Download 2nd Grade Relationships in Ecosystems Unit

2nd Grade
Relationships in
Ecosystems
Next Generation Science Standards
2-LS2-1 2-LS2-2
2-LS2-4
Overview
2-LS2-1
Plan and conduct an investigation to determine if plants need sunlight and water to grow.
* Discuss as a class what we know about plants and what they need to survive.
* Design experiments to test what plants need to survive. (I have included planning sheets for
sun, water, soil and space.)
* Use the journal to record periodic observations of the plants to see what happens.
* When the plants have grown, (or not) you can also
conduct experiments to see if the plants then need
leaves, stems and roots to continue surviving.
* As the students continue to observe the seeds/plants, move onto the next standard.
Day 1 (30-40 minute classes)
Discuss as a class what we know about plants and what they need to survive.
Materials:
Small clear cups or baggies
Seeds
Soil
Water
What do plants need?
In student’s science journal brainstorm a list of things plants need to survive. Design a
control experiment to test what plants need in order to survive.
Whole group:
Allow each student to create their own control experiment plant with soil, water, sun and space.
Label each cup with student’s initials and the word “control” place cups/baggies in a location
that will receive some sunlight throughout the day.
Complete enrichment sheet found in Relationships in Ecosystems packet.
Day 2
Design experiments to test what plants need to
sun, water, soil and space.)
survive. (I have included planning sheets for
Divide students into mixed ability groups and assign each group one of the following: sun,
water, soil, and space.
Each student in each group will need the following material: clear cup/baggies and a seed, a
copy of the “Planning Sheets” for each group.
Have students glue their Planning Sheet into their science journal prior to beginning group work.
Each group will be instructed to place one seed in their container and add all of the other
components except for their assigned component. (For example, water group will add seed, soil,
and place in the sun.)
Each student will complete their individual planning sheet as they are designing their
experiment.
Day 3
Watch the online story “Sid the Seed”. (Youtube)
Use the journal to record periodic observations of the plants to see what happens.
Make 5 copies of My Plant Journal Day ____ papers.
It will likely take several (5 - 10) days for anything to occur depending on the type of seed. Cut
and paste Plant Journal into Science Journal.
Students may make daily observations but only record observations every few days in their
journals. (Use your best judgment).
While we are waiting on the seeds to sprout, continue science lessons with Parts of a Plant.
Day 4
Parts of Plant Experiment
Materials:
4 plants – must be the same plant
Students will be asked to conduct an experiment on plants and their ability to survive without
certain parts.
This experiment will be conducted whole group.
Determine which plant will be the “control” and label as such.
Students draw a picture of the control plant and label in science journal.
Continue the same process with each of the following plants:
No Roots
Remove the roots from the plant and return the plant to its container. Draw and label in science
journals. Predict what will happen to the plant with no roots in their journals.
No Stem
Remove the stem from the plant and return the roots and leaves to the container. Draw and label
in science journal. Predict what will happen to the plant with no stem in their journals.
No Leaves
Remove the leaves from the plant and return the roots and stem to the container. Draw and label
in science journal. Predict what will happen to the plant with the leaves removed in their
journals.
Make 5 copies of the Plant Recording Sheet to place in their journals. Have students make and
record periodic observations.
Day 5
Begin discussion of parts of a plant.
Watch video on Flocabulary about Parts of a Plant.
Draw and label the parts of a plant in students’ science journals.
Day 6
Roots
Video on United Streaming “Plant Parts We Eat: Roots and Stems” (5 minutes)
Color and cut examples of roots in science journals.
Make a T chart in their journal
Roots We Eat
Roots We Don’t Eat
Day 7
Stems
Cut and paste Different Kinds of Stems in their journal.
Stem Experiment Materials:
Celery/carnations
Clear cup for each group
Food coloring
Draw a picture in their journals at the beginning of the experiment. Leave room for the end of
experiment drawing on Day 8.
Have students predict what they think will happen during the experiment.
Students will make observations throughout the next few days and make notes about what they
observe in their journals and give evidence on as to why it is happening.
Students need to continue to draw pictures in their journal to track the progress of the
experiment.
Day 8
Leaves
Observing and Sorting Leaves
Ask students to bring in a variety of leaves.
Give students time to examine the leaves and share their observations with each other.
Questions to pose prior to observations:
Do all the leaves look the same?
How are the leaves different?
Are there any features that all the leaves have in common?
How many 'points' do the leaves have?
Record their observations on a chart and have them record them in their journals.
Have students create a crayon leaf rubbing for students to see some of the details of leaves.
List some of the attributes of their leaves in their journals.
Day 9
Create individual booklets from “Flowering Plants”.
Have students read the booklet and answer the questions on the last page.
Wrap up “Stem Experiment” from Day 7
.
Have students draw the “after” picture of the Stem Experiment.
Write an explanation in their journal of their observations.
Day 10
Students review observations from seed experiment.
Have students draw the results of each group’s seedlings. Discuss each group’s results and ask
them to provide evidence to why their seed looks a particular way.
Write a paragraph about what a seed needs to grow.
