Organisms
Educational Service District 105, Yakima, Washington
Second Grade
IDEA PAGES
I.
Unit Theme
● There is a wide diversity of organisms on earth which have basic needs that are
met by an ecosystem as it integrates their needs with their environments.
● Just as the world is made up of organisms, it is also made up of social beings that
need to interact and have interdependence in our social world. (Cross-cultural
theme)
II.
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Focus/Motivation
Big Book – The Important Thing About Organisms
Big Book – In Your Habitat, What Do You See?
Picture File Cards
Observation Charts
Super Scientist Awards
Realia and Videos
Inquiry Chart: Plants
Field Trip of a Nature Walk with observations, questions, and predictions
Cognitive Content Dictionary with Signal Word
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Closure
Process all charts
Group presentation of all tasks
Student authored books
Field Journals
Living Wall
Creation of terrariums and aquariums
Videos, documentaries, brochures
III.
IV.
Concepts- 2nd Grade ( Washington Standards)
General Concepts
o An ecosystem integrates the needs of organisms with their environment.
o Plants and animals are two types of organisms.
o Organisms are similar in some ways and different in others
o There is a wide diversity of living things on earth.
o Organisms exist in different habitats.
o Organisms have basic needs, such as food, air, water, space, and shelter.
o Each type of organism has specific and unique needs such as, type of
food, amount of water and light, amount of space, and type of shelter.
o Organisms grow, change, and die over time.
o Some plants grow from seeds. The roots grow first, then the stem.
o Plants have similarities.
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o Animals have similarities.
o Plants and animals have similarities such as basic needs, ability to grow
and change, and death.
o Humans are similar to other organisms.
Earth Sciences: Organisms Science Kit from Carolina Biological Supply - Nature and
Properties of Earth Materials
1.1.5 Understand physical properties of Earth materials.
● Explain how some Earth materials are used by living things (e.g., water and soil for growing plants).
Living Systems
Characteristics of Living Structure and Organization of Living Systems
1.2.6 Know that living things are made of small parts.
● Observe and identify the parts of an object seen under a magnifier.
● Illustrate or draw the small parts that make up the whole living thing.
1.1.6 Understand characteristics of living organisms.
● Observe and describe characteristics of living organisms (e.g., spiders have eight legs; birds have feathers; plants
have roots, stems, leaves, seeds, flowers).
Molecular Basis of Heredity
1.2.7 Understand that plants and animals have life cycles.
● Observe and describe the life cycle of a plant or animal (e.g., describe the life cycle of a butterfly — egg,
caterpillar or larva, cocoon, and butterfly or adult).
Questioning
2.1.1 Understand how to ask a question about objects, organisms, and events in the environment.
● Wonder and ask questions about objects, organisms, and events based on observations of the natural world.
Environmental and Resource Issues
3.2.4 Understand how humans depend on the natural environment.
● Describe what humans obtain from their environment (e.g., a school garden yields vegetables; a sheep yields
wool, which is used to make sweaters).
● Describe what organisms obtain from their environment (e.g., a school plant needs water and sunlight).
V.
Content Standards for English Language Arts
Reading Standards in this GLAD Unit (Washington)
1. The student understands and uses different skills and strategies to read.
1.1. Use word recognition skills and strategies to read and comprehend text.
1.2. Use vocabulary (word meaning) strategies to comprehend text.
1.3. Build vocabulary through wide reading.
1.4. Apply word recognition skills and strategies to read fluently.
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2. The student understands the meaning of what is read.
2.1. Demonstrate evidence of reading comprehension.
2.2. Understand and apply knowledge of text components to comprehend text.
2.3. Expand comprehension by analyzing, interpreting, and synthesizing information and ideas in literary
and informational text.
2.4. Think critically and analyze author’s use of language, style, purpose, and perspective in literary and
informational text.
3. The student reads different materials for a variety of purposes.
3.1. Read to learn new information.
3.2. Read to perform a task.
3.3. Read for career applications.
3.4. Read for literary experience in a variety of genres.
4. The student sets goals and evaluates progress to improve reading.
4.1. Assess reading strengths and need for improvement.
4.2. Develop interests and share reading experiences.
ELD Standards (Washington) K-2
READING
EALR 1: The student understands and uses different skills and strategies to read.
Component 1.1: Use word recognitions skills and strategies to read and comprehend text.
Beginning:
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Recognize and use English concepts of print (e.g., alphabet, upper/lower case, directionality, words v. sentence,
punctuation, parts of book).
Recognize English phonemes that correspond to phonemes student already hears and produces.
Recognize and respond to rhyming words ending with phonemes the student already hears and produces.
Produce known words that begin with phonemes student already hears and produces
Use gestures and single word responses to participate in a discussion of a story read aloud.
Advanced Beginning:
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Recognize English phonemes.
Produce and respond to rhyming words ending with phonemes students already hear and produce.
Use words and/or phrases to participate in a discussion of a story read aloud.
Use knowledge of phonics associated with known sounds to read familiar words.
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Intermediate:
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Orally manipulate and segment simple known words by onset and rime.
Segment and blend words containing 2-3 phonemes.
Orally identify syllables in known words.
Identify shared consonant and vowel sounds in known words.
Use on-set and rime in word families to decode known words.
Use simple sentences to participate in a discussion of a story listened to or read aloud.
Decode known words following common vowel patterns.
Advanced:
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Orally segment and blend known multi-syllabic words.
Add, delete, and/or substitute one phoneme for another in initial and final positions to make a new word.
Participate in a discussion of a story listened to or read aloud.
Use knowledge of phonics to read familiar words.
Decode words following patterns, word families, etc.
Transitional:
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Add, delete, or substitute one phoneme for another in initial, medial, and final positions to make a new word.
Participate in a discussion of a story listened to or read aloud.
Use knowledge of phonics to read unfamiliar words.
Read words containing complex letter patterns/word families.
Apply multi-syllabic decoding when reading two and three syllable words.
Recognize that sounds are represented by different single letters and combinations of letters (e.g., fish and
rough).
EALR 1: The student understands and uses different skills and strategies to read.
Component 1.2: Use vocabulary (word meaning) strategies to comprehend text.
Component 1.3: Build vocabulary through wide reading.
Component 1.4: Apply word recognition skills and strategies to read fluently.
Beginning:
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Use a picture dictionary to demonstrate understanding of the meaning of new words.
Use pictures to gain meaning of new words from text read aloud.
Identify pictures from written labels or identify text words from pictures.
Produce simple vocabulary in response to a read-aloud from a variety of cultures and communities.
Produce one-word responses to simple questions or a prompt.
Use gestures to participate in discussions of short, illustrated stories and show understanding of vocabulary.
Recognize sight words.
Advanced Beginning:
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Use pictures to gain meaning of new words.
Use new vocabulary in simple sentences to discuss stories read aloud, including literary and informational texts.
Use simple sentences to answer and ask questions and show understanding of new words.
Use words and/or phrases to participate in discussions of short, illustrated stories and show understanding of
vocabulary.
Read introduced sight words.
Use simple sentences with introduced sight words.
Intermediate:
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Use beginning dictionaries to locate the meaning of new words.
Use pictures and letter clusters of unknown words to gain meaning of words.
Increase oral and reading vocabulary by listening to and reading a variety of texts.
Use descriptive sentences to discuss stories read aloud/ independently.
Read introduced sight words.
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Advanced:
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Use a variety of simple resources to determine new word meanings.
Use prefixes and suffixes to determine the meaning of un- known words.
Use new vocabulary in oral and written communication.
Use new vocabulary to explain and describe stories read aloud and independently.
Use and read an increased number of sight words.
Begin to use natural speech patterns and punctuation to read fluently.
Transitional:
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Use a variety of simple resources to determine new word meanings.
Use simple inflectional endings to determine the meaning of unknown words.
Integrate new vocabulary from text into written and oral communication.
Participate orally in discussions using academic content vocabulary by generating and answering questions,
contributing, explaining and making comparisons.
Use natural speech patterns and punctuation to read fluently.
