Instructional Support
Science
Grade 2
Unit Title: How Plants and Animals Live
Suggested Timeline
Second marking period
Suggested Duration
7-10 days
Big Ideas
 In what ways do organisms interact within ecosystems?
 What do all living things have in common?
 What are the different parts of a plant and how do these parts help plants survive?
Standards
5.3 Life Science
Life science principles are powerful conceptual tools for making sense of the complexity, diversity, and interconnectedness of life on Earth. Order in natural systems arises in
accordance with rules that govern the physical world, and the order of natural systems can be modeled and predicted through the use of mathematics.
Strand B. Matter and Energy Transformations
Food is required for energy and building cellular materials. Organisms in an ecosystem have different ways of obtaining food, and some organisms obtain their food directly from
other organisms.
Strand C. Interdependence
All animals and most plants depend on both other organisms and their environments for their basic needs.
Student Learning
Objectives





Students will be able
to identify the
different parts of a
plant.
Students will be able
to describe the basic
needs of plants and
animals.
Students will explain
how certain plants
and animals survive
in different habitats
(adaptations).
Students will explain
how plants and
animals get their
food.
Students will
distinguish between
animals with/without
backbones.
Standards
Addressed
5.3.2.B.1
Describe the
requirements for the
care of plants and
animals related to
meeting their
energy needs.
5.3.2.B.2
Compare how
animals obtain food
and water.
5.3.2.B.3
Explain that most
plants get water
from soil through
their roots and
Suggested Student Experiences
Activities

Students can grow plants in
classrooms from seeds. Have them
record all of their observations in a
log book/sheet. Students can make
predictions as their plants grow.
 Students can sort different groups of
animals and identify specific
characteristics used to separate them
(mammals, birds, reptiles,
invertebrates).
 Give students different animals. In
groups, have them describe how the
animal survives in its habitat.
 Demonstrate to students how water
travels up a plant by using the
following demonstration:
MATERIALS
 Clear glass jar(s) or small clear vase
 Celery stalks with leaves.
 Water
Suggested Resources / Materials
Introduce the following vocabulary:














Nutrients
Roots
Stem
Leaves
Flower
Adapted
Habitat
Desert
Marsh
Prairie
Camouflage
Amphibians
Reptiles
Insects
The following websites provide many useful powerpoints, vocabulary
quizzes, lesson plans, and helpful websites to use with the topics.

Students will
describe how plants
and animals help
each other.
 Food Coloring
gather light through
their leaves.
5.3.2.C.1
Describe the ways
in which organisms
interact with each
other and their
habitats in order to
meet basic needs.
STEPS
1. Explain experiment. We are
going to find out how plants
absorb water and grow.
2. Separate and select stalks of
celery with leaves. Cut about a
quarter inch off the bottom.
3. Put water into glass jar or vase.
4. Drop 3-4 drops of food coloring
into jar.
5. Place stalks into the water and
using stalk stir very gently until
food coloring is dispersed evenly.
6. Have child make predictions
about what will happen. Write it
in a simple sentence and "point
and read" together.
7. Make 2-3 observations. Check
after one hour, 4 hours, and 8
hours (or overnight) to see
developments.
8. Cut the bottom of the celery and
you can see where the water
was transported up into the
celery stem.
Interdisciplinary Connections


Students can write observations in a
log.
Students can use technology to
research animals without backbones.
Assessments


Scott Foresman assessment book pp.
1-4
Observation logs from plant growth
http://www.vrml.k12.la.us/2nd/Homework/science/links/2_scienceu3.htm
http://www.teachersdomain.org/resource/tdc02.sci.life.colt.nonliving/
http://www.teachersdomain.org/resource/tdc02.sci.life.colt.lp.living/
Scott Foresman The Diamond Edition
Grade 2 Edition, Volume 1
Chapters 1-4
SUBJECT
Grade 2
Unit Title: Life Cycles of Plants and Animals
Suggested Timeline
Second marking period
Suggested Duration
7-10 days
Big Ideas
 How do organisms change as they go through their life cycle?
 How are parents and offspring different from each other? How does this help them survive?
Standards
5.3 Life Science
Life science principles are powerful conceptual tools for making sense of the complexity, diversity, and interconnectedness of life on Earth. Order in natural systems arises in
accordance with rules that govern the physical world, and the order of natural systems can be modeled and predicted through the use of mathematics.
Strand C. Interdependence
All animals and most plants depend on both other organisms and their environments for their basic needs.
Stand D. Heredity and Reproduction
Organisms reproduce, develop, and have predictable life cycles. Organisms contain genetic information that influences their traits, and they pass this on to their offspring during
reproduction.
Strand E. Evolution and Diversity
Sometimes, differences between organisms of the same kind provide advantages for surviving and reproducing in different environments. These selective differences may lead to
dramatic changes in characteristics or organisms in a population over extremely long periods of time.
Student Learning Objectives




