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Smarty Ants at Home

Printable Activities for Young Readers

Second Grade

Level 13: Life Science

Smarty Ants at Home Tips for Parents

Welcome to Smarty Ants at Home!

We understand how challenging it can be when your young child can’t go to school for extended periods of time. However, your child does not need to stop learning just because school isn’t in session! We’re here to make it easier to help your child stay engaged in learning even when stuck at home. To help you manage this time, we’re providing you with this packet of printable early reading resources to help your child continue to strengthen her reading skills for the next few weeks.

Getting Started

Select the packet that most closely matches your child’s current grade and skill level. Look through the packet to make sure it’s a good match for your child. Then, print off the pages

you’d like your child to work on! You can print the entire booklet at once or just print one lesson at a time. Do whatever works best for your family. Your booklet will contain some or all of the following activities, depending on the packet selected:

- Guided Practice Activities - Resource Cards - Story Printouts - Oral Reading Activity (second grade only) - Writing Prompt (second grade only) - Hands-on Science Activities (second grade, Science curriculum only)

Find a quiet time and a good workspace so your child can focus. Depending on the age and attention span of your child, she may be able to work independently or you may need to join

her and help provide guidance. Keep in mind that it’s more fun to work together! Use the Resource Cards to review the letters/concepts together and review any writing prompts she has responded to. Make sure to provide positive feedback throughout to keep your child engaged and encouraged.

Once your child has completed the materials in the packet, have her show you her work! Ask her a few questions to help her review. Then, have her read you the story from the lesson. You may also want to extend the fun with some hands-on activities! Active learning with

games, puzzles, and craft activities help children make deeper connections to learning and help them retain more of what they’ve learned. Use the Hands-On Activities booklet on the website to find lots of fun activities that can be easily done with common household or office items.

Have Fun!

To help your child progress in her reading skills, we recommend at least three lessons per week. Be sure to spread these activities out over a few days. We understand how challenging this temporary change in routine can be for you and your child. We hope that these materials help you to enjoy the time working and playing with your child!

Main Concept Life Cycles Plants Traits

Additional Concepts Exploring words that signal a sequence of events Synthesizing information Detecting explicit main ideas

Details Lessons 74, 75, and 76 present science concepts in an interactive format. Students and their ant friends cooperate with Professor Albert Antstein to explore each concept by outlining main ideas and important details that support the concept. In each lesson, students explore scientific terms related to the main concept. Students strengthen their comprehension of each lesson’s concept by reading a book and answering true/false and multiple-choice questions about the concept. Next, they summarize the information. Finally, they build and record a script that becomes part of a science show at the end of each lesson. A reinforcement lesson follows the three chapter lessons in this level. This lesson teaches new skills based upon concepts and skills that students have already explored, like irregular plurals, common phonogram _ould, and spelling rules for changing y to i. Additional personalized reinforcement lessons are available for students who experience difficulty with the skill areas presented in the three main lessons of the level.

LEVEL 13 PREVIEWING THE LEVEL - Life Science 13

Level 13 Lesson 74: Life Cycles

Oral Reading Fluency Passage

From Seed to Table

“Let’s plant a garden!” Mark said to his parents. The day

before, he had seen a TV show about a family who grew their own

vegetables. This struck Mark as a great idea.

“Our garden would be tiny,” said Dad. Mark’s family lived in an

apartment with only a small patio.

“We’ll grow vegetables in pots on the patio,” Mark said.

First, Mark and his parents decided what plants to grow. They

thought about how much sunlight the patio got. Then they talked

about vegetables they liked to eat.

After that, they bought seeds and planted them inside for a

few weeks until the plants were ready to go outside. Mark loved

watching the green sprouts appear above the soil. He helped plant

the sprouts in pots and set them outside.

Mark watered the plants and watched for bugs. He studied the

plants as they changed. After a while, squash, beans, and peppers

appeared on the plants.

At last, the vegetables were ready to eat. This was the best part

of all, Mark thought. For weeks he had helped the plants grow. Now,

the plants would help Mark grow.

