1

Grade 2, Qtr. 4 SCIENCE & SOCIAL STUDIES CURRICULUM FRAMEWORK FOURTH QUARTER

SOCIAL STUDIES: Natural and human made features SCIENCE: Earth/Space­ Earth Materials OVERVIEW: The focus of this quarter is to locate and identify basic physical, geographic, and human made features on a map including the six surrounding states. Earth materials can be used as resources. The size and shape of shadows change at different times of the day. TOPIC 1: Feature This! TOPIC 2: Earth Born! TOPIC 3: Catch Me if You Can! CONCEPT: CHARATERISTICS Characteristics are the properties or things that make living and nonliving things special and unique. Understanding and identifying characteristics allows us to appreciate the differences in the world. Possible Learning Experiences for Developing Conceptual Understanding

Plan a trip to the zoo and/or Oxley Nature Center to observe living and nonliving things. Upon return complete a class T­chart to compare the two. If a being there experience is not possible, a walk around the neighborhood could also be done.

TOPIC #1: __Feature This!_________________ Standards Addressed: Standards Addressed: Social Studies Standard 2: The student will examine communities from a spatial perspective. 2.4 Identify basic landforms and bodies of water (e.g., plains, mountains, rivers, and gulfs), the four oceans, the seven continents,

human­made features (e.g., roads and towns). 2.5 Locate and identify the following on a map of the United States: Oklahoma, the six surrounding states, the Mississippi River, the

Great Lakes region, the Rocky Mountains, the Appalachian Mountains, the Great Plains, and the Atlantic and Pacific Oceans.

Essential Understandings: 1. The students will identify and locate basic physical, geographical, political, and human made features. (S.S. 2.4, 2.5)

2

Topic # 1: 2 nd Grade, Quarter 4 Cross Curricular Connections

TECHNOLOGY (Reflects National Education Technology Standards – NETS)

• This Land Is Your Land (See appendix) • Continents/Latitude Attitude (See appendix) • Ocean Song (See appendix)

ART • See learning activities for embedded art activities.

MUSIC

• http://www.usoe.k12.ut.us/curr/science/sciber00/7th/classify/living/quiz/livi ngqu.htm This is an interactive quiz is based on the information about the six characteristics of living things. For each of the pictures, you will determine if it is a living or a nonliving organism. Clicking on the answer allows you to check your answers.

• A being there experience at the zoo, Oxley Nature Center or a walk in the school community classifying living and nonliving things. See website for lesson plan scavenger hunt activity sheet. http://media.nasaexplores.com/lessons/01­068/k­4_1.pdf

• http://www.instructorweb.com/lesson/livingthings.asp A science teaching lesson on the characteristics and classification of living and non­living things. Includes printable teaching worksheets.

• http://isd.ingham.k12.mi.us/~goals2k/lessons/sciencelesson/drake.html The following lesson is designed to be used to start a Living/Nonliving Unit. Lessons after this one would deal with the characteristics of living things and how they are classified.

PHYSICAL EDUCATION / HEALTH & WELLNESS

• Bumper Car Course Activity (See appendix) • Body Motions for Continents movement song

COMMUNITY GUIDELINES & LIFESKILLS • Mutual Respect • Personal Best

• Caring • Responsibility • Resourcefulness

ESSENTIAL UNDERSTANDINGS

1. The students will identify and locate basic physical, geographical, political, and human made features. (S.S. 2.4, 2.5)

For learning experiences refer to TRIBES book, Tools for Citizenship & Life, and/or Teacher Resources page of TPS website.

3

Possible Learning Experiences for Guided Practice / Independent Practice / Small Group Work

Emotional Hook/Engagement­­­­­­­­­­Common Group Experience­­­­­­­­­­Real World Involvement

• Characteristics of living and nonliving things (see appendix) • Living and non­living poem (see appendix) • Classifying Activity sheet (see appendix) • Play the song, “This Land Is Your Land.” (See appendix) This is a famous song about our country. In this unit, we are going to learn about the landforms and bodies of

water. Learners could write a journal entry listing the features listed in the song and share them with a partner. The students will learn to sing the song. • Read the book, This Land Is Your Land. Page by page have the students describe the pictures of the land both natural and man made. • Sing the song, using the book as a guide. • Students will create a drawing of a feature mentioned in the song. • http://www.glc.k12.ga.us/BuilderV03/LPTools/LPShared/lpdisplay.asp?Session_Stamp=&LPID=49940 Lesson plan on Landforms with KWL chart (SS 2.4) (see

appendix) • Create 3x5 cards with the drawing of a landform on one side and name and definition of it on the other side. Students can create entire set. Punch holes in the cards

and attach together with a ring created form a chenille wire. (SS 2.4) • http://www.glc.k12.ga.us/BuilderV03/LPTools/LPShared/lpdisplay.asp?Session_Stamp=&LPID=47489 Where am I?” lesson plan on locating your state (SS 2.5) (see

appendix) • http://www.glc.k12.ga.us/BuilderV03/LPTools/LPShared/lpdisplay.asp?Session_Stamp=&LPID=49940 Lesson plan on Landforms with KWL chart (SS 2.4) (see

appendix) • Create 3x5 cards with the drawing of a landform on one side and name and definition of it on the other side. Students can create entire set. Punch holes in the cards

and attach together with a ring created form a chenille wire. (SS 2.4) • http://www.glc.k12.ga.us/BuilderV03/LPTools/LPShared/lpdisplay.asp?LPID=50200 “Let’s Create a World,” the students create models that identifies characteristics

of landforms (e.g., continents, peninsulas, islands, others) and bodies of water (e.g., lakes, ocean, rivers, others) of the Earth. (SS 2.4) • “Let’s Create a World” report form for students to complete and present orally to the class. (SS 2.4) • Play “Land Form Quiz” with class or students may play in groups. Sample item: This word starts with a “C.” It is the name of the land masses that the earth is divided

into. What are these land masses called? _______ (SS. 2.4) See 6 sample questions on this website: http://www.glc.k12.ga.us/BuilderV03/LPTools/LPShared/lpdisplay.asp?LPID=50740 “What Have I Learned?” Students complete the KWL, after they have created cards and/or models that identified the characteristics of landforms (e.g., continents, peninsulas, islands, others) and bodies of water (e.g., lakes, ocean, rivers, others) of the Earth. (SS 2.4) (see appendix)

4

• http://www.glc.k12.ga.us/BuilderV03/LPTools/LPShared/lpdisplay.asp?Session_Stamp=&LPID=49940 Lesson plan on Landforms with KWL chart (SS 2.4) (see appendix) • Create 3x5 cards with the drawing of a landform on one side and name and definition of it on the other side. Students can create entire set. Punch holes in the cards and

attach together with a ring created form a chenille wire. (SS 2.4)

• http://www.glc.k12.ga.us/BuilderV03/LPTools/LPShared/lpdisplay.asp?LPID=50200 “Let’s Create a World,” the students create models that identifies characteristics of landforms (e.g., continents, peninsulas, islands, others) and bodies of water (e.g., lakes, ocean, rivers, others) of the Earth. (SS 2.4)

• “Let’s Create a World” report form for students to complete and present orally to the class. (SS 2.4) • Play “Land Form Quiz” with class or students may play in groups. Sample item: This word starts with a “C.” It is the name of the land masses that the earth is divided into.