Students will illustrate
the life cycles of
various different
animals.
Students will illustrate
the life cycle of a bean
plant.
Students will describe
how plants, animals,
and people grow and
change.
Students will compare
and contrast how
Standards Addressed
5.3.2.C.1
Describe the ways in
which organisms
interact with each
other and their
habitats in order to
meet basic needs.
5.3.2.D.2
Determine the
characteristic changes
that occur during the
Suggested Student Experiences
Activities

Buy a caterpillar/butterfly life cycle kit or a
bullfrog kit and have students observe the changes
the caterpillar (or frog) goes through. Kits can be
purchased from www.carolina.com under “living
organisms”. Have students record observations in
a log sheet.
Suggested Resources / Materials
Introduce the following vocabulary:







Life cycle
Nymph
Seed coat
Germinate
Seedling
Reproduce
Living things
Assessments

Students can fill in the diagram below to illustrate
the life cycle of a butterfly (can be found on the
The following website has printable life cycles of
monarch butterflies, dragonflies, frogs, spiders,
young animals are
like/unlike their
parents.
life cycle of plants and
animals by examining
a variety of species
and distinguish
between growth and
development.
website under teacher resources):
penguins, and great white sharks. Worksheets can be
printed out with/without words and used for
assessments:
http://www.kidzone.ws/animals/lifecycle.htm
5.3.2.E.1
Describe similarities
and differences in
observable traits
between parents and
offspring.


Scott Foresman assessment, Assessment pp. 13-16
Students can be given a picture of two animals,
one as a baby and one as an adult. They will write
an essay to describe how that baby will change as
it grows into an adult.
SCIENCE
Grade 2
Unit Title: Food Chains/Food Webs
Suggested Timeline
Second marking period
Suggested Duration
7-10 days
Big Ideas
 In what ways do organisms interact within ecosystems?
 How do plants and animals get food within different habitats?
 How are different plants and animals a part of different food chains?
 What can cause a food web to change?
Standards
5.3 Life Science
Life science principles are powerful conceptual tools for making sense of the complexity, diversity, and interconnectedness of life on Earth. Order in natural systems arises in
accordance with rules that govern the physical world, and the order of natural systems can be modeled and predicted through the use of mathematics.
Strand B. Matter and Energy Transformations
Food is required for energy and building cellular materials. Organisms in an ecosystem have different ways of obtaining food, and some organisms obtain their food directly from
other organisms.
Strand C. Interdependence
All animals and most plants depend on both other organisms and their environments for their basic needs.
Student Learning Objectives




Students will explain
how plants and
animals get food.
Students will define
producer, consumer,
predator, prey, food
chain, and food web.
Students will
describe how plants
and animals are part
of a food chain.
Students will show
how food chains in
different habitats
differ.
Standards Addressed
5.3.2.C.1
Describe the ways in
which organisms
interact with each
other and their habitats
in order to meet basic
needs.
Suggested Student Experiences
Activities


Guided inquiry found on page 90 of Scott Foresman
Volume 1 teacher’s guide. Students will create a
classroom food web.
Have kids pick 3 animals: mixture of producers and
consumers. They can draw a picture of each on a
small paper plate. They can arrange the three in the
correct order of the food chain. Staple the three
plates together and hang them up around the room.
Interdisciplinary Connections

Students can use measurement to find out how long
some animals can be. Using the measurements on
page 93 of Scott Foresman Vol. 1, students can use
a ruler and measure each animal’s length.
Suggested Resources / Materials
Introduce the following vocabulary:









Life cycle
Producer
Consumer
Food chain
Predator
Prey
Food web
Shelter
Habitat
Students can play the food chains game and sort
animals according to category on the following
website:
Assessments