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33

45

51

61

72

83

89

100

112

123

131

142

153

157

170

183

189

TOTAL:

Directions: You will read the story “From Seed to Table” out loud. Try to read each word in order. If you do not know a word, ask for help. Start reading when your teacher tells you to begin. You may use your finger to mark your place as you read.

Level 13 Lesson 74: Life Cycles

Student Writing

Directions: Read the prompt in the box below. Then write your story on a separate sheet of paper.

• Read the prompt carefully. Look for clue words that tell you what kind of story to write. This prompt asks you to write a story about a life cycle you have seen.

• Be sure to include details in your story. Answer questions such as these: Did you see the life cycle of a plant, an animal, or a human? What changes did you see? Write about the changes. How do you know this is part of the life cycle?

• Your story should have a beginning, a middle, and an end.

Butterflies, frogs, and trees have life cycles. All living things grow and change from birth to death.

What is a life cycle you have seen?

Write a story about a life cycle you have seen. This could be about a plant, an animal, or a human. Be sure to include details about the changes you saw.

WRITING TIPS

My story tells about a life cycle I have seen.

My story has a beginning, a middle, and an end.

I used details that tell who, what, when, where, why, and how.

Each sentence in my story tells a complete thought.

I used correct spelling, capital letters, and punctuation.

WRITING CHECKLIST

Make a Butterfly Life Cycle

Hands-on Science ActivityLife Cycles

ConCepts

1. Every living thing grows and changes.

2. Different animals and plants have different life cycles.

3. A Monarch butterfly starts as a white egg, changes into a black-, yellow-, and white-striped caterpillar, then forms a light green chrysalis, and finally becomes an orange and black adult.

Materials Needed

Heavy paper such as cardboard; colored pencils, markers, or crayons; scissors; brad fastener; copy of the Monarch life cycle template; copy of the life cycle wheels template; glue or tape.

Activity StepS

1. Color the stages of the Monarch butterfly:

a. Egg = white

b. Caterpillar = black, yellow, and white stripes

c. Chrysalis = light green

d. Adult Monarch = black and orange

2. Cut out a circle of heavy paper from the template provided. Fold this circle in half. Fold it in half again, so that each of the four parts contains a number when you open the circle.

3. Cut out and place the egg, caterpillar, chrysalis, and adult Monarch in order onto your life cycle circle. Do not glue them into place yet.

4. Cut another circle from the template provided and cut out the square window. Carefully place the window over each of the four illustrations on the first circle, one at a time, to make sure the illustration will show through the window when it is turned from stage to stage. Then glue the illustrations in place on the first circle.

5. Put a hole in the center of both circles (marked on template). Fold each circle in half twice (see above in step 2) and cut only the very tip or point of the paper as marked on the template. Unfold the circle, and you will have a small hole in the center of both circles.

6. Put the circle with the window on top of your Monarch life cycle, lining up the holes in the center. Put a brad through the center holes.

7. Move your Monarch life cycle wheel from stage to stage by moving the top circle.

QUESTIONS

Where does the life of a Monarch butterfly begin? What stage is last? What is the Monarch doing in the caterpillar stage? What is the Monarch doing in the chrysalis stage? Tell the story of the Monarch life cycle as you move the circle around.

Do all animals and plants go through the same stages as a Monarch butterfly?

EXTEND THE ACTIVITY

Make another life cycle wheel for a frog or tree.

On another sheet of paper, draw a milkweed plant. Show some of the leaves with bites out of them to illustrate that the caterpillars eat the milkweed leaves before they enter the chrysalis stage. Also show a chrysalis attached to a milkweed stem. Finally, show an adult Monarch flying away.

SUMMARY

A female Monarch lays eggs on a milkweed plant. Eggs hatch into a caterpillar in about 4 days. The caterpillar eats and eats for about two weeks, getting bigger and bigger. Next the Monarch attaches to a stem and forms a chrysalis. While it hangs as a chrysalis, it is changing from a black-, yellow-, and white-striped caterpillar into an adult with black and orange wings. Amazing! In about 10 days, an adult Monarch butterfly breaks out of the chrysalis and flies away.