Use and adjust rate based on type of text that is being read and begin to build toward grade level rate.
EALR 2: The student understands the meaning of what is read.
Component 2.1: Demonstrate evidence of reading comprehension.
Component 2.2: Understand and apply knowledge of text components to comprehend text.
Beginning:
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Use gestures and single word responses to participate in a discussion of a story read aloud.
Use gestures or one-word responses to answer literal comprehension questions before, during, and after simple
text read aloud.
Answer literal comprehension questions about pictures or phrases.
Draw pictures to represent images from simple text read aloud.
Draw picture to connect prior knowledge or experience to story read aloud.
Use gestures, pictures or one-word responses to predict what will happen based on pictures in story read aloud.
Draw pictures to represent the sequence and story elements of simple literary text.
Point to title, page numbers, table of contents and other text features.
Advanced Beginning:
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Use words and/or phrases to participate in a discussion of a story read aloud.
Use words and/or phrases to answer questions before, during and after simple text read aloud.
Use words and/or phrases to verbally describe and draw pictures to represent images from story read aloud
and/or shared reading.
Identify phrases that describe a picture or select a picture described by a phrase. W
Use words and/or phrases to connect prior knowledge or experience to story read aloud/shared.
Answer literal comprehension questions about simple sentences. (i.e., active, positive, present tense, statements
with regular plurals).
Use words and/or phrases to predict what will happen based on pictures in text read aloud.
Indicate what will happen next in text composed of simple sentences (i.e. active, positive, present tense
statements).
Indicate the correct sequence in text composed of simple sentences (i.e. active, positive, present tense
statements).
Use words and/or phrases to verbally describe or draw pictures to represent the sequence and story elements of
simple literary text.
Identify locations of title, page numbers, table of contents and other text features.
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Intermediate:
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Use simple sentences to ask and answer questions before, during, and after text read aloud/shared.
Use simple sentences to describe, draw, and label images from story read aloud/shared.
Identify the main idea and details in simple text. W
Use simple sentences to connect prior knowledge or experience to a simple story.
Answer literal comprehension questions about simple text sentences including negatives, yes/no questions,
simple past and future tenses, etc.
Use simple sentences to make inferences about main character and to predict action during the reading process
in story read aloud/shared.
Begin to use basic monitoring strategies to increase comprehension of text including picture cues and known
words.
Use simple sentences to state main idea and important details of simple literary and informational text.
Identify the correct sequence and predict what will happen next in simple text. (also 2.1.5)
Use simple sentences to retell story in sequence and to identify story elements. (also 2.1.5)
Identify information orally from graphs and charts and use simple sentences to identify location of title, page
numbers, table of contents and other text features.
Advanced:
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Use descriptive sentences to ask and answer questions before, during, and after text read aloud/ shared.
Draw and use descriptive sentences to depict mental images that occur while reading.
Identify the main idea and details in simple text. W
Use descriptive sentences to state the main idea and important details of text using specific story vocabulary. W
Use descriptive sentences to connect and express own experience to a prompt taken from a story to be read
aloud.
Predict, confirm, and infer based on simple text.
Respond to literal comprehension questions about text composed of sentences with irregular plurals, common
irregular verbs, prepositional phrases, etc.
Use descriptive sentences to predict, confirm, and infer based on pictures in story read aloud or during the
reading process.
Use basic monitoring strategies including picture cues and known words and begin to use rereading as a
monitoring strategy while reading.
Use descriptive sentences to complete teacher generated graphic organizer to organize information taken from
text.
Identify information in simple sentences from charts and graphs.
Use specific story vocabulary to describe and explain story elements while retelling a story in sequence.
Identify text written in sequential order.
Transitional:
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Use specialized vocabulary to ask and answer questions before, during, and after text read aloud/shared.
Use specialized vocabulary to state the main idea and important details of grade level text. W
Complete simple graphic organizers to comprehend text, organize ideas, and independently activate prior
knowledge.
Answer literal and inferential comprehension questions about grade level text.
Use specialized vocabulary to make inferences using prior knowledge, predictions and text features.
Use descriptive sentences to identify and explain where and why comprehension was lost and use a
comprehension repair strategy to regain meaning of text.
Identify the correct sequence and indicate what will happen next in grade level text.
Apply and interpret information orally from charts and graphs across the content areas.
Analyze and apply knowledge of story elements when retelling a grade level text using specialized vocabulary
from the text.
Identify text written in simple listing and sequential order.
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EALR 2: The student understands the meaning of what is read.
Component 2.3: Expand comprehension by analyzing, interpreting, and synthesizing information and ideas in
literary and informational text.
Component 2.4: Think critically and analyze author’s use of language, style, purpose, and perspective in
informational and literary text.
Beginning:
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Draw pictures to represent similarities in settings and common information in stories read aloud.
Draw and sort pictures to group objects with common attributes.
Match groups of familiar objects with common attributes.
Advanced Beginning:
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Answer questions about settings and basic information from pictures.
Use phrases to identify similarities in characters and settings and common information found in texts read
aloud.
Name and categorize objects according to common attributes.
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Use words and/or phrases to label objects grouped by common attributes or to complete teacher generated
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graphic organizer.
Use simple note-taking skills to begin to synthesize information from a variety of sources.
Use words or phrases to make generalizations and draw supported conclusions from text.
Intermediate:
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Use simple sentences to identify similarities and differences in settings and common information in texts read
aloud.
Answer questions about settings and common information from text consisting of simple sentences.
Categorize objects according to common attributes.
Use simple sentences to identify the common attribute of a group of objects, characters, or ideas.
Use simple sentences to discuss information found in general reference materials (e.g., dictionary, encyclopedia,
thesaurus).
Indicate understanding of common idioms (e.g., catch the bus, keep up, drop in).
Use simple sentences to identify literary devices within a text (e.g., dialogue and alliteration).
Use simple sentences to make generalizations and draw supported conclusions from text.
Use simple sentences to identify facts that support the author’s word choice, purpose, tone, and use of
persuasive devices.
Use simple sentences to distinguish between fact and opinion. (also 2.3.1)
Advanced:
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Answer compare/contrast and cause/effect questions about written text.
Use descriptive sentences to identify similarities and differences in settings, characters, and events of stories
read aloud.
Use descriptive sentences to describe multiple common attributes of a sorted group of objects.
Demonstrate understanding of common idioms.
Identify literary devices in text.
Use descriptive sentences to draw conclusions, make generalizations, and explain how to solve problems using
information from a text.
Use descriptive sentences to identify and explain the author’s use of word choice, sentence structure and length,
and tone.
Identify the author’s purpose and answer fact/opinion questions about extended text. (also 2.3.1)
Transitional:
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Describe and explain similarities and differences in settings, characters, and events of stories read aloud or in
text.
Identify literary devices in grade level text.
Explain the purposes for different commonly printed materials and compare and contrast different types of text.
Explain difference between facts and opinions with teacher guidance.
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EALR 3: The student reads materials for a variety of purposes.
Component 3.1: Read to learn new information.
Component 3.2: Read to perform a task.
Component 3.3: Read for career applications.
Beginning:
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Match printed word with common school item.
Use word, gesture, or drawing to indicate environmental print (e.g., school signs and labels in classroom.).
Advanced Beginning:
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Match phrase to label printed material (e.g., school signs, labels, environmental print).
Intermediate:
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Follow simple directions composed of single words and/or phrases from a text to perform a task.
Use simple sentences to demonstrate comprehension of environmental print (e.g., school signs, labels, etc.).
Choose or identify correct functional signs, labels, or written phrases.
Advanced:
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Follow multi-step directions composed of simple sentences to perform a task (e.g., math problems).
Use descriptive sentences to demonstrate comprehension of environmental print (e.g., school signs and labels in
classroom).
Transitional:
● Demonstrate comprehension of grade level text directions.
EALR 3: The student reads materials for a variety of purposes.
Component 3.4: Read for literary/narrative experience in a variety of genres.
Intermediate:
● Use simple sentences to identify and discuss the culture and/or traditions described in a piece of literature.