Have students define key vocabulary words:
producer, consumer, predator, prey, food chain, and
food web, and provide a drawing for each one.
Chapter test, Scott Foresman Vol. 1 Assessment pp.
9-12
http://www.sciencekids.co.nz/gamesactivities/foodchai
ns.html
SUBJECT
Grade _2_
Unit Title: Weather
Suggested Timeline
10-12 days (Marking Period 4)
Suggested Duration
10-12 days
Big Ideas
 What are some kinds of weather?
 What is the water cycle?
 What is spring, summer, fall, and winter?
 What are some bad kinds of weather?
Standards
5.4 - Earth Systems Science: All students will understand that Earth operates as a set of complex, dynamic, and interconnected systems, and is a part of the all-encompassing
system of the universe.
 Strand F. Climate and Weather: Earth’s weather and climate systems are the result of complex interactions between land, ocean, ice, and atmosphere.
5.1 - Science Practices: All students will understand that science is both a body of knowledge and an evidence-based, model-building enterprise that continually extends, refines,
and revises knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that students must acquire to be proficient in science.
 Strand A. Understand Scientific Explanations: Students understand core concepts and principles of science and use measurement and observation tools to assist in
categorizing, representing, and interpreting the natural and designed world.
 Strand B. Generate Scientific Evidence Through Active Investigations: Students master the conceptual, mathematical, physical, and computational tools that need to be
applied when constructing and evaluating claims.
Student Learning
Objectives
 Students will
be able to
recall
weather
patterns
occur in
patterns over
time.
 Students will
be able to
explain that
most natural
events occur
in patterns
 Students will
be able to
recognize
patterns in
weather
 Students will
be able to
define key
Standards
Addressed
5.4.2.F.1
Observe and
document daily
weather
conditions and
discuss how the
weather
influences your
activities for the
day.
5.1.4.B.1
Design and
follow simple
plans using
systematic
observations to
explore
questions and
predictions.
Suggested Student Experiences
Activities
 Create a KWL chart in a whole group setting to assess
students knowledge of weather
 Discuss essential questions at the start of each lesson to
prepare students for daily learning objectives
 Have students record a hypothesis and discuss observations
while using a thermometer to measure the temperature of
warm water and cold water
 Perform the directed inquiry observation acitivity in small
groups on page 172 to allow students to become familiar
with a rain gauge
 Explore the water cycle using the technology link found on
page 178 in the Scott Foresman teachers manual
 Have students create a poster or model of the water cycle –
can be constructed as an assessment or an extension activity
 Use the Scott Foresmn big book to explore the seasons –
extend the lessons by discussing weather patterns during
each season and have students then evaluate how the
weather affects their lifestyle
 While exploring the seasons, discuss the tools used by
meteorologists in each season and use or create these tools
(e.g. wind sock, thermometer, rain gauge, etc.)
 Discuss tornadoes using the Fujita Scale found on page 190
Suggested Resources / Materials
Vocabulary
 Water Cycle
 Evaporate
 Condense
 Migrate
 Hibernate
 Lightning
 Tornado
 Hurricanes
Books
 Hide and Seek Fog – Tresselt, Alvin
 Come On, Rain! - Hesse, Karen
 Thunder Cake - Polacco, Patricia
 Bartholomew and the Oobleck – Dr. Seuss
 Hurricane! - Jonathan London
 Tornadoes! - Gail Gibbons
 The Reasons for Seasons - Gail Gibbons
 Hurricanes! - Gail Gibbons
 Catch the Wind!: All About Kites - Gail Gibbons
 Weather Words and What They Mean - Gail
Gibbons


vocabulary
Students will
be able to
use scientific
processing to
create their
own
hypotheses,
record data,
make
inferences,
and
communicat
e data when
exploring the
natural
world
Students will
be able to
use a variety
of tools to
explore
weather
5.1.4.A.1
Demonstrate
understanding of
the
interrelationships
among
fundamental
concepts in the
physical, life,
and Earth
systems sciences.