What are these land masses called? _______ (SS. 2.4)See 6 sample questions on this website: http://www.fcps.k12.va.us/KingsParkES/technology/lessons/landformsquiz.html

• http://www.glc.k12.ga.us/BuilderV03/LPTools/LPShared/lpdisplay.asp?LPID=50740 “What Have I Learned?” Students complete the KWL, after they have created cards and/or models that identified the characteristics of landforms (e.g., continents, peninsulas, islands, others) and bodies of water (e.g., lakes, ocean, rivers, others) of the Earth. (SS 2.4) (see appendix)

• http://www.glc.k12.ga.us/BuilderV03/LPTools/LPShared/lpdisplay.asp?Session_Stamp=&LPID=47489 Where am I?” lesson plan on locating your state (SS 2.5) (see appendix)

• http://www.glc.k12.ga.us/BuilderV03/LPTools/LPShared/lpdisplay.asp?Session_Stamp=&LPID=47489 Where am I?” lesson plan on locating your state (SS 2.5) (see appendix)

• http://isd.ingham.k12.mi.us/~goals2k/lessons/sciencelesson/drake.html The following lesson is designed to be used to start a Living/Nonliving Unit. Lessons after this one would deal with the characteristics of living things and how they are classified.

mountain­ the highest land on earth,; landform that rises greatly above the land around it.

5

Resources/Materials

BOOKS

• Guthrie, Woody and Arlo Guthrie. This Land Is Your Land. Rounder Kids C8050. Rounder Records Corp., 1997. ISBN: 1­57940­005­1, Cassette. ASIN: B000003H1, CD. • Guthrie, Woody and Kathy Jakobsen. This Land Is Your Land. Boston: Little, Brown and Company, 1998. ISBN: 0­316­39215­4 • Moore, Jo E., Beginning Geography: Landforms & Bodies of Water, Evan­Moore Educational Publisher, 1993. • Beers, Bonnie, Earth’s Land & Water, Capstone Press, 2000. • Locker, Thomas, Mountain Dance, Silver Whistle Books, 2001. • Simon, Seymour, Mountains, Harper Trophy, 1997. • Zoehfeld, Kathleen Weidner, How Mountains Are Made, Harper Trophy, 1995. • DK Publishing, Ocean, DK Children, 2004. • Nye, Bill, bill Nye the Science Guy’s Big Blue Ocean, Hyperion, 1999. • Pallotta, Jerry, The Ocean Alphabet Book, Charlesbridge Publishing, 1986. • Ryan, Pam Munoz, Hello Ocean, Charlesbridge Publishing, 2001. • Simon, Seymour, Oceans, Harper Trophy, 1997. • Thornton, Sue, Eye Wonder: Ocean, DK Children, 2001. • Baron, Robert C. Hudson: A Story of a River, Fulcrum Publishing, 2004. • Barter, James, The Rio Grande, Lucent Books, 2003. • Locker, Thomas, Where the River Begins, Puffin, 1993. • Lowrie, Peter, Rio Grande: From the Rocky Mountains to the Gulf of Mexico, Boyds Mills Press, 2000. • Zollman, Pam, Gulf of Mexico, Children’s Press, 2006. • Brimmer, Larry Dane, Valleys and Canyons, Children’s Press, 2000. • Parker, Steve, Mountains & Valleys, Silver Dolphin, 1996. • Salzmann, Mary Elizabeth, In a Valley, Sand Castle, 2001. • Bannatyne­Cugnet, Jo, A Prairie Alphabet, Tundra Books, 1994. • Bouchard, David, If You’re Not from the Prairie, Aladdin, 1998. • Turner, Ann, Dakota Dugout, Aladdin, 1989. • Wallace, Marianne D., America’s Prairies and Grasslands: Guide to Plants & Animals, Fulcrum Publishing, 2001. • Geisert, Bonnie, Desert Town, Houghton Mifflin/Walter Lorraine Books, 2001.

Mountain Town, Houghton Mifflin/Walter Lorraine Books, 2000. Prairie Town, Houghton Mifflin/Walter Lorraine Books, 1998.

• Johmann, Carol A., Bridges: Amazing Structures to Design, Build & Test, Williamson Publishing Co., 1999. • Karner, Etta, Bridges, Kids Can Press, 1995. • Simon, Seymour, Let’s Try It Out with Towers and Bridges: Hands­On Early­Learning Activities, Simon & Schuster Children’s Publishers, 2003. • Sturges, Philemon, Bridges are to Cross, Putnam Juvenile, 1998. • Gibbons, Gail, Up Goes the Skyscraper< Atheneum, 1986. • Hopkinson, Deborah, Sky Boys: How They Build the Empire State Building, Schwartz & Wade, 2006. • Johmann, Carol A., Skyscrapers: Super Structures to Design and Build, Williamson Publishing Co., 2001. • Gibbons, Gail, Mummies, Pyramids, and Pharaohs: A Book About Ancient Egypt, Little Brown, 2004. • Leigh, Susannah, Puzzle Pyramid, Usborne Books, 2004.

6

• Millard, Anne, Pyramids, Kingfisher, 1996. • Osborne, Will & Ma, Mummies & Pyramids, random House books for Young Readers, 2001. • Cordoba, Yasmine A.,Igloo, Rourke Publishing, 2000. • Preszler, June, Igloos, Bridgestone Books, 2005. • Steltzer, Ulli, Building an Igloo, Henry Holt and Co., 1999. • Yue, Charlotte, The Igloo, Houghton Mifflin, 1992. • Preszler, June, Tepees, Bridgestone Books, 2005.

7

Assessment Opportunities • See individual lesson plans and learning activities for assessments.

Teacher Notes:

8

Grade 2, Qtr. 4 SCIENCE & SOCIAL STUDIES CURRICULUM FRAMEWORK FOURTH QUARTER

SOCIAL STUDIES: Natural and human made features SCIENCE: Earth/Space­ Earth Materials OVERVIEW: The focus of this quarter is to locate and identify basic physical, geographic, and human made features on a map including the six surrounding states. Earth materials can be used as resources. The size and shape of shadows change at different times of the day. TOPIC 1: Feature This! TOPIC 2: Earth Born! TOPIC 3: Catch Me if You Can! CONCEPT: CHARATERISTICS Characteristics are the properties or things that make living and nonliving things special and unique. Understanding and identifying characteristics allows us to appreciate the differences in the world. Possible Learning Experiences for Developing Conceptual Understanding

Plan a trip to the zoo and/or Oxley Nature Center to observe living and nonliving things. Upon return complete a class T­chart to compare the two. If a being there experience is not possible, a walk around the neighborhood could also be done.

TOPIC #2: Earth Born! Standards Addressed:

Science­Earth/Space Standard 3: Properties and Changes of Earth and Sky ­ Earth materials consist of rock, soils, water, and air. The sun appears to move across the sky in the same way.

3.1 Earth materials can be used as resources (e.g., building materials and for growing plants). Process Standard 1: Observe and Measure ­ Observing is the first action taken by the learner to acquire new information about an object, organism, or event. Opportunities for observation are developed through the use of a variety of scientific tools. Measurement allows observations to be quantified. PS1.1 Observes and measures objects, organisms, and/or events using developmentally appropriate nonstandard units of

measurement (e.g., hand, paper clip, books, etc.) and Systems International (SI) unites (i.e., meters, centimeters, and degrees Celsius).