Day 11
Students review observations from plant experiment.
Discuss each plant and what happened after removing a particular part of the plant. Have
students draw in their journal the results.
Students complete worksheet assessment. (Label the parts of the plants)
Overview
2-LS2-2
Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating
plants.
Lesson 1 (Dispersing Seeds or Pollinating Plants) 3 days
Length: 1 session 30-40 minutes
Materials:
*Flip, Float, Fly: Seeds on the Move by Joann Early Macken
*Collection of seeds in the book Flip, Float, Fly, such as dandelion, maple, locust, coconut,
acorn, burr, or whole fig cut in half to reveal the seeds. (optional use seed cards on page 166 in
Even More Picture Perfect Science)
*Hand lenses
Overview: Engage with a discussion of dandelions, explore with seed observation, and explain
with Flip, Float, Fly.
Engage: Show students the cover of Flip, Float, Fly, which shows a girl blowing seeds off a
dandelion. Ask: Have you ever seen these fuzzy things growing? What are they? (dandelion seed
heads) Have you ever made a wish and blown on them? What happened to the seeds? (they
floated away) Did you know you were helping spread dandelion seeds so that more dandelions
could grow?
Explore: Explain that plants have many ways of spreading their seeds so that more plants can
grow. Tell students that they are going to observe a variety of seeds and then try to figure out
how they move from place to place. Give each group of students a collection of seeds to observe
or use seeds cards. Have them use hand lenses to make observations of size, shape, and other
characteristics. Have students write down on the data table at least three observations they make
from the seeds. Ask students: How do you think each of these seeds might be spread? Share
ideas
Elaborate: Read Flip, Float, Fly, to find out each of the seeds observed travels from its parent
plant. Have students signal when they hear about each of the seeds they observed as you read.
Evaluate: After reading, ask students to use evidence from the book to explain how the seeds
they observed earlier move from place to place and write a response on the data table.
Describing Seeds
Type of Seed
Characteristics of Seeds
How they move
Explain how seeds move from place to place.
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Lesson 1 (day 2) (Seed Dispersing or Pollinating Plants)
Length: 1 session 30-40 minutes
Materials:
* Who Will Plant a Tree by Jerry Pallotta
* Large white socks for each student
* Hand lenses
* Gallon size zippered plastic bag (optional)
* Sock observation sheet page 167 in Even More Picture Perfect Science
Overview: Read aloud Who Will Plant a Tree and Sock walk.
Engage: Show students the cover of the book Who Will Plant a Tree. Ask: What do you think
this story is about? Why? Point out the bear, squirrel, and moose on the cover of the book. Ask:
Do you think these animals can help to plant a tree? How?
Explore: Ask students to listen for the different ways that animals can help seeds travel from
parent plant to grow in other places as you read the book aloud.
Explain: Read the book aloud. After reading ask: What are some of the ways the animals in the
book planted tree? (seeds stuck to their fur or feathers and then fell off later in a different place,
they ate seeds and then pooped or spit them out, and so on.) Ask: Did these animals know they
were planting trees? Did they do it on purpose? (no, except for the people at the end of the book).
Elaborate: Ask: Do you think animals around our school help to plant trees or other plants
without knowing it? What kind of seeds might they collect on their fur? Tell students they will
be taking a walk outdoors to see if they can collect any seeds. Have students put a sock over one
of their shoes to make a model of animals fur covered leg. As an alternative sprinkle some seeds
on desktops in advance. Then have each student put a sock on one hand and do the sock walk
indoors. Then students need to take off sock and examine to see if they collected any seeds.
Complete What’s on My Sock observation sheet.
Evaluate: Students will answer questions in their notebook regarding findings of the sock walk.
Sock Walk Observations
1. Which things on your sock do you think are seeds? Why do you think so?
______________________________________________________________________________
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2. How could you know for sure?
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Lesson 1 (Day 3) Dispersing Seeds or Pollinating Plants
Length: 1 session 30-40 minutes
Materials:
* Seed booklet for each student (pages 168-171 in Even More Picture Perfect Science)
Overview: Evaluate with seeds on the move lift the flap booklet.
Engage: Discuss previous lessons with the movement of seeds.
Explore: Tell students that they are going to have an opportunity to show what they have learned
about how seeds are moved. Give each student a copy of seeds on the move student page (pages
168-171 in Even More Picture Perfect Science) to make the lift the flap booklet, have them fold
each page on the dotted line and staple the pages. For each page, students should write the name
of a seed that travels in that way and then draw the wind, water, or animal helping it move.
Explain: Students will create their lift the flap booklet.
Elaborate: Have students brainstorm testable questions about seeds. EX: Will seeds sprout in the
dark? Test it! Will seeds sprout in the freezer? Test it! Will seeds sprout without water? Test it!
Then have students select a question to investigate. After they make predictions have them
design an experiment to test their predictions. Students can present findings in a poster.
Evaluate: Check student booklets.
Lesson 2 (2 days) Dispersing Seeds or Pollinating Plants
Length: 1 session about 30-40 minutes
Materials:
* Brainpop.com video about pollination
* 1 bee for each student
* 4 flowers
* 4 containers
* Cheese Balls
* Pollination Reflection Sheet
* What Does Pollination Look Like?