Observe tornadoes and tornado damage using books,
images, and video clips
Create a tornado tube using Two plastic 1-liter bottles,
water, bowl or other container, stopwatch or watch with a
second hand to record your times, duct tape, metal washer,
pitcher
(http://www.stevespanglerscience.com/experiment/tornadoin-a-bottle)
Explore hurricanes Saffir-Simpson Hurricane Scale
Observe hurricanes and hurricane damagae using books,
images, or video clips
Conduct an air pressure or evaporation experiment
(http://www.weatherwizkids.com/weather-hurricane.htm)
Interdisciplinary Connections
Read Alouds or Possible Reading Selections
Fiction
 Hide and Seek Fog – Tresselt, Alvin
 Come On, Rain! - Hesse, Karen
 Thunder Cake - Polacco, Patricia
 Bartholomew and the Oobleck – Dr. Seuss
 Hurricane! - Jonathan London
Nonfiction
 Tornadoes! - Gail Gibbons
 The Reasons for Seasons - Gail Gibbons
 Hurricanes! - Gail Gibbons
 Catch the Wind!: All About Kites - Gail Gibbons
 Weather Words and What They Mean - Gail Gibbons
 Rain - Marion Dane Bauer
 Hurricane Watch - Franklyn Mansfield Branley
Math Connection
2.MD.10 -Draw a picture graph and a bar graph (with single-unit
scale) to represent a data set with up to four categories. Solve simple
put-together, take-apart, and compare problems using information
presented in a bar graph.
Assessments
 Scaffolded Questions
 Checkpoint questions
 Chapter Review
 Activity Rubrics
 Written observations
 Workbook Pages – pg 67 – 77
 Chapter 6 Test – Assessment book – pg 35-38
 Rain - Marion Dane Bauer
 Hurricane Watch - Franklyn Mansfield Branley
Websites
 http://www.weatherwizkids.com/
 http://www.teachingheart.net/weather.htm
 http://theweatherchannelkids.com/
 http://skydiary.com/kids/
 http://eo.ucar.edu/webweather/
 http://www.lisd.org/technology/itswebs/elem/curr
/
science/2sciwebsites.htm
Scott Foresman Activity Flip Chart, Lab Zone Acitivities,
and DVD
SUBJECT
Grade 2
Unit Title: Forces and Motion
Suggested Timeline
10-12 days (Marking Period 4)
Suggested Duration
10-12 days
Big Ideas
 How can you measure force?
 How do objects move?
 What is work?
 How can you change the way things move?
 How can simple machines help you do work?
 What are magnets and what can they do?
Standards
5.2 Physical Science: All students will understand that physical science principles, including fundamental ideas about matter, energy, and motion, are powerful conceptual tools
for making sense of phenomena in physical, living, and Earth systems science.
 Strand E. Forces and Motion: It takes energy to change the motion of objects. The energy change is understood in terms of forces.
5.1 - Science Practices: All students will understand that science is both a body of knowledge and an evidence-based, model-building enterprise that continually extends, refines,
and revises knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that students must acquire to be proficient in science.
 Strand A. Understand Scientific Explanations: Students understand core concepts and principles of science and use measurement and observation tools to assist in
categorizing, representing, and interpreting the natural and designed world.
 Strand B. Generate Scientific Evidence Through Active Investigations: Students master the conceptual, mathematical, physical, and computational tools that need to be
applied when constructing and evaluating claims.
Student Learning
Objectives
 Students will be
able to identify
words and construct
meaning from text,
illustrations,
graphics, and charts
using the strategies
of phonics, word
structure, and
context clues
 Students will be
able to to compare
the amount of
pushing and pulling
required to move
objects of various
sizes across the
floor
 Students will be
able to explain the
relationship between
force and motion
Standards
Addressed
5.2.2.E.1
Investigate and
model the various
ways that inanimate
objects can move.
5.2.2.E.2
Predict an object’s
relative speed, path,
or how far it will
travel using various
forces and surfaces.
5.2.2.E.3
Distinguish a force
that acts by direct
contact with an
object (e.g., by
pushing or pulling)
from a force that can
act without direct
contact (e.g., the
Suggested Student Experiences
Activities
 Conduct the directed inquiry and
guided inquiry activities that can be
found on page 297D
 Complete both activities found in the
activity flip chart (can be found on
page 297E)
 Create a KWL chart to assess students
background knowledge or use building
background resources found in ELL
support book
 Create and concept web with students
(example can be found on page 297)
 Use technology link to explore force
 Assign the Forces in the Kitchen
Journal assignment found on page 305
 Conduct dump truck activity (choose
from beginner, intermediate, or
advanced lesson) found on page 309
 Create a friction word map – complete
friction activity in which students pull
a book across a table and then pull the
Suggested Resources / Materials
Vocabulary
 Motion
 Force
 Gravity
 Work
 Friction
 Simple machine
 Attract
 Repel
Books







Force Makes Things Move by Kimberly Brubaker Bradley
Making Things Move by Sian Smith
Move It!: Motion, Forces and You by Adrienne Mason
The Magic School Bus Plays Ball: A Book About Forces by
Joanna Cole
Friction and Resistance (Fantastic Forces) by Chris Oxlade
Forces and Motion (My World of Science) by Angela
Royston
Wayside School Falling Down by Louis Sacher