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Use simple sentences to identify and explain the purposes of different types of text (e.g., fairy tales, fables,
narrative trade books).
Advanced:
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Use descriptive sentences to identify and discuss the culture and/or traditions described in a piece of literature.
Use descriptive sentences to explain the purposes of different types of text (e.g., fairy tales, fables,
informational trade books).
EALR 4: The student sets goals and evaluates progress to improve reading.
Component 4.1: Assess reading strengths and need for improvement.
Component 4.2: Develop interests and share reading experiences.
Beginning:
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Use word, phrase or gesture to indicate preference for certain books read aloud.
Advanced Beginning:
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Use words and/or phrases to discuss what good readers do.
Use words and/or phrases to discuss favorite authors and texts read aloud.
Intermediate:
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Use simple sentences to explain what good readers do.
Use simple sentences to indicate preference for certain books read aloud.
Advanced:
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Use descriptive sentences to explain what good readers do.
Use descriptive sentences to indicate preference for certain books read aloud.
Use descriptive sentences to indicate preference for certain books read aloud.
Transitional:
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Use descriptive sentences to set a reading goal and monitor progress through use of charts and graphs.
Use specialized vocabulary to indicate preference for certain books read aloud.
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ELD Standards (Washington) K-2
WRITING
EALR 1: The student writes clearly and effectively
Component 1.1- The student will develop concept and design
Beginning:
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Draw and label pictures to tell a story.
Use labeled drawings to write about an event from a text read aloud by the teacher.
Advanced Beginning
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Use sight words and phrases to write about an event or character from a text read aloud by
teacher or an experience generated from the group.
Intermediate:
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Choose and maintain focus on topic
Use simple sentences to write about an event
Advanced:
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Use simple sentences to write about an event or character from a text or an experience.
Transitional:
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Use specialized vocabulary in sentences to write about a topic across the content areas
EALR 1: The student writes clearly and effectively
Component 1.2- The student will use style appropriate to the audience and purpose
Beginning:
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Copy and follow patterns to write words and phrases
Advanced Beginning
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Use sight words and phrases to write about own experiences and follow pattern to create a story
Intermediate:
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Use simple sentences to write for different audiences and purposes
Begin to choose from a variety of words to convey meaning in simple sentences
Advanced:
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Use simple and descriptive sentences to write for different audiences and purposes
Choose from a variety of words to convey meaning in simple sentences
Begin to use figurative and idiomatic expressions
Transitional:
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Use sentences with some specialized vocabulary to write for different purposes and audiences across content
areas
Use figurative and idiomatic expressions
EALR 1: The student writes clearly and effectively
Component 1.3- The student applies writing conventions
Beginning:
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Write top to bottom, left to right when copying
Write own name using capital and lowercase letters
Begin to use invented spelling to write familiar words
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Advanced Beginning:
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Use invented spelling to write familiar words and phrases
Begin to use capital letters for proper nouns
Begin to write sight words
Intermediate:
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Write sight words
Apply English phonemic rules
Begin to write simple sentences that may include inconsistent use of capitalization, punctuation, and spelling
Advanced:
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Produce independent writing that may include some inconsistent use of capitalization, periods, and correct
spelling
Transitional:
● Use standard grammar, ending punctuation, capital letters, and spelling with lapses characteristic of ELL
students
EALR 2: The student writes in a variety of forms for different audiences and purposes
Component 2.1- The student writes for different audiences
Component 2.2- The student writes for different purposes
Beginning:
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Draw pictures or write words to express self or to name something
Draw a picture or write for self, teacher, or other known person
Advanced Beginning:
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Write phrases to respond to prompts, to name something and express self
Write for self, teacher, or other known person.
Intermediate:
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Write simple sentences to tell a story, inform, thank, and entertain
Distinguish among appropriate ways of writing to different audiences
Advanced:
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Write simple and descriptive sentences to tell a story, inform, thank, and entertain
Transitional:
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Apply skills using specialized vocabulary to tell a story, to inform, to thank, to entertain across content areas
EALR 2: The student writes in a variety of forms for different audiences and purposes
Component 2.3- The student writes for different audiences
Component 2.4- The student writes for career applications
Beginning:
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Use words to complete lists, personal journal entries, songs and poems based on a model
Advanced Beginning:
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Use words and phrases to write notes, journal entries, friendly letters, songs and poems based on a model
Intermediate:
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Use simple sentences to write personal journal entries, friendly letters, story reports, songs, poems and stories
based on a model.
Advanced:
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Use simple sentences to write personal journal entries, friendly letters, story reports, songs, poems and stories
based on a model.
Transitional:
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Use specialized vocabulary to independently write notes, friendly letters, personal journal entries, story reports,
songs and poems.
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EALR 3: The student understands and uses the steps of the writing process
Component 3.1- The student will pre-write – generate ideas and gather information
Beginning:
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Draw pictures and use words from shared reading and own experience
Advanced Beginning:
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Use phrases to participate in group brainstorming and writing
Intermediate:
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Use simple sentences to participate in group brainstorming and writing
Advanced:
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Use pictures and modeled graphic organizers to generate ideas for simple stories
Transitional:
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Use brainstorming techniques to generate and organize ideas (e.g., model graphic organizers, pictures, lists)
EALR 3: The student understands and uses the steps of the writing process
Component 3.2- The student will revise – elaborate on a topic and supporting ideas.
Beginning:
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Use gestures and words to participate in group writing
Advanced Beginning:
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Create rough drafts which include pictures, words, and phrases
Intermediate:
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Create rough drafts which include simple sentences
Advanced:
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Create rough drafts which include simple sentences
Transitional:
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Create rough drafts which include a variety of sentence types
EALR 3: The student understands and uses the steps of the writing process
Component 3.3- The student will revise – collect input and enhance text and style
Beginning:
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Use gestures and words to participate orally in revision of group writing
Advanced Beginning:
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Use phrases to participate orally in revision of group writing
Intermediate:
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Uses simple sentences to participate orally in revision of group writing
Advanced:
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Begin to revise own writing for clarity
Offer feedback on other’s writing
Transitional:
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Incorporate input from others into own writing
EALR 3: The student understands and uses the steps of the writing process
Component 3.4- The student will edit – use resources to correct spelling, punctuation, grammar, and
usage.
Component 3.5- The student will publish – select a publishing form and produce a completed writing
project to share with chosen audience.
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Beginning:
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Use gestures and words to participate in editing of group writing
Use a model to publish selected writing in appropriate format
Advanced Beginning:
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Use phrases to participate in group editing
Intermediate:
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Use simple sentences to participate in group editing
Publish selected writing in appropriate format
Advanced:
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Edit writing for capitalization and punctuation
Transitional:
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Edit for punctuation and known spelling
Publish in appropriate format
ELD Standards (Washington) K-2
LISTENING/SPEAKING
EALR 1: The student uses listening and observation skills to gain understanding.
Component 1.1 – The student will focus attention.
Notes about 1.1 – Focus attention - Physical behaviors may look different from culture to culture. Focus for the
teacher should be on student’s recall and comprehension of information.
Component 1.2 – The student will listen and observe to gain and interpret information
Beginning:
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Use physical actions and/or words to respond to simple directions and questions.
Advanced Beginning:
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Respond to simple directions and questions.
Use picture cues, phrases or a cloze exercise to retell a familiar story.
Intermediate:
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Respond to directions, questions, and some idiomatic expressions.
Use simple sentences to retell a familiar story with picture cues.
Recognize inappropriate use of register.
Recognize patterns in familiar words, songs, chants, and rhymes.
Advanced:
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Respond to multi-step directions and to questions.
Use picture cues and descriptive sentences to retell a familiar story.
Independently recognize inappropriate use of register.
Begin to use context to determine appropriate meaning of multiple meaning words.
Transitional:
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Respond to multi-step directions and to questions.
Use descriptive sentences and illustrations to retell a story in order.
Independently recognize inappropriate use of register.
Use context to determine appropriate meaning of multiple meaning words.
EALR 1: The student uses listening and observation skills to gain understanding.
Component 1.3 – The student will check for understanding by asking questions and paraphrasing.