PS1.2 Compares and contrasts similar and/or different characteristics in a given set of simple objects, familiar organisms, and/or observable events.

Process Standard 2: Classify ­ Classifying establishes order. Objects, organisms, and events are classified based on similarities, differences, and interrelationships. PS2.1 Classifies a set of simple objects, familiar organisms, and/or observable events in a serial order (e.g., least to greatest,

tallest to shortest, etc.). PS2.2 Arranges simple objects, familiar organisms, and/or observable events in a serial order (e.g., least to greatest, tallest to

shortest, etc.). Process Standard 3: Experiments and Inquiry ­ Experimenting is a method of discovering information. It requires making observations and measurements to test ideas. Inquiry­ Inquiry can be defined as the skills necessary to carry out the process of scientific or systemic thinking. In order for inquiry to occur, students must have the opportunity to ask a question, formulate a procedure, and observe phenomena. PS3.1 Asks a question about objects, organisms, or events in the environment. PS3.2 Plans and conducts a simple investigation. PS3.3 Employs simple equipment and tools; such as magnifiers, thermometer, rulers, etc. to gather data. PS3.4 Recognizes potential hazards and practices safety procedures in all science activities.

9

Process Standard 4: Interpret and Communicate ­ Interpreting is the process of recognizing patterns in collected data by making inferences, predictions, or conclusions. Communicating is the process of describing, recording, and reporting experimental procedures and results to others. Communication may be oral, written, or mathematical and includes: organizing ideas, using appropriate vocabulary, graphs and other visual representations. PS4.1 Interprets pictures, simple bar graphs, and/or tables. PS4.2 Recognize and describes patterns then makes predictions based on patterns. PS4.3 Communicates the results of a simple investigation using drawings, tables, graphs, and/or written and oral language.

Essential Understandings: 1. Earth materials can be used as resources. (Sci. 3.1)

10

Topic # 2: 2 nd Grade, Quarter 4 Cross Curricular Connections

TECHNOLOGY (Reflects National Education Technology Standards – NETS) ART • Create houses using a variety of building materials. (Sci. 3.1) • Make stepping stones and decorate with rocks, shells, sticks, leaves,

etc. • Create a collage using earth materials

MUSIC • Create musical instruments metal, wood, plastic, etc. and have

students play them.

• http://www.mii.org/pdfs/classroom.pdf different natural resources used to build your classroom (Sci.3.1)

PHYSICAL EDUCATION / HEALTH & WELLNESS

• Play London Bridges Falling Down

COMMUNITY GUIDELINES & LIFESKILLS • Mutual Respect • Personal Best

• Caring • Curiosity • Resourcefulness

ESSENTIAL UNDERSTANDINGS

1. Earth materials can be used as resources. (Sci. 3.1)

For learning experiences refer to TRIBES book, Tools for Citizenship & Life, and/or Teacher Resources page of TPS website.

11

Possible Learning Experiences for Guided Practice / Independent Practice / Small Group Work

Emotional Hook/Engagement­­­­­­­­­­Common Group Experience­­­­­­­­­­Real World Involvement

• http://www.mii.org/3everyday.html 10 mini­posters of the resources required to make basic products. Lesson plans are good for background material and ideas for activities. There are cross curricular activities to reinforce the benchmark. (Sci. 3.1)

• http://sftrc.cas.psu.edu/LessonPlans/Forestry/UsesTree.html “Uses of a Tree” 45 minute lesson plan on things that come from a tree.(Sci. 3.1) • From 3 rd Quarter, use these previous activities to teach “earth materials can be used as resources for growing plants.” (Spring is a great time for planting.)

o Read the book, From Seed to Plant, by Gail Gibbons or a similar type of book. o Grow plants: beans in a baggy, marigolds, avocado, grasses such as rye, potatoes, carrots, ect. (Could use a variety beans found a bean soup mix) o http://www.uen.org/Lessonplan/preview.cgi?LPid=14398 Sprouting Scientists! This lesson provides students with the opportunity to observe and describe plants

as they grow from seeds. (Sci 2.1, 2.2) Using the lesson plan, Sprout Houses, the students will plant seeds and chart their growth. (Sci 2.1, 2.2) o http://www.uen.org/Lessonplan/preview.cgi?LPid=5716 Read the book, SunFlower House, by Eve Bunting (Sci. 2.1, 2.2) o http://www.bham.wednet.edu/technology/K­5science/sci_grd3.htm#plant Complete lesson plan on plant growth and a array of websites. (Sci. 2.1, 2.2)

• http://www.idahoforests.org/img/pdf/lessons/woodproducts.pdf Students will find and examine various items that are made from wood. A complete lesson plan which includes a “Wood Walk,” first, in the classroom, then the school, and home. (Sci. 3.1)

• http://www.arborday.org/ Arbor Day (Last Friday in April) resources and information about trees. (Sci. 3.1) • Compare and contrast the different versions of The Three Little Pigs and the houses that they built.

12

Resources/Materials

BOOKS • SRA SpectrumMath, Pencil Making, McGraw­Hill Companies, 2002 • Amoss, Berthe, The Three Little Cajun Pigs, MTC Press, 1999. • Kellogg, Steven, The Three Little Pigs, Harper Trophy, 2002. • Laird, Donivee, Three Little Hawaiian Pigs and the Magic Shark, Barnaby Books, 1990. • Laverde, Arlene, Alaska’s Three Pigs, Sasquatch Books, 2000. • Lowell, Susan, The Three Little Javelinas, Rising Moon Books, 1992. • Moser, Barry, The Three Little Pigs, Little Brown, 2001. • Scieszka, Jon, The True Story of the Three Little Pigs, Harper Trophy, 2002. • Trivizas, Eugene, The Three Little Wolves and the Big Bad Pig, Aladdin, 1997. • Ditchfield, Christin, Coal, Children’s Press, 2003. • Ditchfield, Christin, Oil, Crabtree Publishers, 2004. • Ditchfield, Christin, Water, Children’s Press, 2003. • Graham, Ian, Air: A Resource Our World Depends On, Heinemann, 2004. • Graham, Ian, Minerals: A Resource Our World Depends On, Heinemann, 2004. • Gurney, Beth, Sand and Soil: Earth’s Building Block, Crabtree Publishing Co., 2004. • Hawkes, Nigel, New Energy Sources, Copper Beech, 2000. • Jackson, Julia A., Gemstones: Treasures from the Earth’s Crust, Enslow Publishing, 1989. • Morris, Neil, Diamonds and Other Gems, Creative Co., 2005. • Morris, Neil, Gold and Silver, Smart Apple Media, 2005. • Morris, Neil, Oil and Gas, Franklin Watts, Ltd., 2005. • Royston, Angela, Water: Let’s Look at a Puddle, Heinemann, 2005. • Wheeler, Jill C., Branch Out: A Book About Land, Abdo & Daughters Publishing, 1993. • Zronik, John Paul, Metals, Crabtree Publishing Co., 2004. • Zronik, John Paul, Oil and Gas, Crabtree Publishing, 2004. • Zronik, John Paul, Salt, Crabtree Publishing, 2004.

13

Assessment Opportunities

• Individual lesson plans and activities have assessments built in.