Overview: Show video about pollination. Do the pollination demonstration and reflection.
Engage: Show video about pollination.
Explore: Discuss video. Tell students that they will do a pollination demonstration.
Explain:
* Attach one flower to each container.
* Fill the containers with cheese balls.
* Give each student a bee.
* Have your students “buzz” from one flower to another and collect pollen (cheese balls).
* DO NOT allow them to lick their fingers.
Elaborate: Have a discussion about what this demonstration showed them and complete the
reflection sheet together.
Evaluate: Students complete “What Does Pollination Look Like”
Lesson 2 (Day 2) Dispersing Seeds and Pollinating Plants
Length: 1 session 30-40 minutes
Materials:
* Seed Dispersal Game
* Game Reflection Sheet
Overview: Students will play the seed dispersal game and discuss seed dispersal. Complete
reflection sheet.
Engage: Discuss what was learned in previous lesson about seed dispersal.
Explore: Tell students they will be doing a seed dispersal game.
Explain:
* Each student gets an animal and a bag of colored seeds
* The students take turns spinning the 2 spinners, one tells them how the seeds are dispersed and
the other tells how many to disperse. If they land on the one that says the seeds didn’t survive,
they have to spin to see how many seeds to remove from the board.
* The students can choose if they want to disperse their seeds into the forest or the plain/prairie
* Have the students play for 5-10 minutes (or whatever you decide). Then have them count to see
which animal dispersed the most seeds.
* They can then complete the reflection, or play another round
Elaborate: Discuss what students learned from playing the seed dispersal game.
Evaluate: Have students complete the game reflection sheet in their notebooks.
Overview
2-LS4-1
Make observations of plants and animals to compare the diversity of life in different habitats.
Habitats
*At the beginning of the unit, send home a letter to parents asking for the following items for
making habitat projects. Items needed: water bottles, blue food coloring, mineral or cooking oil,
seashells, sand, small plastic sea animals and plants, green Easter grass or moss, plastic animals
and trees and plants that you would find in any habitat, shoe boxes or any box of that
approximate size.
2-LS4-1 Make observations of plants and animals to compare the diversity of life in different
habitats.
Day 1
1. Define habitat:
"habitat" is defined as the place where a particular plant or animal naturally is found. It can
be thought of as a combination of living and non-living things, all of which contribute to how the
habitat looks and functions. Living things include plants and animals. Non-living things include
air, soil,
water, and chemicals (minerals and nutrients found in soil and water, for example).
2. Habitat identification:
*if do not have a window show students picture of appropriate habitat.
Point to an area outside the window (or refer to an area students are familiar with, if there is not a
natural area visible). Ask students to describe the area. Which kinds of plants grow there? Which
animals
live there? What would students call this area to describe it to someone else? Tell students the
area they
just described is what scientists call a habitat. Explain that habitats look different depending on
what you find in them. When scientists study a habitat, they look at all the things that it contains.
3 Students will categorize living and non-living things using pictures.
(see attached)
Day 2
1. Introduce Artic habitat. Point out artic regions on a globe.
2. Show video : “Magic School Bus: In the Artic” from Discovery Education. (apprx. 29 mins.)
3. Ask questions from video that address the standard.
Day 3
1. Introduce Ocean Habitat by completing a web of things associated with an ocean habitat.
2. Read A House for Hermit Crab by Eric Carle or any suitable book that you may have.
Students will need to answer the question: Why does Hermit Crab have to find a new home?
3. Make an ocean habitat. Search internet for directions. You can have each child make their own
or create as a group. Clear bottles (i.e. soda bottles, water bottles) will need to be collected.
Day 4
1. Ask the students what they know about rainforests? Have them write “What Are Rainforests?’
as a journal entry in their science notebook.
2. Have several students read their answer to question. 3. Go to the website
www.kids.mongabay.com for general information about rainforests. Make sure you look at
rainforest animals link and why rainforests are important.
4. Give each student a copy of a world map that shows where rainforests are located. Have them
first to locate the equator and then color the rainforest locations with green crayon. Have them
color the land yellow or brown and the water blue. Have them put maps in science notebooks.
See attachment for map.
Day 5
1. Introduce desert habitat with power point Desert Habitat power point. This is free on Teachers
Pay Teachers. It discusses desert plants and animals.
2. Sorting activity with rainforest and desert animals. See attached pages.
Day 6
1. Introduce freshwater habitat (ponds/lakes) by reading a book on freshwater habitats.
2. While reading book, point out the different animals and plants that live in this habitat.
3. Students will draw a picture of a freshwater habitat with plants and animals and label those
plants and animals.
Day 7
1. Introduce the forest habitat view Animals All Around Us on Discovery
Education/Encyclomedia. (21:04 mins).
2. Students will write down 3 facts about the forest . This will be put in science notebook.
Day 8 and 9
1. Students will choose a habitat and create the habitat complete with appropriate animals and
plants. They will also write an informative paragraph about their habitat.