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Beginning:
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Use classroom norms to signal to ask a question.
Use single word/gestures to ask for repetition in order to clarify.
Advanced Beginning:
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Use words and/or phrases, intonation to ask simple questions.
Intermediate:
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Use simple forms* to ask questions about content.
Use words/phrases in a frame to paraphrase.
Advanced:
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Use simple forms* to probe for details about content.
Use simple sentences to paraphrase
Transitional:
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Use descriptive sentences with content area vocabulary to ask questions in a variety of contexts and situations.
Use descriptive sentences with some content vocabulary to paraphrase.
EALR 2: The student communicates ideas clearly and effectively.
Component 2.1 – The student will communicate clearly to a range of audiences for different purposes.
Beginning:
●
●
●
●
●
Use words to participate in social conversations using informal language.
Use, through repetition,
common social greetings, simple repetitive phrases, and state basic needs using informal language.
Use gestures and/or words to participate in group discussion or activity which involve concrete objects.
Use words to tell a story from a familiar picture book.
Repeat words which are part of the frozen register (i.e. Pledge of Allegiance, poems, favorite stories).
Advanced Beginning:
●
●
●
●
●
●
Use phrases and/or simple sentences to participate in social conversations with peers using informal language.
Independently use common social greetings, simple phrases, and state basic needs using informal language.
Use words and/or phrases to role-play an action or event.
Use words and/or phrases to tell a story from a familiar picture book.
Use words and/or phrases to participate in group discussion or activity which involves concrete objects.
Repeat phrases which are part of the frozen register (i.e. Pledge of Allegiance, poems, favorite stories).
Intermediate:
●
●
●
●
●
Use simple sentences to participate in social conversations on familiar topic with peers and adults.
Use simple sentences to tell a story, inform, explain.
Begin to use appropriate language registers for speaking in formal situations, with teacher support.
Give instructions for a familiar process; process may be out of sequence and/or steps may be skipped.
Repeat sentences which are part of the frozen register (i.e. Pledge of Allegiance, poems, favorite stories).
Advanced:
●
●
●
●
●
Use descriptive sentences to participate in social conversations with peers and adults.
Use descriptive sentences to tell a story, inform, and entertain.
Begin to use appropriate language registers, with lapses at times, when prompted by teacher.
Give instructions for a familiar process in an understandable manner.
Independently recite language used in frozen register (i.e. Pledge of Allegiance, poems, favorite stories).
Transitional:
●
●
●
●
Independently participate in social conversations with peers and adults.
Use descriptive sentences to tell a story, inform, explain, and entertain in a sequential manner.
Use different language registers in situations as appropriate, when prompted by teacher.
Give instructions in a precise and understandable manner.
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IDEA PAGES 14
EALR 2: The student communicates ideas clearly and effectively.
Component 2.2 – The student will develop content and ideas. Develop a topic or theme; organize
thoughts around a clear beginning, middle, and end; use transitional sentences and phrases to connect
related ideas; and speak coherently and compellingly.
Beginning:
Advanced Beginning:
●
●
Connect words and phases using the conjunction and.
Begin to sequence words and/or phrases related to a familiar topic using a picture prompt.
Intermediate:
●
●
Connect sentences using the words and, and then, after and but.
Organize a simple oral presentation in a logical order with teacher support.
Advanced:
●
●
Connect sentences using the words and, and then, after, if and but.
Organize an oral presentation in a logical order with minimal teacher support.
Transitional:
●
●
Connect sentences using the words and, and then, after, if and but to sustain a topic.
Organize an oral presentation in a logical order.
EALR 2: The student communicates ideas clearly and effectively.
Component 2.3 – The student will use effective delivery. Adjust speaking strategies for a variety of
audiences and purposes by varying intonation, pitch, and pace of speech to create effect and aid
communication.
Component 2.4 – The student will use effective language and style. Use language that is
grammatically correct, precise, engaging and well-suited to topic, audience, and purpose.
Beginning:
●
●
Use gestures and/or words to participate in group discussion or activity.
Use gestures and/or words to communicate needs.
Advanced Beginning:
●
●
Use words and/or phrases to participate in group discussion or activity.
Use words and/or phrases to communicate needs and role-play an action or event.
Intermediate:
●
●
Distinguish between appropriate ways of speaking to different audiences (register).
Use simple sentences with inconsistent use of syntax, tense, plurals, and subject/verb agreement.
Advanced:
●
●
Use appropriate ways of speaking that vary based on audience.
Use descriptive sentences with common grammatical forms, with some errors.
Transitional:
●
●
Use appropriate ways of speaking that vary based on audience.
Speak clearly and comprehensibly using academic English with occasional errors.
EALR 3: The student uses communication strategies and skills to work effectively with others.
Component 3.1 – The student will use language to interact effectively and responsibly with others.
Component 3.2 – The student will work cooperatively as a member of a group.
Component 3.3 – The student will seek agreement and solutions through discussion.
Beginning:
●
●
Independently use common social greetings, simple repetitive phrases, and state basic needs.
Use words or gestures to contribute to group discussions, including personal experiences.
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Advanced Beginning:
●
●
●
Use words and/or phrases to actively participate in social and academic conversations on familiar topics.
Use words and/or phrases to contribute to group discussions, including personal experiences.
Use words and/or phrases to suggest a solution to a problem.
Intermediate:
●
●
●
●
●
Use simple sentences to actively participate in social and academic conversations on unfamiliar topics.
Demonstrate turn-taking in a conversation and a group discussion.
Use simple sentences to contribute to group discussions, including personal experiences.
Begin to use established group rules.
Use simple sentences to suggest a solution for a problem.
Advanced:
●
●
●
●
●
●
Use descriptive sentences to actively participate in social and academic conversations on unfamiliar topics.
Demonstrate turn-taking in a conversation and a group discussion, responding appropriately to nonverbal cues.
Use descriptive sentences to explain ideas clearly in group discussions, including personal experiences.
Use descriptive sentences to offer personal opinion based on what has already been said.
Use established group rules and assume assigned roles (reporter, recorder) to further progress of a group.
Use descriptive sentences to contribute a possible solution to a problem.
Transitional:
●
●
●
●
●
Actively participate in social and academic conversations on a variety of topics.
Explain ideas clearly in group discussions, including personal experiences.
Offer personal opinion based on what has already been said.
Articulate and use established group rules and assume various assigned roles to further progress of a group.
Contribute multiple solutions to a problem.
EALR 4: The student analyzes and evaluates the effectiveness of formal and informal
communication.
Component 4.1 – The student will assess strengths and needs for improvement. Assess own and
others’ communication strengths and needs and set goals for improvement.
Component 4.2 – The student will seek and offer feedback. Seek and use feedback to improve
communication; offer suggestions and comments to others.
Beginning:
●
Attend to speakers in informal conversations and formal presentations.
Advanced Beginning:
●
Use words and phrases to respond to speakers in informal conversations and formal presentations.
Intermediate:
●
Use simple sentences to offer feedback in response to speakers in conversations and formal presentations.
Advanced:
●
Use a rubric of effective traits to evaluate and to improve one’s own and others’ presentations and
conversations.
Transitional:
●
●
Accept and apply feedback about presentations and conversations.
Use a rubric to offer specific feedback on presentations with regard to delivery skills, word choice and grammar.
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VII. Additional Curricular Areas (Math/Social Studies/Science/Art)
Math:
Interpreting Charts and Graphs
Social Studies:
EALR 3: Geography The student uses spatial perspective to make reasoned
decisions by applying the concepts of location, region, and movement in
demonstrating knowledge of geographical features and human cultures impact
environments.
GLE 3.1 Understands the physical characteristics, and location of places, regions,
and spatial patterns on the Earth’s surface.
EOL: Describes physical characteristics such as rivers, lakes, mountains, and
parks of the community of which they live. Constructs maps that display
information about the local community using a compass rose, labels, and a key.
GLE 1.4 Understands civic involvement
EOL: Explains that citizens have the responsibility to take care of the
environment in the community.