Teacher Notes:

14

Grade 2, Qtr. 4 SCIENCE & SOCIAL STUDIES CURRICULUM FRAMEWORK FOURTH QUARTER

SOCIAL STUDIES: Natural and human made features SCIENCE: Earth/Space­ Earth Materials OVERVIEW: The focus of this quarter is to locate and identify basic physical, geographic, and human made features on a map including the six surrounding states. Earth materials can be used as resources. The size and shape of shadows change at different times of the day. TOPIC 1: Feature This! TOPIC 2: Earth Born! TOPIC 3: Catch Me if You Can! CONCEPT: CHARATERISTICS Characteristics are the properties or things that make living and nonliving things special and unique. Understanding and identifying characteristics allows us to appreciate the differences in the world. Possible Learning Experiences for Developing Conceptual Understanding

Plan a trip to the zoo and/or Oxley Nature Center to observe living and nonliving things. Upon return complete a class T­chart to compare the two. If a being there experience is not possible, a walk around the neighborhood could also be done.

TOPIC #3: Catch Me If You Can! Standards Addressed:

Science­Earth/Space Standard 3: Properties and Changes of Earth and Sky ­ Earth materials consist of rock, soils, water, and air. The sun appears to move across the sky in the same way.

3.2 The size and shape of shadows change at different times of the day. Process Standard 1: Observe and Measure ­ Observing is the first action taken by the learner to acquire new information about an object, organism, or event. Opportunities for observation are developed through the use of a variety of scientific tools. Measurement allows observations to be quantified. PS1.1 Observes and measures objects, organisms, and/or events using developmentally appropriate nonstandard units of measurement

(e.g., hand, paper clip, books, etc.) and Systems International (SI) unites (i.e., meters, centimeters, and degrees Celsius). PS1.2 Compares and contrasts similar and/or different characteristics in a given set of simple objects, familiar organisms, and/or observable

events. Process Standard 2: Classify ­ Classifying establishes order. Objects, organisms, and events are classified based on similarities, differences, and interrelationships. PS2.1 Classifies a set of simple objects, familiar organisms, and/or observable events in a serial order (e.g., least to greatest, tallest to

shortest, etc.). PS2.2 Arranges simple objects, familiar organisms, and/or observable events in a serial order (e.g., least to greatest, tallest to shortest, etc.).

Process Standard 3: Experiments and Inquiry ­ Experimenting is a method of discovering information. It requires making observations and measurements to test ideas. Inquiry­ Inquiry can be defined as the skills necessary to carry out the process of scientific or systemic thinking. In order for inquiry to occur, students must have the opportunity to ask a question, formulate a procedure, and observe phenomena. PS3.1 Asks a question about objects, organisms, or events in the environment. PS3.2 Plans and conducts a simple investigation. PS3.3 Employs simple equipment and tools; such as magnifiers, thermometer, rulers, etc. to gather data. PS3.4 Recognizes potential hazards and practices safety procedures in all science activities.

Process Standard 4: Interpret and Communicate ­ Interpreting is the process of recognizing patterns in collected data by making inferences, predictions, or conclusions. Communicating is the process of describing, recording, and reporting experimental procedures

15

and results to others. Communication may be oral, written, or mathematical and includes: organizing ideas, using appropriate vocabulary, graphs and other visual representations. PS4.1 Interprets pictures, simple bar graphs, and/or tables. PS4.2 Recognize and describes patterns then makes predictions based on patterns. PS4.3 Communicates the results of a simple investigation using drawings, tables, graphs, and/or written and oral language.

Essential Understandings: 1. The size and shape of shadows change at different times of the day. (Sci. 3.2)

16

Topic # 3: 2 nd Grade, Quarter 4 Cross Curricular Connections

TECHNOLOGY (Reflects National Education Technology Standards – NETS) ART • Students may design shadow puppets, write dialogue and put on a shadow

theatre puppet show for their class or for the school. (Sci. 3.2) • A silhouette is a shadow portrait, a paper cutout of someone’s shadow

profile. Have students select a friend, parent or sibling and create a silhouette of that person. (Sci 3.2)

• Create a shadow box for a Mother’s Day gift. (Sci. 3.2) http://www.lessonplanspage.com/ArtScienceMothersDayShadowBox FlowersMOK.htm

• Create shadow puppets to accompany the lesson “Shadow Plays.” (Sci. 3.2)

MUSIC • Me and My Shadow

• http://www.childrensatlas.com/intro.html Interactive Children's Atlas (SS 2.4, 2.5) • http://www.worldatlas.com/webimage/countrys/usanewe.htm physical map with

basic landforms and bodies of water with link to Oklahoma map (SS 2.4, 2.5) • http://www.earthkam.ucsd.edu/public/students/activities/landformations/ • NASA illustration of landforms and bodies of water with links providing descriptions

and photographs of each. (SS 2.4) • http://fc.burlesonisd.net/~shines/USA­map US Satellite map (SS 2.5) • http://www.northcanton.sparcc.org/~elem/kidspiration/tamargo/landwater.html • Kidspiration activity for landforms and bodies of water (SS 2.4) • http://fermi.jhuapl.edu/states/states.html Color Landform Atlas—physical maps for

each of the 50 states (SS 2.4)

PHYSICAL EDUCATION / HEALTH & WELLNESS

• Shadow tag: The person who is "it" tags the others by stepping on the others shadows. (Sci. 3.2) • Shadow Dribble Tag­ Dribble basketball while trying to step on others’ shadows. http://www.ssww.com/pecentral/lesson.php?seq=739 (Sci. 3.2) • Go outside and let students move around and watch changes in their shadows

COMMUNITY GUIDELINES & LIFESKILLS • Attentive Listening • Appreciations/No

Put Downs

• Curiosity • Flexibility • Sense of Humor

ESSENTIAL UNDERSTANDINGS

1. The size and shape of shadows change at different times of the day. (Sci. 3.2)

For learning experiences refer to TRIBES book, Tools for Citizenship & Life, and/or Teacher Resources page of TPS website.

17

• What Makes a Shadow? (Let's­Read­and­Find­Out Science 1) by Clyde Robert Bulla, June Otani (Illustrator) PreSchool­Grade 2­This simple introduction to shadows is a newly illustrated version of a 1962 title. Each page offers a short description of an object and its shadow ("A house has a shadow. The sun shines on one side of the house. There is a shadow on the other side").