Students will be
able to recognize
that the amount and
direction of force
exerted on an object
determines how
much the object will
move
Students will be
able to identify the
different heat
sources
Students will be
able to recall
different simple
machines and
describe how they
change effort
Students will be
able to explain ways
that simple
machines make
work easier
Students will be
able to recognize
that objects may be
moved and pulled
with magnets
attraction between a
magnet and a steel
paper clip).
5.1.4.B.1
Design and follow
simple plans using
systematic
observations to
explore questions
and predictions.
5.1.4.A.1
Demonstrate
understanding of the
interrelationships
among fundamental
concepts in the
physical, life, and
Earth systems
sciences.




book once again with pencils placed
under it – compare levels of friction
Relate parts of the body to simple
machines (examples can be found on
page 316)
Complete a compass activity with
lesson 5 to discuss magnetism
Complete Math in Science –
Measuring Motion – Activity found on
page 324
Watch the Simple Machines Brain Pop
Jr. video and complete activity
Interdisciplinary Connections
Possible Read Aloud
 Force Makes Things Move by
Kimberly Brubaker Bradley
 Making Things Move by Sian Smith
 Move It!: Motion, Forces and You by
Adrienne Mason
 The Magic School Bus Plays Ball: A
Book About Forces by Joanna Cole
 Friction and Resistance (Fantastic
Forces) by Chris Oxlade
 Forces and Motion (My World of
Science) by Angela Royston
 Wayside School Falling Down by
Louis Sacher
 Falling for Rapunzel by Leah Wilcox
Math Connections
Students will be able to demonstrate and
understanding of customary and metric
measurements of length and distance, selecting
appropriate units of measurement.
Assessments
 Scaffolded Questions
 Lesson Checkpoints
 Chapter Review
 Activity Rubrics
 Written Observations
 Chapter Review
 Workbook pages 113-121
 Chapter Assessment – page 65 – 68

Falling for Rapunzel by Leah Wilcox
Websites
 http://www.mos.org/sln/Leonardo/InventorsToolbox.html
 http://www.physics4kids.com/files/motion_intro.html
 http://pbskids.org/zoom/activities/sci/
 http://www.lisd.org/technology/itswebs/elem/curr/
science/2sciwebsites.htm
SUBJECT
Grade 2
Unit Title: Energy
Suggested Timeline
10-12 days
(Marking Period 4)
Suggested Duration
10-12 days
Big Ideas
 How do living things use energy?
 What are some sources of heat?
 How does light move?
 What are other kinds of energy?
 How can you change light?
Standards
5.2 Physical Science: All students will understand that physical science principles, including fundamental ideas about matter, energy, and motion, are powerful conceptual tools
for making sense of phenomena in physical, living, and Earth systems science.
 C. Forms of Energy: Knowing the characteristics of familiar forms of energy, including potential and kinetic energy, is useful in coming to the understanding that, for
the most part, the natural world can be explained and is predictable.
5.1 - Science Practices: All students will understand that science is both a body of knowledge and an evidence-based, model-building enterprise that continually extends, refines,
and revises knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that students must acquire to be proficient in science.
 Strand A. Understand Scientific Explanations: Students understand core concepts and principles of science and use measurement and observation tools to assist in
categorizing, representing, and interpreting the natural and designed world.
 Strand B. Generate Scientific Evidence Through Active Investigations: Students master the conceptual, mathematical, physical, and computational tools that need to be
applied when constructing and evaluating claims.
Student Learning Objectives
 Students will be able to
identify words and
construct meaning from
the text, illustrations,
graphics, and charts using
the strategies of phonics,
word structure, and
context clues
 Students will be able to
explain that a
thermometer measures the
amount of heat absorbed
by an object
 Students will be able to
describe how the Sun
supplies heat and energy
to the Earth
 Students will be able to
Standards Addressed
5.2.2.C.1
Compare, citing evidence,
the heating of different
colored objects placed in
full sunlight.
5.2.2.C.2
Apply a variety of strategies
to collect evidence that
validates the principle that if
there is no light, objects
cannot be seen.
5.2.2.C.3
Present evidence that
represents the relationship
Suggested Student Experiences
Activities
 Create a KWL chart or use Building
Background resources to assess
students prior knowledge
 Conduct the Guided Inquiry, Direct
Inquiry, and flip chart activities
 Complete the beginner,
intermediate, and advanced ELL
activity in small groups on pages
271 and 275
 Research locations on Earth where
the sun shines for one part of the
year and not the other. Then have
students complete the Science
Journal response on page 273
 Have students write about foods
they like to eat hot and have
Suggested Resources / Materials
Vocabulary
 Energy
 Solar energy
 Source
 Fuel
 Conductor
 Reflect
 Shadow
Books