Hands-on Science ActivityLife Cycles

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Level 13 Lesson 75: Plants


The Most Delicious Field Trip

Mr. Street’s class had been learning about plants. Now the best

part of their learning was about to happen. They were going on a

field trip to Green Hills Farm. Some of the students had never visited

a farm before.

At the farm, Lee and Gill greeted everyone. They owned the

farm. Gill led everyone to the fields. He showed them where beans,

carrots, and leafy greens grew. Then he showed them trees that

would have juicy peaches in the summer.

Lee poured some soil on a flat rock. She explained that healthy

soil is important for plants. Next, she let each visitor pick a carrot,

wash it, and eat it. The carrots were sweet and crunchy.

After that, the kids ate lunch. Gill had made fresh vegetable

soup. They ate cheese made from the milk of goats on the farm. They

ate warm bread and a fruit pie Lee had made.

The students filled their minds and bellies on the farm. They

did not want to leave. They made Mr. Street promise to take them

back again. It was the best field trip ever!

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24

37

40

51

63

74

81

93

106

117

128

142

152

163

176

185

TOTAL:

Directions: You will read the story “The Most Delicious Field Trip” out loud. Try to read each word in order. If you do not know a word, ask for help. Start reading when your teacher tells you to begin. You may use your finger to mark your place as you read.

Level 13 Lesson 75: Plants

Student Writing


• Read the prompt carefully. Look for clue words that tell you what kind of story to write. This prompt asks you to write a story that tells about planning a vegetable garden for your school.

• Be sure to include details in your story. Answer questions such as these: Where will you plant the school garden? What vegetables will you plant? Why did you choose these vegetables? What dishes will cooks make from the vegetables you grow?


Suppose the principal of your school asks you to plan a school vegetable garden. The school will use the vegetables in student lunches.

Where will you plant the garden? What vegetables will you grow in the garden? What are some dishes the cooks will make from the vegetables?

Write a story about a vegetable garden for your school. Tell about the vegetables you will grow and how they will be used.

WRITING TIPS

My story tells about planning a school vegetables garden.


I used details that tell what, where, why, and how.



WRITING CHECKLIST

Experiment With Plant Stems

ConCepts

1. Plants need water, light, and minerals to grow.

2. Plants use water, carbon dioxide, and light energy to make sugar in their green leaves (photosynthesis).

3. Plants pull water up their stems to the leaves for photosynthesis.

Materials Needed

Two stalks of celery with leaves (inner stalks with many leaves are best); water; blue food coloring; two clear jars; spoon. An adult will need a knife to make a fresh cut across the bottom of the celery stalks.

Activity StepS

1. Fill each clear jar one-half full of water.

2. Put 4-5 drops of blue food coloring in one jar. Stir.

3. Have an adult cut the end of each celery stalk.

4. Put one celery stalk in each jar.

5. Put the jars aside for 24 hours.

6. The next day take a close look at each celery stem and its leaves. Be certain to look at the bottom of the celery stems.

Hands-on Science Activity Plants

Hands-on Science Activity Plants

Questions

How do the two celery stalks look different?

How do the leaves on the celery stalks look different?

Describe what you see at the end of the celery stalk placed in the blue water. Do you see small, round, blue dots?

Describe the leaves. Can you see the blue color in the leaves?

What do you think happened? How?

Is water being pulled up into the celery stalk and celery leaves without the blue food coloring?

Was it helpful to have a celery stalk without food coloring? Why?

Summary

Plants pull water up to their leaves using tubes.

Water is an important ingredient for leaves to make food (photosynthesis).

Level 13 Lesson 76: Traits


Same but Different

Do you know any twins that are identical, or look exactly alike?

You may even be this type of twin. Identical twins have most of the

same traits. Their eyes are the same color. They have the same hair

color. They may laugh in exactly the same way.

Most people find it hard to tell these twins apart. If you look

closely, though, you may see differences. Using special machines,

scientists can tell twins apart. The freckles of one twin may be slightly

different from those of the other twin. One twin’s eyebrow may have

a slightly different shape.