Science:
1.1.6. Understand characteristics of living organisms.
Observe and describe characteristics of living organisms
(e.g., spiders have eight legs; birds have feathers; plants
have roots, stems, leaves, seeds, flowers).
2.1.1. Understand how to ask a question about objects,
organisms, and events in the environment.
2.1.2. Understand how to plan and conduct simple
investigations following all safety rules.
2.1.3. Understand how to construct a reasonable explanation
Using evidence.
2.1.4. Understand that models represent real objects, events, or
processes.
2.1.5. Understand how to record and report investigations,
results, and explanations.
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IDEA PAGES 17
3.2.1. Know that science and technology are practiced by all
peoples around the world.
3.2.4. Understand how humans depend on the natural
environment.
Art:
1.1.1 Understands arts concepts and vocabulary: Elements
Creates movement that represents basic prepositional
relationships such as above, below, around, between, etc.
(space)
1.1.2 Understands arts concepts and vocabulary: Principles
of Organization
Retells basic plot with details of scene/play/story
VI.
VOCABULARY (from STC Organisms)
alike
backbone
cabomba
data
experiment
graph
head
leaf
measure
object
pill bug
procedure
seed coat
shelter
soil
tree seedling
woodland
animal
bess beetle
communicate
describe
fair test
grow
human
length
millipede
observe
plant
property
seedling
size
sort
unit
antenna / antennae
body
compare
different
flower
guess
insect
life cycle
moss
organism
plot
root
senses
skin
terrarium
vertebrate
aquarium
brainstorm
container
elodea
fresh water
guppy
investigate
living
nutrient
pattern
predict
same
shape
snail
tool
weight
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IDEA PAGES 18
VIII. RESOURCES & MATERIALS
INTERNET RESOURCES
Resources for Teachers
Carolina Biological Supply Company
http://www.carolina.com
Enchanted Learning
http://www.enchantedlearning.com
Eisenhower National Clearinghouse for Mathematics and Science Education
http://www.enc.org
Exploratorium: The Museum of Science, Art, and Human Perception
http://exploratorium.edu
The Franklin Institute (projects, demonstrations, and lessons)
http://www.fi.edu/learn
National Geographic Society
http://www.nationalgeographic.com
Kiddyhouse
http://www.kiddyhouse.com
National Science Resource Center
http://www.nsrconline.org
National Science Teachers Association
http://www.nsta.org
PBS Teacher Source
http://www.pbs.org/teachersource/sci_tech.htm
Resources for Students
American Library association Great web Sites for Kids
http://www.ala.org/greatsites
Exploratorium: The Museum of Science, Art, and Human Perception
http://exploratorium.edu
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IDEA PAGES 19
How Stuff Works
http://www.howstuffworks.com
National Geographic for Kids
http://www.nationalgeographic.com/kids
PBS Kids
http://pbskids.org
Smithsonian Education (for Students)
http://smithsonianeducation.org/students
COMPUTER SOFTWARE RESOURCES
Resources for the Class
Learn About Animals. Pleasantville, New York: Sunburst, 1992
Learn About Plants. Pleasantville, New York: Sunburst, 1992
Learn About Insects. Pleasantville, New York: Sunburst, 1992
PRINT RESOURCES
Resources for Teachers
Bowden, Marcia. Nature for the Very Young. New York: John Wiley, 1994.
Brown, Vinson. How to Make a Miniature Zoo. New York: Dodd, Mead,
1987.
Campbell, Brian and Lori Fulton. Science Notebooks: Writing About Inquiry.
Portsmouth, NH: Heinemann, 2003.
Caras, Roger. A Zoo in Your Room. New York: Harcourt, Brace, Jovanovich,
1975.
Johnson, Sylvia A. Beetles. Lerner Natural Science series. Minneapolis,
MN: Lerner, 1982.
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IDEA PAGES 20
Johnson, Sylvia A. Mosses. Lerner Natural Science series. Minneapolis,
MN: Lerner, 1983.
Simon, Seymore. Pets in a Jar. New York: Puffin, 1975.
Resources for the Class
Anderson, Margaret, Field, Nancy, Stephenson, Karen. Ancient forests;
Discovering nature. Dog-Eared Publications; Middleton, WI, 2001.
ISBN: 1-894384-41-5
Anderson, Margaret, Field, Nancy, Stephenson. Discovering Black Bears.
Dog-Eared Publications; Middleton, WI, 2007.
ISBN-13: 978-0-94102-37
ISBN-10: 0-941042-37-5
Behn, Harry. Trees. New York: Henry Holt, 1977.
Berger, Melvin. All About Seeds. New York: Scholastic, 1992.
Challand, Helen J. Plants without Seeds. New True Book science series.
Chicago: Children’s Press, 1986.
Curran, Eileen. Life in the Forest. New York: Troll Associates, 1985.
Facklam, Margery. Bugs for lunch. Charlesbridge Publishing; Watertown,
MA, 1999.
ISBN-13: 978-0-88106-272-4
ISBN-10: 0-88106-272-3
Field, Nancy, Machils, Sally. Discovering Mt. Rainier; games, mazes,
activities. Dog-Eared Publications; Middleton, WI, 1998.
ISBN: 0-941042-13-8
Flanagan, Alice K. Exploring Parks with Ranger Docket. Houghton Mifflin
Company
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IDEA PAGES 21
George, Elizabeth Barrett. Around the Pond: Who’s Been Here? Houghton
Mifflin Company
Gibbons, Gail. Tell Me, Tree All About Trees for Kids. Scholastic
Hickman, Pamela. Starting with nature: Bug book. Kids Can Press Ltd.;
Tonawanda, NY, 1999.
ISBN: 1-55074653-7
Hunter, Anne. What’s In the Pond? Houghton Mifflin Company
Hunter, Anne. What’s Under the Log? Houghton Mifflin Company
Kilpatrick, Cathy. Creepy Crawlies. Usborne First Nature Series. London:
Usborne, 1982.
Nash, Pamela. The Snail. See How It Grows series. Columbus, OH: Modern
Curriculum Press, 1983.
Organisms, National Academy of Sciences, Smithsonian Institute, Carolina
Biological Supply Company
Podendorf, Illa. Insects. New True Book series. Chicago: Children’s Press,
1981.
Segaloff, Nat and Paul Erickson. Fish Tales. New York: Sterling, 1990
Still, John, John. Amazing Beetles. Eyewitness Juniors series. New York:
Knopf, 1991.
The Regents of the University of California. Animals two by two. FOSS,
Delta Education Inc.; Berkeley, CA, 1975.
Ward, Jennifer. The Little Creek. Western Parks Association; Tucson, AZ
ISBN: 1-58369-057-03
Wildsmith, Brian. Fishes. New York: Oxford University Press, 1989
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IDEA PAGES 22
LITERATURE BOOKS
A Log’s Life, Wendy Pfeffer, Aladdin Paperbacks
A Pill Bug’s Life, John Himmelman, Children’s Press
VIDEOS
Eyewitness Ponds and Rivers
30 minutes
Eyewitness Trees
30 minutes
Eyewitness Seeds
30 minutes
COMMUNITY PEOPLE AND PLACES
Field Trip to John Wayne Trail
Rita Kretschman
Keith Wersland, Lake Easton State Park Ranger
Ben Maletzke, Project C.A.T., Wa. State Department of Wildlife
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PLANNING PAGES
I.
Focus/Motivation
● Big Book: The Important Thing About Organisms
● Observation Charts
● Cognitive Content Dictionary with Signal Word
● Picture File Cards
● Inquiry Chart
● Three Standards
● Scientist Awards
II.
Input
●
●
●
●
III.
Graphic Organizer: Six Kingdoms of Living Things
Pictorial Input Chart: Pill Bug
Graphic Organizer: World Map
Narrative Input: The Giving Tree by Shel Silverstein
Guided Oral Practice
● T-Graph for Social Skills: Cooperation
● Team tasks
● Poetry and Chants
● Picture file cards of various organisms – observe, categorize, classify, label.
