret 1. Evaluate the effectiveness of your solutions.

How could they be improved?

2. Compare your solutions with your classmates.

What are some other solutions to the problem?

1 17

Review

Earth Processes 1. Complete the table.

Change

Volcanic Eruption

Earthquake

Landslide

Hurricane

1 18

Description

2. What is the difference between weathering and erosion?

3. Describe the processes that changed the coastline.

4. Describe two ways that people can change the Earth’s surface.

5. Describe one way that people can help prevent erosion.

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© Blue Ring Media Pty Ltd ACN 161 590 496 2013 - 2021.

This publication would not have been possible without the tireless effort of our production team.

Special thanks to: Matthew Cole, Daniel Cole, Wang Hui Guan Joseph Anderson, Halle Taylor-Pritchard, Sophie Taylor-Pritchard, Tejal Thakur Natchanuch Nakapat, Varasinun Mathanattapat, Kanungnit Pookwanmuang, Saijit Lueangsrisuk Original Illustrations: Natchanuch Nakapat, GraphicsRF, Blue Ring Media and Interact Images Royalty-free images: Shutterstock, Adobe Stock