Energy Island: How one community harnessed the
wind and changed their world by Allan Drummond
Energy Makes Things Happen by Kimberly
Brubaker Bradley and Paul Meisel
Our Earth: Clean Energy (Our Earth (Children's
Press)) by Peggy Hock




describe the relationship
of food to the need for
energy for daily activities
Students will be able to
list different heat sources
Students will be able to
explain and illustrate
ways energy and matter
interact
Students will be able to
explain how some objects
allow light to pass
through and some do not
Students will be able to
analyze information to
make predictions, make
sketches and diagrams to
explain ideas and draw
conclusions
between a light source, solid
object, and the resulting
shadow.






illustrate what they do to make these
foods hot
Complete the Bird on a Wire
activity on page 289
Meauring Shadows Activity – page
292
Conduct activities such as Fun with
Flashlights, Shadow Makers, How
to Make Shadow Puppets, Shadown
Play
(http://cocopreme.hubpages.com/hu
b/shadowexperimentsandactivitiesfo
rkids)
Play Shadow Games (ideas can be
found in Shadow Games (Chicken
Socks) by The Editors of Klutz)
Watch the BrainPop Jr. video and
complete written activity
Complete the Suck an Egg out of a
Bottle experiment to demonstrate
properties of heat
(http://kidsahead.com/subjects/2wind-energy/activities/22)
Interdisciplinary Connections
Possible Read Alouds
 Energy Island: How one community
harnessed the wind and changed
their world by Allan Drummond
 Energy Makes Things Happen by
Kimberly Brubaker Bradley and
Paul Meisel
 Our Earth: Clean Energy (Our Earth
(Children's Press)) by Peggy Hock
 Pass the Energy, Please! (Sharing
Nature With Children Book) by
Barbara Shaw McKinney and Chad
Wallace
 Why Should I Save Energy? (Why
Should I? Books) by Jen Green and
Mike Gordon
 The Shocking Truth about Energy
by Loreen Leedy
 Light and Dark (Straight Into
Science) by Peter Riley
 Day Light, Night Light: Where







Pass the Energy, Please! (Sharing Nature With
Children Book) by Barbara Shaw McKinney and
Chad Wallace
Why Should I Save Energy? (Why Should I?
Books) by Jen Green and Mike Gordon
The Shocking Truth about Energy by Loreen Leedy
Light and Dark (Straight Into Science) by Peter
Riley
Day Light, Night Light: Where Light Comes from
(Let's-Read-and-Find... Science. Stage 2) by
Franklyn Mansfield Branley and Stacey Schuet
Light: Shadows, Mirrors, and Rainbows (Amazing
Science (Picture Window)) by Natalie M. Rosinsky
and Sheree Williams
Shadow Games (Chicken Socks) byThe Editors of
Klutz
Websites
 http://www.kidsbuilder.com/FunFactsForKids/light
.html
 http://www.optics4kids.org/
 http://www.bbc.co.uk/schools/scienceclips/ages/7_
8/light_shadows.shtml
 http://www.sciencekids.co.nz/gamesactivities/how
wesee.html
 http://kidsahead.com/subjects/2-windenergy/activities/22
 (http://cocopreme.hubpages.com/hub/shadowexperi
mentsandactivitiesforkids
Light Comes from (Let's-Read-andFind... Science. Stage 2) by
Franklyn Mansfield Branley and
Stacey Schuet
 Light: Shadows, Mirrors, and
Rainbows (Amazing Science
(Picture Window)) by Natalie M.
Rosinsky and Sheree Williams
 Shadow Games (Chicken Socks)
byThe Editors of Klutz
Math Connections
2.MD.10 -Draw a picture graph and a bar
graph (with single-unit scale) to represent a
data set with up to four categories. Solve
simple put-together, take-apart, and compare
problems using information presented in a
bar graph.
Students will be able to demonstrate and
understanding of customary and metric
measurements of length and distance,
selecting appropriate units of measurement.
Assessments
 Scaffolded Questions
 Lesson Checkpoints
 Chapter Review
 Activity Rubrics
 Written Observations
 Chapter Review
 Workbook pages 125 - 133
 Chapter Assessment – page 61-64