● Exploration Report
● Sentence Patterning Chart – noun: organisms
o Read and Trade Game
o Flip Chant
● Daily review and processing of charts (eg. Inquiry) – emphasize capitals &
punctuation
● Suzy activity – personal interaction
● Mind Map
● Process Grid
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PLANNING PAGES 2
IV.
V.
VI.
Reading/Writing Activities
1. Whole Class
● Story Mapping
● Expository Reading/Writing
● Model Editing Process
● Poetry Frames and Found Poetry
● Listen and sketch
● Cooperative Strip Paragraph
2. Flexible and Cooperative Groupings
● Ear-to-Ear reading
● Team Tasks
● Guided Reading
● Expert Groups
● Flexible Grouping for language skills differentiation, primary language,
reading instruction, skill reinforcement (ELD review/retell)
o Clunkers and Links – at or above grade level readers
o Coop Strip Paragraph – Struggling/emergent readers
o ELD Group Frame – ELD students
● Shared Reading with Big Books
● Personal Interaction:
3. Individual Work
● Learning Logs
● Interactive Journals (Writing Skills – friendly letter - HMR)
● Individual tasks
● Reading/Writing choices: picture file cards, add to charts, make word cards,
highlight poetry booklets, focused reading, poetry booklet, flip chants
4. Writer’s Workshop
● Mini-Lessons (Personal Narrative)
● Plan, Share, Write, Revise, Edit, Publish
● Conferencing
● Author’s Chair
Extension Activities
● Create a terrarium
● Illustrate Personal Narrative story
Closure/Evaluation
● Re-visit Inquiry Chart
● Student-Made Big Books
● Team Task Presentations
● Portfolios
● Living wall
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SAMPLE DAILY LESSON PLAN
5-Day Plan
Day 1
FOCUS/MOTIVATION
● Three Standards – Super Scientist Awards
● Cognitive Content Dictionary with Signal Word (Organism)
● Observation Charts (Question, Comment, Prediction)
- Use picture File Cards and Realia
● Inquiry Chart – What do you know about organisms?
What do you want to know about organisms?
● Big Book - Teacher made – The Important Thing About Organisms
INPUT
● Graphic Organizer: Six Kingdoms of Living Things – Big Picture
- 10-2 / Scouts
- Learning Log
- ELD Review
● World Map – Organisms Around the World
● Poetry/Chant – Here/There
● Pictorial Input: Pill Bug
- 10/2
- Learning log
- ELD – review/retell (Done orally)
- 10/2 Lecture with primary language
GUIDED ORAL PRACTICE
● Poetry/Chant – Yes Ma’am; Our World of Living Organisms
INPUT
● Narrative Input – The Giving Tree by Shel Silverstein
- Personal Interaction (Talk about how you are similar to the boy in the story)
GUIDED ORAL PRACTICE
● T-graph - “cooperation”
● Picture File Sort Activity
- Categorize, organize
● Exploration Report with “Organisms” in Teams using picture file cards.
● Poetry/Chant – Scientist Bugaloo
READING/WRITING
● Interactive Journals
CLOSURE
● Home/School Connection
● Process Inquiry Chart
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SAMPLE DAILY LESSON PLAN
5-Day Plan
Day 2
FOCUS/MOTIVATION
● Super Scientist Awards/Scouts
● Cognitive Content Dictionary with Signal Word
● Process Home/School Connection (HSC) (All share)
● Poetry: Super Scientist Chant
● Review Six Kingdoms Input Chart with words cards
● Review Narrative with word cards and conversation bubbles
● Review Pill Bug Input Chart with word cards
● Poetry/Chant – Here, There (TPR, highlight, sketch, picture file cards)
GUIDED ORAL PRACTICE/INPUT/READING WRITING
● Expert Groups (two)
- Team Tasks
- Team Points
READING/WRITING
● Writer’s Workshop
- mini-lesson: Graphic Organizers and sketching
- Writing
- Author’s Chair
● Interactive Journals
CLOSURE
● Process charts/poems
● Home/School Connection
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SAMPLE DAILY LESSON PLAN
5-Day Plan
Day 3
FOCUS/MOTIVATION
● Cognitive Content Dictionary with Signal Word (vocabulary self-selection) – stumper
word
● Process Home/School connection (Group share)
● Big Book – The Important Thing About Organisms
● Chants – Highlight, sketch, add picture file cards
GUIDED ORAL PRACTICE
● Sentence Patterning Chart (Farmer-in-the-Dell) (Organisms)
- Reading Game/Trading Game
- Flip Chant
● Chant
● Story Map of Narrative Input
● Mind Map – Pill Bug
READING/WRITING
● Process Grid
- First row – Pill Bug from Pictorial Input Chart which was taught whole class
- Expert Group Share
- Complete next two rows of Process Grid
● Cooperative Strip Paragraph – read, respond, revise, edit
● Interactive Journals
● Writer’s Workshop
CLOSURE
● Process Inquiry Chart
● Home School Connection
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SAMPLE DAILY LESSON PLAN
5-Day Plan
Day 4
FOCUS/MOTIVATION
● Cognitive Content Dictionary with Signal Word (vocabulary self-selection)
● Process Home School Connection
● Chants – highlight, sketch and add picture file cards
GUIDED ORAL PRACTICE
● Poetry/Chants – Our world of Living Organisms
READING/WRITING
● Oral Team Evaluation – (from T-Graph)
● Team tasks – (Team Points – Audience Input from teachers)
READING/WRITING
● Leveled Reading Groups
- ELD Group Frame – (Narrative retell)
- Clunkers and Links – at or above level reading
● Team Presentations of a completed Team Task
● DRTA
CLOSURE
● Process charts
● Process Inquiry Chart
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SAMPLE DAILY LESSON PLAN
5-Day Plan
Day 5
FOCUS/MOTIVATION
● Cognitive Content Dictionary with Self Selected Vocabulary
● Realia
● Poetry/Chants
● Read Aloud
READING/WRITING
● Reading Groups - Struggling readers with Co-op Strip Paragraph
- Team Tasks
- Written Evaluation
- Team Presentation
● L1 Development of Inquiry Chart
- Team Tasks – add Narrative to list
- Individual tasks – assign as appropriate/needed
● Interactive Journals
● Found Poetry
● Poetry Frame
● Ear to Ear Reading with Poetry Booklet
● Listen and Sketch from HMR – A Pill Bug’s Life
● Focused Reading – read the walls with personal CCD/Picture Dictionary
CLOSURE
● Metacognition of learning – evaluation of the week
● Letter home
● Process Inquiry Chart
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The Important Big Book About Organisms
By Rita Kretschman
Page 1
The important thing about organisms is that they are living things
They need food and air,
They grow and change,
And they need shelter.
But, the important thing about organisms is that they are living things.
Page 2
The important thing about an organism is that it is a living thing.
Some live on land,
Some live in water,
And some live on land and in water.
But, the important thing about an organism is that it is a living thing.
Page 3
The important thing about a tree seedling is that it is a living thing.
It has roots,
It has leaves,
And it needs water and space to grow.
But, the important thing about a tree seedling is that it is a living thing.
Page 4
The important thing about moss is that it is a living thing.
It grows in clusters,
It spreads over the ground,
And it can grow on trees.
But, the important thing about moss is that it is a living thing.
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In Your Habitat What Do You See?
Big Book by Thomas Romero (adapted from Brown Bear, Brown Bear)
Page 1
Bess Beetle, Bess Beetle in your habitat what do you see?
I see a dead decaying log where I live and get my food fancy
free!
But I also see various animals including birds and mammals that
want to eat me!
Page 2
Pill Bug, Pill Bug in your habitat what do you see?
I see dead decaying plants and rocks where I live and get my
food fancy free!
But I also see Ground Beetles, Spiders and Centipedes that want
to eat me!
Page 3
Mosquito Fish, Mosquito Fish in your habitat what do you see?
I see cool fresh water surrounding me!
Filled with larva, insects, tadpoles, and small fry for my food
fancy free!
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But I also see Raccoons, Opossums, Wild Cats, Herons and
Egrets that want to eat me!