• Harcourt Brace Social Studies Text: Making a Difference. 2000 Pages A7, 28­29B, 42­47, 48A­55, 60­61, 120­121 (SS 2.4) Pages A4­A5, 215 (SS 2.4, 2.5) • "My Shadow" by Robert Louis Stevenson http://www.poetryloverspage.com/poets/stevenson/my_shadow.html • A fantastic investigation carried out over an entire school year could be Shadows and Changes: A Study of Solar Position. This activity could involve time and time zones,

learning compass directions, and learning how to observe, measure, graph, compare, and predict shadow lengths. (Sci. 3.2) • http://www.learner.org/teacherslab/math/geometry/space/shadows/index.html Math connection using shapes (Sci. 3.2) • Students may design shadow puppets, write dialogue and put on a shadow theatre puppet show for their class or for the school. (Sci. 3.2) • How did the people of ancient civilizations tell time using shadows? Have your students construct sundials. (Sci. 3.2) • Who was the French artist August Edouart and what were his famous art creations? Teachers may create a silhouette art gallery of their class, then have students not only

find their silhouette, but identify other class members. (Sci. 3.2) • A silhouette is a shadow portrait, a paper cutout of someone's shadow profile. Have students select a friend, parent or sibling and create a silhouette of that person. Create

a shadow box for a Mother’s Day gift. (Sci. 3.2) http://www.lessonplanspage.com/ArtScienceMothersDayShadowBoxFlowersMOK.htm • Have students research the origin of Groundhog Day in the United States. Have them find out if any other country has a similar type event. (Sci. 3.2) • Research the role that shadows and the sun play in mythology. • Read Bear Shadow by Frank Asch. In story, a bear attempts to escape his shadow which has been chasing him. This lesson plan incorporates the story and provides

activities guiding the students observations of the daytime and nighttime sky where they identify the sequences and patterns of the changes. http://www.sciencenetlinks.com/lessons_printable.cfm?DocID=10 (Sci 3.2)

• http://www.sasta.asn.au/qualityscience/earlyyears/Nicholas1Lesson.html “Me and my Shadow” unit with 4 lesson plans (Sci. 3.2) • http://www.cedu.niu.edu/scied/student/lessonplans/team_2/spring_99/hahn_spring.htm • A series of 10 lessons addressing that shadows resemble the shape, but not necessarily the same size, as the object that makes them; in order for a shadow to form, there

must be a light source, an object to block the light and a surface on which the shadow to form; shadows cast by the sun get shorter from dawn until midpoint of the day and

Possible Learning Experiences for Guided Practice / Independent Practice / Small Group Work

Emotional Hook/Engagement­­­­­­­­­­Common Group Experience­­­­­­­­­­Real World Involvement

• Read and discuss the poem, “My Shadow,” by Robert Louis Stevenson http://www.poetryloverspage.com/poets/stevenson/my_shadow.html • Measure and trace shadow with different colors of chalk, 3 times on the same day, for example 8:30 AM, 11:30 AM, and 2:30 PM. Use these lesson plans: • http://www.eyeonthesky.org/lessonplans/04sun_shadows.html In this lesson the students learn about shadows as they observe and draw the shadow of a classmate. In the extension

activity, students observe and discuss shadows changing over time. KWL chart (see appendix) is used and student activity sheet is included. (Sci. 3.2) • http://www.education­world.com/a_lesson/04/lp330­05.shtml Lesson plan entitled, “A Shadow of Yourself” addressing measuring your shadow throughout the day. (Sci. 3.2)(see appendix)

18

then begin to lengthen until dusk; and the properties of a shadow are linked to the nature and position of the light source, as well as the distance between the light, object and the surface. (see appendix for “Shadow Shapes,” “Changing Shadows,” “Sizes and Shapes,” and “Shadow Plays.” (Sci. 3.2)

• http://www.challenge.state.la.us/edres/lessons/elementary/lesson30.htm Lesson Plan, “Shadows,” addresses objects and the shadows they cast, and their different shapes. The book, Bear Shadow by Frank Asch and What Makes a Shadow by Clyde Robert Bulla are incorporates in the study. A student worksheet is provided. (Sci. 3.2)

• Students may design shadow puppets, write dialogue and put on a shadow theatre puppet show for their class or for the school. (Sci. 3.2) • http://www.learner.org/teacherslab/math/geometry/space/shadows/index.html Math connection using shapes and their shadows. (Sci. 3.2)

19

Resources/Materials WEBSITES

• http://www.glc.k12.ga.us/BuilderV03/LPTools/LPShared/lpdisplay.asp?Session_Stamp=&LPID=47489 Where am I? lesson plan on locating your state (SS 2.5) • http://www.glc.k12.ga.us/BuilderV03/LPTools/LPShared/lpdisplay.asp?Session_Stamp=&LPID=49940 Lesson plan on Landforms with KWL chart (SS 2.4) • http://www.mii.org/3everyday.html 10 mini­posters of the resources required to make basic products. Lesson plans are good for background material and ideas foe activities.

Coloring sheets are available foe some of the lessons. (Sci. 3.1) • http://www.mii.org/pdfs/classroom.pdf different natural resources used to build your classroom (Sci.3.1) • http://sftrc.cas.psu.edu/LessonPlans/Forestry/UsesTree.html “Uses of a Tree” 45 minute lesson plan (Sci. 3.1) • http://www.sasta.asn.au/qualityscience/earlyyears/Nicholas1Lesson.html “Me and my Shadow” unit with 4 lesson plans (Sci. 3.2) • http://www.sciencenetlinks.com/lessons_printable.cfm?DocID=10 This lesson is part of a four­lesson series in which students observe the daytime and nighttime sky regularly to

identify sequences of changes and to look for patterns in these changes. (Sci 3.2) • http://www.eyeonthesky.org/lessonplans/04sun_shadows.html In this lesson the students learn about shadows as they observe and draw the shadow of a classmate. In the

extension activity, students observe and discuss shadows changing over time. (Sci. 3.2) • http://www.cedu.niu.edu/scied/student/lessonplans/team_2/spring_99/hahn_spring.htm A series of lessons addressing that shadows resemble the shape, but not necessarily the

same size, as the object that makes them; in order for a shadow to form, there must be a light source, an object to block the light and a surface on which the shadow to form; shadows cast by the sun get shorter from dawn until midpoint of the day and then begin to lengthen until dusk; and the properties of a shadow are linked to the nature and position of the light source, as well as the distance between the light, object and the surface. (Sci. 3.2)

• http://www.education­world.com/a_lesson/04/lp330­05.shtml Lesson plan entitled, “A Shadow of Yourself” addressing measuring your shadow throughout the day. (Sci. 3.2) • http://www.challenge.state.la.us/edres/lessons/elementary/lesson30.htm Lesson Plan addressing that objects and shadows they cast; shadows and different shapes. (Sci. 3.2)

VIDEOS Fulton Video Library Science 3.2­­Resources

• Title: My Shadow / Lancit Media videocassette (29 minutes) color, General Note: Live action, animation, and iconographic based on the book published in 1990 written by Robert Louis Stevenson, illustrated by Ted Rand. Summary: Segment of the television program which tells a child about her relationship with her shadow. Also, it discusses how light is used to tell time, create shadow puppets and develop photographs. (Sci. 3.2)

• Title: What’s in a Shadow? Videocassette (13 minutes) color. Summary: This film relates the shadow to the idea of the sun's position at different times of the day and how a knowledge of that helps in finding directions. The earth's rotation and the earth­sun relationship is simply illustrated and the ground work is laid for a proper understanding of maps and directions. (Sci. 3.2)

BOOKS

• What Makes a Shadow? (Let's­Read­and­Find­Out Science 1) by Clyde Robert Bulla, June Otani (Illustrator). PreSchool­Grade 2­This simple introduction to shadows is a newly illustrated version of a 1962 title. Each page offers a short description of an object and its shadow ("A house has a shadow. The sun shines on one side of the house. There is a shadow on the other side").

• There is a Nightmare in My Closet by Mercer Mayer • Bulla, Clyde Robert, What Makes a Shadow?, Harper Collins, 1994. • Bursill, Henry, Hand Shadows and More Hand Shadows: A Series of Novel and Amusing Figures Formed by the Hand, Dover Publications, 1997.