There can be larger differences, too. One twin can be left-

handed and the other right-handed. One twin may be shy and the

other outgoing. One twin might even be taller. This can happen

when one twin gets more food than the other twin before the two are

born. Twins do not have the same fingerprints, either.

If you are an identical twin, people may mistake you for your

brother or sister. The differences between you and your twin may be

hard to spot. In spite of this, though, you are still one of a kind.

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39

48

61

70

83

95

99

110

123

134

148

157

169

181

196

TOTAL:

Directions: You will read the story “Same but Different” out loud. Try to read each word in order. If you do not know a word, ask for help. Start reading when your teacher tells you to begin. You may use your finger to mark your place as you read.

Level 13 Lesson 76: Traits

Student Writing


• Read the prompt carefully. Look for clue words that tell you what kind of story to write. This prompt asks you to write a story about three or more ways that ducks and fish are alike and different.

• Be sure to include details in your story. Answer questions such as these: What traits do both ducks and fish have? What traits are different? What is the same or different about where ducks and fish live?


Both rabbits and frogs have eyes, legs, and mouths. But these animals are different in many ways.

In what ways are ducks and fish alike? In what ways are they different?

Write a story about how ducks and fish are alike and different. Tell at least three ways they are alike and three ways they are different.

WRITING TIPS

My story tells about how ducks and fish are alike and different.


I used details that tell who, what, when, where, why, and how.



WRITING CHECKLIST

Make an Animal Habitat Wheel

Hands-on Science ActivityTraits

ConCepts

1. Living things produce young (offspring).

2. Adults share traits with their offspring.

3. Traits help offspring to survive in specific habitats.

4. Habitats are where animals live.

Materials Needed

Colored pencils, markers, or crayons; scissors; glue or tape.

Activity StepS

1. Color the map provided on the template.

2. Label the Arctic tundra, South American rain forest, Indonesian rain forest, and cold desert of Antarctica on the map.

3. Color the polar bear, orangutan, penguin, and frog provided on the templates.

4. Cut out and glue the polar bear, frog, penguin, and orangutan in the proper place on your habitat map.

Questions

How is the polar bear adapted to living in the Arctic tundra? What is the Arctic tundra like?

How is an orangutan adapted to living in the Indonesian rain forest? What is the rain forest like?

How is a penguin adapted to living in the cold desert of Antarctica? What is Antarctica like?

How is a frog adapted to living in the South American rain forest? What is the habitat of the South American rain forest like?

EXTEND THE ACTIVITY

Add other animals and habitats to your map. How have these animals adapted to their habitats? What traits help them survive in their habitats?


More InforMatIon

Polar bears have white fur to blend in with the white snow and ice of the Arctic tundra. The fur is hollow to provide more insulation and to direct the heat to the polar bear’s black skin. Polar bears have big feet to spread their heavy weight out over the ice. They have sharp teeth and claws to grasp and eat seals, their primary food.

Orangutans live in the trees of the Indonesian rain forest. They have long, strong arms allowing them to easily swing from tree branch to tree branch. Their keen eyesight helps them to tell the difference between hundreds of plants and their fruits. Knowing which plants are safe to eat is important to their survival in this habitat filled with thousands of plants.

Penguins live in the southern hemisphere, including Emperor penguins in Antarctica. Penguins eat fish and other ocean organisms. The white fur on a penguin’s belly and dark fur on a penguin’s back make it hard for predators to see them in the water. From above, the dark back of a penguin is hard for birds to see as they fly above and look down into the water. From below, it is hard for a seal to see the white belly of the penguin in the water. Penguins have fat as insulation to keep them warm. Penguins’ torpedo-shaped body allows them to swim with little friction in the water and to conserve heat on land.

Frogs such as the poison dart frogs of South America are very colorful. Their bright colors warn predators that the frogs are poisonous and should not be eaten. It is hard to see a frog in the dense, green vegetation, so a frog’s bright colors help it see another frog as well as warn predators they are poisonous. Frogs need moist skin to breathe, which the wet rain forest provides. Many frogs have “suction-cup” feet to hang on to the slippery, wet plants.


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