Page 4
Tiny Snail, Big Snail in your habitat what do you?
I see a variety of places surrounding me!
I see mountains or deserts, woodlands and gardens, fresh or salt
water marshes
Filled with all kinds of green plants such as algae and vegetables
for my food fancy free!
But I also see Beetles, Fish, Birds, Snakes, Toads, Turtles, and
even People that want to eat me!
Page 5
Animals, Animals what do you see!
I see a classroom filled with children studying about me!
Learning about our habitats, our food, and predators that want to
eat me!
Learning interesting facts about our life-cycles, environment and
how to preserve and protect me!
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Six Kingdoms of Living Things
Graphic Organizer - Six Kingdoms of Living Things
INFORMATION FOR GRAPHIC ORGANIZER
There are six kingdoms of living things: 1. Archaebacteria, 2. Eubacteria, 3. Protista, 4. Fungi, 5.Plantae, and 6.
Animalia
Some of the phylum within the kingdom animalia include: arthropoda, mollusca, coelenterata, echinodermata,
porifera, annelida. All of these are invertebrates. Vertebrates are included in the phylum chordata
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Organisms, Grade 2, Washington
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Background Information for Input Charts
Pill Bug (Sow Bug):
Habitat:
Areas of high humidity since they breathe through gills
Under logs or rocks, or in leaf litter
Diet:
Dead or decaying plants or animals
Predators:
Ground beetles, centipedes, and spiders
Interesting facts:
Roll into a ball when disturbed
Molt in two stages – back half then front half
Start with 6 pairs of legs – get 7 after first molt
Habitat:
Many different habitats – deserts, mountains, marshes, woodlands, gardens, fresh water,
salt water
Diet:
Plants, algae, vegetables
Predators:
Beetles, fish, birds, snakes, toads, turtles, people
Interesting facts:
Largest snail found – 15 inches and 2 pounds
Snail:
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Organisms, Grade 2, Washington
Kretschman, Romero, and Beichler (Project GLAD 03/19/09)
Conifer Tree Seedling:
Habitat:
North American woodlands
Diet:
Water, sunlight, space for roots to grow
Predators:
Wood boring insects, humans, fire, weather
Interesting Facts: Conifers first appeared on the earth 150 million years ago. They are some of the oldest
and largest plants on earth.
Moss:
Habitat:
Deciduous and Rain Forest
Diet:
Water and space to grow
Predators:
Insects, humans
Interesting Facts: Moss first appeared on earth 400 million years ago. It can grow with or without sunlight.
Moss has no true roots or leaves.
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Organisms, Grade 2, Washington
Kretschman, Romero, and Beichler (Project GLAD 03/19/09)
The Giving Tree
By Shel Silverstein
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Organisms, Grade 2, Washington
Kretschman, Romero, and Beichler (Project GLAD 03/19/09)
Organisms
Poetry Booklet
Name______________________
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Organisms, Grade 2, Washington
Kretschman, Romero, and Beichler (Project GLAD 03/19/09)
Organisms Here, Organisms There
By Rita Kretschman
Organisms here, organisms there,
Organisms, organisms everywhere.
Flowering plants blooming,
Sturdy trees towering,
Social insects building,
And microscopic bacteria floating.
Pill bugs in their exoskeleton,
Snails in the pond,
Beetles in a rotting log,
And guppies in the fresh water.
Organisms here, organisms there,
Organisms, organisms, everywhere.
Organisms, Organisms, Organisms!
44
Organisms, Grade 2, Washington
Kretschman, Romero, and Beichler (Project GLAD 03/19/09)
I Know a Bess Beetle
By Rita Kretschman
I know a bess beetle
A social bess beetle
A social bess beetle
With three body parts,
Black and shiny body,
Six jointed hairy legs,
Antennae for sensing,
And weak wings.
I know a bess beetle,
A social bess beetle
A social bess beetle
Who lives in a forest.
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Organisms, Grade 2, Washington
Kretschman, Romero, and Beichler (Project GLAD 03/19/09)
Our World of Living Organisms
By Thomas Romero 2008
(Sung to the tune of Yellow Submarine)
Our world is filled with living organisms,
living organisms, living organisms!
Plants and animals are two types of organisms,
two types of organisms, two types of organisms,
Growing, changing, dying, organisms,
Growing organisms, Changing organisms!
Ecosystems in our world,
are often called a habitat.
Environments’ serve basic needs.
Water, air, and things like that.
Our world is filled with living organisms,
living organisms, living organisms!
Plants and animals are two types of organisms,
two types of organisms, two types of organisms,
Growing, changing, dying, organisms,
Growing organisms, Changing organisms!
Ecosystems sharing needs
Integrate the environment.
Plants, animals, diversity!
Similar and dependent!
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Organisms, Grade 2, Washington
Kretschman, Romero, and Beichler (Project GLAD 03/19/09)
Super Scientist
By Thom Romero 2008
(Army Cadence)
We are Scientists yes we are! (repeat)
As Super Scientists we‘ll go far! (repeat)
Biology is our game. (repeat)
Studying living things will bring us fame! (repeat)
Science Facts! - One, Two!
Learning More! - Three, Four!
Animals, Bacteria, Plants and more!!!!!
Organisms is our science theme! (repeat)
Come and join our biology team! (repeat)
Organism are living things! (repeat)
For example: human beings! (repeat)
Science Facts! - One, Two!
Learning More! - Three, Four!
Pill Bugs, Snails, Minnows and more!!!!!
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Organisms, Grade 2, Washington
Kretschman, Romero, and Beichler (Project GLAD 03/19/09)
Yes Ma’am
By Rita Kretschman
Is this an organism?
Is this an organism?
How do you know?
How do you know?
Yes Ma’am
Yes Ma’am
Needs air and food
It needs water and shelter
Give me some examples
Give me some examples
Trees and plants
Seedlings and moss
Is this an organism?
Is this an organism?
How do you know?
How do you know?
Yes Ma’am
Yes Ma’am
It is alive
It changes and grows
Give me some examples
Give me some examples
Pill bugs and beetles
Snails and fish
And are you through
Did you tell me true
What did you chant
What did you chant
Yes Ma’am
Yes Ma’am
Organisms
Organisms
.
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Organisms, Grade 2, Washington
Kretschman, Romero, and Beichler (Project GLAD 03/19/09)
Biologist Bugaloo
By Rita Kretschman
I’m a biologist and I’m here to say,
I love to study organisms everyday.
Sometimes I write a paper, or read a book,
but mostly I enjoy taking a look.
Observations, predictions, hypotheses too,
Doing the biologist bugaloo!
Organisms can be found all around
In oceans, deserts, and underground
They link the ecosystems all together,
Survival is critical in all types of weather.
Phyla, classes, orders, too
Doing the biologist bugaloo!
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Organisms, Grade 2, Washington
Kretschman, Romero, and Beichler (Project GLAD 03/19/09)
Name: _________________________
Date:_______________
Home-School Connection #1
Organisms
English
Find an organism at home. Sketch and/or write about the organism
below: Talk to your parents about it.
Parent/Guardian ____________________ Student __________________
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Organisms, Grade 2, Washington
Kretschman, Romero, and Beichler (Project GLAD 03/19/09)
Nombre _________________________
fecha_______________
Conexión de la Escuela y Hogar #1
Organismos
Español
Identifica un organismo en tu casa. Dibuja y/o escriba sobre el
organismo aquí abajo. Habla con tus padres sobre el tema.
Firma de Padres/Guardian _______________ Estudiante _______________
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Organisms, Grade 2, Washington
Kretschman, Romero, and Beichler (Project GLAD 03/19/09)
Name: _________________________
Date: _______________
Home- School Connection #2
Organisms
English
Ask your family members to share what they know about tree seedlings.
Write and/or sketch what they tell you below:
Parent/Guardian ____________________ Student __________________
52
Organisms, Grade 2, Washington
Kretschman, Romero, and Beichler (Project GLAD 03/19/09)
Nombre: _________________________
fecha:_______________
Conexión de la Escuela y Hogar #2
Organismos
Español
Preguntale a los miembros de tu familia que comparten sobre lo que
saben de planta de semillero del árbol.