20

• Jacobs, Frank, Fun with Hand Shadows, Dover Publications, 1996. • Rosinsky, Natalie M., Light: Shadows, Mirrors and Rainbows, Picture Willow Books, 2002. • Sayre, April Pulley, Shadows, Henry Holt & Co., 2002. • Stevenson, Robert Louis, My Shadow, Creative Editions, 2002. • Tompert, Ann, Nothing Sticks Like a Shadow, Houghton Mifflin, 1988.

21

Assessment Opportunities

Teacher Notes:

22

Landforms ­ What Do You Know? This is the first lesson in the Landforms unit. Students will create a KWL chart and brainstorm resources that can be used to learn more about teacher­

specified landforms.

Michelle Madden GLC Cobb Sequence ­ Social Studies

Primary Learning Outcomes: Can I create a KWL chart? What are some of the landforms that we will be learning about? What are some resources that I can use to learn more about landforms?

Grade: 2 Social Studies

Topic: Physical Characteristics of Place Landforms; Bodies of Water Standard: Describes and creates models that identifies characteristics of landforms (e.g., continents, peninsulas, islands, others) and bodies of water (e.g., lakes, ocean, rivers, others) of the Earth.

Procedures/Activities: Step: 1 Duration: 15 minutes Begin by creating a KWL chart with students. Ask students what they know about landforms. List all responses in the appropriate column ("K" column) and discuss. If students have no ideas about what landforms are, go to the next step in the plan, and then fill in the "Know" column.

Attachments for Step 1 Title: KWL Chart.doc FileName: KWL Chart.cwk Description: This is the Claris version. Title: KWL Chart FileName: KWL Chart.doc Description: This is what a typical KWL chart looks like before information is entered.

Step: 2 Duration: 15 minutes List the following landforms on the board: continent, peninsula, island, volcano, desert, mountain, hill, valley, plain, prairie, plateau

23

You may select some landforms from the list to introduce at a later date if you feel this is to many to cover at first. Have students discuss what they know about each landform. Record their responses in the "Know" column on your chart.

Step: 3 Duration: 15 minutes Ask students what they want to know about landforms. Encourage students to ask all questions, even if they may seem "silly". If they have trouble, ask them if any have ever been to one of the landforms listed, and discuss. Ask questions of the students, and record all questions in the "Want to Know" column on your chart. Be sure that students are asking questions, which can even be as simple as "What is a hill?"

Step: 4 Duration: 15 minutes After listing things that the students want to learn about landforms, have the students brainstorm ways to research the answers to their questions. Allow students about five to seven minutes to think about this, and discuss in small groups. Record the list of student responses on chart paper. Student responses should include but are not limited to: use the textbook, Internet, encyclopedias, books from the media center, parent/adult experts, field trips, etc. Using this list as a reference point, tell students that you will use as many as possible to gain thorough knowledge of landforms.

Materials and Equipment: 1. chart paper 2. large (poster size) KWL chart

Total Duration: 1 hour

Assessment: Use the following observation checklist to assess student participation. Attachments: Title: Landforms Introduction Checklist File Name: KWLchklst.doc Description: Place either a check or a minus sign in the appropriate column.

24

Name ______________________ Date____________

Let’s Create a World Student Assessment Form

1. The (circle one) body of water landform that I created was a ____________________________________.

2. The definition if a _________________ is ___________

_____________________________________________.

3. I made it out of _________________________________.

4. This is what it looks like:

.

25

THIS LAND IS YOUR LAND words and music by Woody Guthrie

Chorus: This land is your land, this land is my land From California, to the New York Island From the redwood forest, to the gulfstream waters This land was made for you and me

As I was walking a ribbon of highway I saw above me an endless skyway I saw below me a golden valley This land was made for you and me

Chorus

I've roamed and rambled and I've followed my footsteps To the sparkling sands of her diamond deserts And all around me a voice was sounding This land was made for you and me

©1956 (renewed 1984), 1958 (renewed 1986) and 1970 TRO­Ludlow Music, Inc.

26

Landforms ­ What Do You Know? This is the first lesson in the Landforms unit. Students will create a KWL chart and brainstorm resources that can be used to learn more about teacher­

specified landforms.

Michelle Madden GLC Cobb Sequence ­ Social Studies

Primary Learning Outcomes: Can I create a KWL chart? What are some of the landforms that we will be learning about? What are some resources that I can use to learn more about landforms?

Grade: 2 Social Studies

Topic: Physical Characteristics of Place Landforms; Bodies of Water Standard: Describes and creates models that identifies characteristics of landforms (e.g., continents, peninsulas, islands, others) and bodies of water (e.g., lakes, ocean, rivers, others) of the Earth.

Procedures/Activities: Step: 1 Duration: 15 minutes Begin by creating a KWL chart with students. Ask students what they know about landforms. List all responses in the appropriate column ("K" column) and discuss. If students have no ideas about what landforms are, go to the next step in the plan, and then fill in the "Know" column.

Attachments for Step 1 Title: KWL Chart.doc FileName: KWL Chart.cwk Description: This is the Claris version. Title: KWL Chart FileName: KWL Chart.doc Description: This is what a typical KWL chart looks like before information is entered.

Step: 2 Duration: 15 minutes List the following landforms on the board: continent, peninsula, island, volcano, desert, mountain, hill, valley, plain, prairie, plateau

27

You may select some landforms from the list to introduce at a later date if you feel this is to many to cover at first. Have students discuss what they know about each landform. Record their responses in the "Know" column on your chart.

Step: 3 Duration: 15 minutes Ask students what they want to know about landforms. Encourage students to ask all questions, even if they may seem "silly". If they have trouble, ask them if any have ever been to one of the landforms listed, and discuss. Ask questions of the students, and record all questions in the "Want to Know" column on your chart. Be sure that students are asking questions, which can even be as simple as "What is a hill?"

Step: 4 Duration: 15 minutes After listing things that the students want to learn about landforms, have the students brainstorm ways to research the answers to their questions. Allow students about five to seven minutes to think about this, and discuss in small groups. Record the list of student responses on chart paper. Student responses should include but are not limited to: use the textbook, Internet, encyclopedias, books from the media center, parent/adult experts, field trips, etc. Using this list as a reference point, tell students that you will use as many as possible to gain thorough knowledge of landforms.

Materials and Equipment: 1. chart paper 2. large (poster size) KWL chart

Total Duration: 1 hour

Assessment: Use the following observation checklist to assess student participation. Attachments: Title: Landforms Introduction Checklist File Name: KWLchklst.doc Description: Place either a check or a minus sign in the appropriate column.

28

Name ________________________

Landforms Quiz

Use the Little Explorers Dictionary to find the answers to this quiz. ( http://www.LittleExplorers.com/Dictionary.html)

1. This word starts with a "C." It is the name of the land masses that the Earth is divided into. What are these land masses called? ___________________

2. This word starts with an "O." It is one of the huge bodies of salt water that make up about two thirds of the surface of the Earth. What is this word? _______________

3. This word starts with an "R." It is a body of water that flows downhill, usually emptying into a larger body of water. What is it called? _______________

4. This word starts with an "M." It is a very tall, raised area on earth, sometimes with a spiky top. What is it called? ________________________

29

5. This word starts with an "H." It is a large mound or raised area of earth. What is it called? _______________

6. This word starts with an "L." It is medium-sized body of water surrounded by land. What is it called? _______________

Try these bonus questions:

1. This word starts with a "Ca." It is a large hole in the side of a hill or mountain or in the ground. What is it called? _______________

2. This word starts with an "Is." It is a piece of land that is surrounded by water on all sides. What is it called? _______________

3. This word starts with a "Wa." It occurs when a river falls off steeply. What is it called? _____________________

4. This word starts with a "Va." It is a low place between mountains. What is it called? _______________

30

5. This word starts with a "Vo." It is a mountainous vent in the Earth's crust that can spew out lava. What is it called? _________________

6. This word starts with a "Po." It is a small body of water surrounded by land. What is it called? _______________

If you have extra time, use KidPix to draw a picture of one of the bonus answers. Don‛t forget to label the picture.