Escribe y/o dibuja que te dicen.
Firma de Padres/Guardian _______________ Estudiante _______________
53
Organisms, Grade 2, Washington
Kretschman, Romero, and Beichler (Project GLAD 03/19/09)
Name: _________________________
Date:_______________
Home- School Connection #3
Organisms
English
Tell a family member or adult the narrative story about A Log’s Life.
Sketch and/ or write your retelling below:
Parent/Guardian ____________________ Student __________________
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Organisms, Grade 2, Washington
Kretschman, Romero, and Beichler (Project GLAD 03/19/09)
55
Organisms, Grade 2, Washington
Kretschman, Romero, and Beichler (Project GLAD 03/19/09)
Nombre: _________________________
fecha:_______________
Conexión de la Escuela y Hogar #3
Organismos
Español
Diga le a un miembro de tu familia o un adulto la historia narrativa
sobre La Vida de un Trozo de Árbol.
Dibuja y/o escriba aqui abajo:
Firma de Padres/Guardian _______________ Estudiante _______________
56
Organisms, Grade 2, Washington
Kretschman, Romero, and Beichler (Project GLAD 03/19/09)
Name: _________________________
Date:_______________
Home –School Connection #4
Organisms
English
Ask your members what they know about freshwater habitats. Write
and/or sketch what they tell you below:
Parent/Guardian ____________________ Student __________________
57
Organisms, Grade 2, Washington
Kretschman, Romero, and Beichler (Project GLAD 03/19/09)
Nombre: _________________________
fecha:_______________
Conexión de la Escuela y Hogar #4
Organismos
Español
Pregunta les a los miembros de tu familia sobre lo que saben de los
habitaciones de agua fresca. Escriba y/ o dibuja lo que te dicen.
Firma de Padres/Guardian _______________ Estudiante _______________
58
Organisms, Grade 2, Washington
Kretschman, Romero, and Beichler (Project GLAD 03/19/09)
Expert Group #1
Elodea
Elodea is a member of the family plantae. It is a plant that grows submerged
in water and is sometimes called waterweed. Elodea grows in slow-moving
freshwater ponds, streams, rivers and lakes. It has triangle shaped leaves that grow
in groups of threes. It must have sunlight and water to live
The branching stems of elodea are densely covered with leaves that grow
even more crowded toward the tip. It is often a safe place for snail eggs.
Elodea’s predators are fish, beaver, woodchucks and muskrats.
Elodea is interesting in many ways. It can float or take root in a freshwater habitat. It
creates oxygen and sometimes you can see the oxygen bubbles produced by elodea.
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Organisms, Grade 2, Washington
Kretschman, Romero, and Beichler (Project GLAD 03/19/09)
Expert Group#2
Cabomba: also known as Fanwort
Cabomba is a member of the plantae family. It’s habitat is slow-moving
freshwater ponds, rivers, shallow lakes and quiet streams. It has a brown trunk and
green or red fan shaped leaves or needles. It provides cover for fish and plankton.
Cabomba must have sunlight and water to live. It thrives in strong sunlight.
Cabomba is eaten by snails, waterfowl, fish and the grass carp.
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Organisms, Grade 2, Washington
Kretschman, Romero, and Beichler (Project GLAD 03/19/09)
Cabomba can either take root or float on the water’s surface. It is a fast
growing aquatic plant. Some interesting facts about cabomba are: in shallow lakes it
can overgrow affecting fish habitat, crowding out native plants, and impeding boating
and fishing. It is often used in aquariums as an ornamental and oxygenating plant
that can grow up to 1 inch per day. In January 2001, its’ sale was halted in the state
of Washington.
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Organisms, Grade 2, Washington
Kretschman, Romero, and Beichler (Project GLAD 03/19/09)
Expert Group #3
Bess Beetles
Beetles are arthropods. They are in the largest group of insects: Coeleoptera,
which means sheath wings. Bess Beetles live in dead and decaying logs and they
prefer hardwoods. Sometimes they are called patent leather beetles because of their
shiny black shell.
The food for bess beetles consists of decaying wood. Their predators are
birds, mammals, and nematodes.
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Organisms, Grade 2, Washington
Kretschman, Romero, and Beichler (Project GLAD 03/19/09)
There are more than 300,000 species of beetles. The most common beetle
is the lady bug. Through the process of stridulation (rubbing tjeir legs together), bess
beetles can produce 14 different sounds. The male beetle helps raise the young.
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Organisms, Grade 2, Washington
Kretschman, Romero, and Beichler (Project GLAD 03/19/09)
Expert Group #4
Mosquito Fish
Mosquito fish are members of the osteichthyes family. Mosquito fish live in
freshwater habitats. They have backbones and jaws. They are covered with scales
and they have three types of fins. Dorsal fins are for stability, pectoral fins are for
steering, and tail fins are for power.
Some of the predators of mosquito fish are raccoons, opossums, cats, herons,
and egrets.
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Organisms, Grade 2, Washington
Kretschman, Romero, and Beichler (Project GLAD 03/19/09)
Their diet is mosquito larva, aquatic insects, tadpoles, and fry of other fish.
They can eat 100-200 mosquito larvae in one day. This is helpful to humans
because mosquitoes carry diseases. Mosquito fish can live to be 2 to 3 years old.
They can have 50-100 live births at a time.
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Organisms, Grade 2, Washington
Kretschman, Romero, and Beichler (Project GLAD 03/19/09)
Mind Map
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Organisms, Grade 2, Washington
Kretschman, Romero, and Beichler (Project GLAD 03/19/09)
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Organisms, Grade 2, Washington
Kretschman, Romero, and Beichler (Project GLAD 03/19/09)
Process Grid
ORGANISM
HABITAT
DIET
PREDATORS
INTERESTING FACT
DESCRIPTION
PILL BUG
CABOMBA
MOSQUITO
FISH
ELODEA
BESS
BEETLE
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Organisms, Grade 2, Washington
Kretschman, Romero, and Beichler (Project GLAD 03/19/09)
Process Grid
ORGANISM
PILL BUG
CABOMBA
HABITAT
DIET
PREDATORS
INTERESTING FACT
DESCRIPTION
Dead and decaying
logs. Cool, damp,
moist, places.
Under rocks
Fungi
Some live plants
Many mammals.
Ground beetles,
centipedes, and spiders
Freshwater ponds,
rivers, shallow
lakes and streams
Water, sunlight
Snails, fish, waterfowl,
and grass carp
Brown or gray exoskeleton.
Seven pairs of jointed legs.
Thirteen sections of
exoskeleton.
Two antennae.
Brown trunk. Green or red
fan shaped leaves or
needles.
Fresh water
Mosquito larva, aquatic
insects, tadpoles, and fry
of other fish
Raccoons, opossums,
cats, herons, egrets
Slow moving
fresh-water ponds,
shallow lakes,
backwaters, and
quiet streams.
Water and sunlight
Fish, beaver,
woodchucks, and
muskrats
They roll into a ball to
protect themselves.
They breathe through gills.
Molt in two stages – back
half then front half.
Often used in aquariums.
January 2001, it’s sale was
halted in the State of
Washington. Can grow up to
1 inch per day.
Live 2-3 years. Can have
50-100 live births at a time.
Can eat 100 - 200 mosquito
larva in one day.
It creates oxygen and
sometimes you can see the
oxygen bubbles it produces
Dead and decaying
logs. Prefer
hardwoods
They eat decaying wood
and plant matter.
MOSQUITO FISH
ELODEA
BESS BEETLE
Birds, mammals, and
nematodes
They can make 14 different
sounds – stridulation. Male
helps raise young
Have backbones and jaws.
Covered with scales. Three
types of fins.
Triangle shaped leaves that
grow in threes. It’s
branching stems are densely
covered with leaves that
grow even more crowded
toward the tip
Shiny black shell. Three
body sections.
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Organisms, Grade 2, Washington
Kretschman, Romero, and Beichler (Project GLAD 03/19/09)