Here‛s an example.

31

32

.

LIVING AND NONLIVING THINGS

There are many different things in the world.

Some of them are living and some are nonliving.

The clouds move in the sky.

Snowflakes sometimes spin in the air.

The more it snows the more the snowdrift will grow in the yard.

Thaw increases the icicles on the edge of the roof.

The things you see outside the window will grow bigger.

Despite that they are nonliving things.

Nonliving things do not eat, move on their own, or grow. They do not have children.

Now the trees stand without leaves. Soon the leaves will rustle in the boughs.

Blossoms will open and fruits will ripen. The trees are homes to young birds and insects. Plants and animals are alive .

Living things move, grow, eat and they have children.

33

What living and nonliving things are around you?

Living things…………………………………………

Nonliving things………………………………………..

34

Name _________________________________

Classifying Living and Nonliving Things

Does this object­­­ (yes or no)

Object have cells?

need food?

grow & develop?

produce young?

respond to their environment

adapt to their environment

35

SIX CHARACTERISTICS OF LIVING THINGS

1. Living things are made of cells.

2. Living things obtain and use energy.

3. Living things grow and develop.

4. Living things reproduce.

5. Living things respond to their environment.

6. Living things adapt to their environment.

To be considered alive, an object must exhibit all of the characteristics of living things.

.

.

36

Continents

Asia

Africa

Antarctica

Australia

Europe

North

America

South

America

Oceans

Atlantic

Arctic

Indian

Pacific

37

38

My Shadow From Child's Garden of Verses

I have a little shadow that goes in and out with me, And what can be the use of him is more than I can see. He is very, very like me from the heels up to the head; And I see him jump before me, when I jump into my bed.

The funniest thing about him is the way he likes to grow­­ Not at all like proper children, which is always very slow; For he sometimes shoots up taller like an india­rubber ball, And he sometimes goes so little that there's none of him at all.

He hasn't got a notion of how children ought to play, And can only make a fool of me in every sort of way. He stays so close behind me, he's a coward you can see; I'd think shame to stick to nursie as that shadow sticks to me!

One morning, very early, before the sun was up, I rose and found the shining dew on every buttercup; But my lazy little shadow, like an arrant sleepy­head, Had stayed at home behind me and was fast asleep in bed.

39

A Shadow of Yourself – Education World

Subjects: Mathematics—Measurement; Science­­Life Sciences­­Animals­­Space Science; Social Studies­­Geography­­Holidays

Grades: K­2, 3­5

Brief Description: Learn about the sun by measuring your shadow throughout the day.

Objectives: Students will

• accurately measure the length of their shadows at least three times during the day. • understand the connection between shadow's length and the sun's position.

Keywords: sun, shadow, measure, sundial

Materials: Needed: chalk, a ruler, yardstick, or tape measure

Lesson Plan: In this lesson, students learn about shadows and how the position of the sun can impact the length of a shadow. This lesson must be performed on a sunny day on a blacktop or concrete area of the playground.

For this activity, students work in pairs. (If there is an odd number of students, one group can have three members.) Provide each pair of students with a piece of chalk. This activity should be done at three different times throughout the day, preferably on the same day.

• The first time, arrange students over the paved play area. Have them use chalk to sign their names on the pavement by the positions they take. Then have them mark an X next to their names, and stand on that X. Have each student mark the spot where her or his partner's shadow ends, and measure the length of the shadow from the X to the end of the shadow. Mark that length and the time of day by the end of the shadow. Also, have students note the approximate position of the sun in the sky.

• About two hours later, repeat the activity. Have students stand on the X in the exact same position stood in when they made the previous measurement. Mark the end point of the shadow and the time of day, just as in the first step. Measure and mark the length of the second shadow. For each student, determine the difference in the lengths of the two shadows. Also, have students note the approximate position of the sun in the sky. Has the sun's position changed since the first measurements were made?

• About two hours later, repeat the activity; mark the time, the end point of the shadow, and length of the third shadow. Determine the difference in lengths of the three shadows. Also, have students note the approximate position of the sun in the sky. Has the sun's position changed since the earlier measurements were made?

Have students complete a chart showing the times, shadow lengths, and the differences among shadow lengths. Then make time for students to share the results of the experiment with their classmates. Discuss why the shadow lengths changed from one time of day to another. Do any students connect the shadow measurements to the fact that the sun's position in the sky also seemed to change throughout the day? Help students

40

understand that the position of the sun is the determining factor in the length of the shadow. The sun's position changes throughout the day. Since their positions (when measuring their shadows) did not change, the sun's position was responsible for the differing positions and lengths of their shadows.

As a follow­up activity, have students predict, note, and measure the lengths and positions of the shadows of other objects on the school grounds ­­ for example, the school itself, the flagpole, a tree…

SHADOW SHAPES

Developed by: Lisa Hahn and Heidi Soderberg ­­Activities for Multi­Age Primary Grades One and Two

Objective: Shadows resemble the shape, but not necessarily the same size, as the object that makes them

Goal: The learner will show understanding that shadows can change size and can look different than the object making the shadow.

Materials:

There is a Nightmare in My Closet Over head projector butcher paper various house hold objects vase scissors spatula fork sponge spray cleaning bottle 12 flash lights (one light per pair of students)

Procedures: Read aloud the book There is a Nightmare in My Closet. Discuss the book and ask the students about shadows they see in their bedrooms and/or houses that don't look like the object they really are. Use the overhead to make shadows with your hands. Ask the students to guess what type of animal or object you are making. Use a large sheet of butcher paper and the overhead for this next activity. Hang the paper on a smooth surface. Shine the overhead against the butcher paper. Hold an object such as a fork, vase, spoon, or spatula between the overhead and paper. Ask the students to guess what the mystery object is. (The farther away the light and the object the bigger the shadow will be. It will make it harder to guess.) Do this several times and discuss how the

41

shadow doesn't always look like the object and why. Allow the students to experiment with objects they find around the room. Give them a chance to play "Mystery object" with the class of use flash lights and the walls to play with a small group. Add what they have learned to the Unit Time Line and hang on the wall. Label it..." What we learned... ". Extension Activities: Ask the students to draw a shadow of something around the room. Remind them that it needs too only resemble the object. Have them exchange their paper with a partner and ask each student to guess what object their partner's shadow really is.

SIZES OF SHAPES

Developed by: Lisa Hahn and Heidi Soderberg ­­Activities for Multi­Age Primary Grades One and Two

Objective: The properties of a shadow are linked to the nature and position of the light source, as well as the distance between the light, object and the surface.

Goal: The learner will show understanding that shadows can change size and shape by moving the light source or by changing the distance between the light and the object.

Materials:

Unifix cubes or wooden blocks 6 flash lights assignment sheets for each group

Procedures: Tell the students that today they will built a tower and will then be asked to do different things with it and a flash light. They will be trying to change the shadow that the building is casting. Small Group Activity: Give each small group a pile of unifix cubes or blocks (Tip: Unifix cubes might work better because if the building gets bumped or hit, the building will not fall apart. When each group has finished their building, give them a flash light and a piece of paper that has different assignments for the group to do. (Tip: Do on together as a class so the groups understand.) Some of the assignments might be: *Draw where your group put the flash light to make each of the following shadows. Using the flash light and your groups building complete the following tasks: 1. What is the longest shadow your group can make. 2. What is the shortest shadow your group can make. (Remind the students of

42

yesterdays bottle activity) 3. Make the fattest shadow possible. 4. Make the skinniest shadow possible. 5. How can your group change the way the shadow is pointing? 6. Make the shadow disappear without turning off the light.

Using the groups results, write a whole group language experience story about their findings. Use this as the Unit Time Line for today.

SHADOW PLAYS

Developed by: Lisa Hahn and Heidi Soderberg ­­ Activities for Multi­Age Primary Grades One and Two

Objective/Goal: The learner will show their understanding of light and shadow.

Culminating Activity: Shadow Plays: Small group activity: Tell the students that they will be putting on plays for the class to watch. They will need to only use shadows to put on their play. First have the groups decide what their play is going to be about. Then have them write a short script. (Tip: Have older students (5th or 6th grade buddies) help write the script. You only need 1 older student per group) When the students have finished, have them make paper puppets by cutting out shapes and using Popsicle sticks. Give the students a choice of opaque, translucent, and transparent materials to make their puppets. Check for understanding of what they need to make a shadow (opaque objects). Allow the students to decide what type of light source the group wants to use. (Flash light, overhead, sun, etc...) Also allow them to decide what the surface they will use for the shadows. Use these decisions as part of an assessment. Ask the group why these decisions were made for their play. Allow each group to put on their play. Ask the other students to comment on what the group used for a light source, surface, and object to cast the shadow. Encourage positive comments and feed back. Asses the students understanding during the plays.

Extension Activity: After all the plays are finished, take the class outside and play a game of shadow tag. The person who is "it" tags the others by stepping on the others shadows.

43

Model: Let’s Create a World My Land form: __________________

Student Name ___________________ Date:_______________

4 3 2 1

Required Elements

The model includes all required elements as well as additional information.

All required elements are included on the model.

All but 1 of the required elements are included on the model.

Several required elements were missing.

Labels All items of importance on the model are clearly labeled.

Almost all items of importance on the model are clearly labeled.

Many items of importance on the model are clearly labeled.

No important items were labeled.

Visual Relevance

All the elements related to the landform are present and make it easier to understand.

Most of the elements related to the landform are present and make it easy to understand.

Some of the elements related to the land form are present, but not easy to understand.

Elements do not relate to the landform and landform is not represented.

Attractiveness The landform model is exceptionally attractive in terms of design, layout, construction and neatness.

The landform model is attractive in terms of design, layout, construction and neatness.

The landform model is acceptably attractive in terms of design, layout, construction though it may be a bit messy.

The landform model is distractingly messy or very poorly designed and constructed. It is not attractive.

COMMENTS: _______________________________________________________________________

_________________________________________________________________________

SCORE: __________

44

Research Report : Let’s Create a World

My Landform: ________________________

Student Name: ________________________________________ Date:_____________

4 3 2 1 Quality of Information

Information clearly relates to the main topic. It includes several supporting details and/or examples.

Information clearly relates to the main topic. It provides 1­2 supporting details and/or examples.

Information clearly relates to the main topic. No details and/or examples are given.

Information has little or nothing to do with the main topic.

Mechanics No grammatical, spelling or punctuation errors.

Almost no grammatical, spelling or punctuation errors

A few grammatical spelling, or punctuation errors.

Many grammatical, spelling, or punctuation errors.

Paragraph Construction

All paragraphs include introductory sentence, explanations or details, and concluding sentence.

Most paragraphs include introductory sentence, explanations or details, and concluding sentence.

Paragraphs included related information but were typically not constructed well.

Paragraphing structure was not clear and sentences were not typically related within the paragraphs.

Organization Thinking is clear and creative, written in an organized fashion with detailed information.

Thinking is clear and creative, written in an organized fashion.

Thinking is unclear, there is a random collection of information.

Thinking is unclear, wording is difficult to understand, and written in a confusing manner.

COMMENTS:______________________________________________________________________

_________________________________________________________________________

SCORE: __________

45

2 nd Grade Curriculum

Physical Education Activity Idea

Standard 1.1 Student demonstrates the movement concepts of body awareness, spatial awareness, and body movement relationships.

Standard 5.3 Student demonstrates consideration of others while participating in physical activities.

BUMPER CAR COURSE ACTIVITIES

Formation: Open

Players: Entire Class

Equipment: Hoops (lake), jump ropes (road), bench or chair (mountain)

Players are seated with a partner in open formation at one end of the playing area. Explain the equipment used in this activity and what physical or man made features on a map each represents. The jump ropes (use 3 ropes to have two lanes with a middle line) are roads, the hoops are lakes and the bench or chair represents mountains. One end of the playing area has been set up as a road map or course. Have one student demonstrate driving a pretend bumper car around the area. After initial demonstration the following partner challenges are made:

• One partner is the car and the other is the driver. The driver stands behind the car with his/her hands on the car’s shoulders. The car places arms across chest to form a bumper. The driver steers the car clock wise around the course changing the pace when moving around the lake and up the mountain.

• After completing the course the partners switch places. • Challenge the driver and the car to follow the road map counter clock wise. • Switch places and go again. • Allow the partners to choose a different way to maneuver around the area without bumping into cars.

Note: Students may make observations of the similarities and differences in the way players move and work together.

Reference: “Dynamic Physical Education for Elementary School Children” by Robert Pangrazi

46

Continents/Latitude Attitude by Jean Blades

Use the body as a model of the globe to show:

North America = left hand Europe = nose Asia = right hand Africa = waist (equator) South America = left knee Australia = right knee Antarctica = feet North Pole: touch head South Pole: touch toes Equator: hands around waist Latitude Attitude: Circle body around Multitude of Longitude: Jump up and down Tropic of Cancer = shoulders (lungs that smoke can get cancer) Topic of Capricorn = knee caps

After identifying the seven continents on the body, sing their names and show their location to the tune of “Are You Sleeping?”

47

Ocean Song

This is sung to the tune of BINGO.

There are four oceans in the world and this is what we call them; Pacific, Atlantic, Indian and Arctic Pacific, Atlantic, Indian and Arctic too.

Pacific is the largest one And this is how we spell it P a c i f i c, P a c i f i c, P a c i f i c Pacific is the largest!

Atlantic is the saltiest And this is how we say it At lan tic, At lan tic, At lan tic Atlantic is the saltiest!

Indian is the warmest one and this is how we spell it! I n d i an, I n d i an, I n d i an (clap twice in between each spelling) Indian is the warmest!

Arctic is the coldest and the smallest too! Ar ct ic, Ar ct ic, Ar ct ic, The coldest and smallest too!