Fundamental Learning Experiences in Science Me and My Shadow Teaching Guide Grade 2 Interdisciplinary Connections See pages 29-32 for a complete wording of the Texas Essential Knowledge & Skills for each content area addressed in this learning experience.
Mathematics TEKS
Comparison of quantities & shapes Collect/organize data Communicate observations
Measures length
Language Arts TEKS Art TEKS
Listening & speaking Organizes
Vocabulary information from development Properties, environment Writing Patterns, & Creation of Connecting reading, artworks writing, and inquiry Change
Physical Education TEKS
Fundamental
movement patterns Strategies and rules in games
Bridging II TAKS 1 Science Center for Professional Development in Curriculum & Assessment - 2002 Fundamental Learning Experiences in Science Me and My Shadow Teaching Guide Grade 2
Overview of Learning Experiences
2.5 The student knows that objects and events have properties and patterns. The student is expected to: (A) classify and sequence objects and events based on properties and patterns. 2.7 The student knows that many types of change occur. The student is expected
to: (A) observe, measure, record, analyze, predict, and illustrate changes in size
TEKS and position.
To read complete TEKS student expectations for 2.5 and 2.6, see page 29.
e
g Ê Students observe and describe shadows found around the schoolyard. a
g Ê Students manipulate their own bodies to discover that an object can block light and form a shadow.
Ê Students manipulate various materials to observe, classify, and sequence them lore En p based upon their ability to transmit light and cast shadows.
Ex
Ê Students communicate their observations from the Explore activity. By
analyzing their results for patterns, students identify the relationship between lain the amount of light transmitted by an object and the darkness of its resulting p shadow. Ex Ê Students analyze the importance of conducting a fair test.
Ê Students observe the change in position of the Sun in the daytime sky and
measure and record its effect on shadows. Ê Students listen to a story and use manipulatives to model the change in size and position of shadows throughout the day.
Elaborate ÊStudents play shadow tag, conduct a shadow puppet show, and make silhouettes.
SUMMATIVE ASSESSMENT
Ê The student uses drawings and writing items to demonstrate his/her ability to sequence and classify objects based on properties and to analyze the pattern of
Evaluate change in size and position of shadows throughout the day.
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ENGAGE MATERIALS (details p 26) Prior to taking students outside, preview the schoolyard area locating safety concerns that For the class: cutouts of Sun, animal, SAFETY must be addressed with students. Remind small object, Masters A-B
FIRST ENGAGE students they must never look directly into ALERT the Sun. The Sun is so bright that it can hurt For each student: your eyes even if you are wearing sunglasses. 1 small object made of either plastic or wood
1. This learning experience requires a sunny day. Review with students safety issues involved in outdoor activities. Explain that you are going outside for a “shadow hunt.” As students follow you around the schoolyard, ask the following:
Do you see any shadows? Let’s find as many as we can. What are some things you are noticing about the shadows? (some are darker than others; shadow has shape similar to object in front of it; shadows are always on the same side of each object, etc.) Have you looked closely at your own shadow? Can you make your shadow shake? Can you make your
Questioning Strategies Strategies Questioning shadow stand very still? What happens when you step on someone’s shadow? Does it hurt?
2. Have students spread out so that their shadows are not overlapping. Give the following instructions: Face the Sun but do not look at it directly. Without moving your feet, find your shadow. Point to it. Turn to the right. Without moving your feet, find your shadow. Point to it. Where is the Sun? Point to it. Turn to the right again. Without moving your feet, find your shadow. Point to it. Where is the Sun? Point to it. Turn to the right again. Without moving your feet, find your shadow. Point to it. Where is the Sun? Point to it. Do you see a pattern forming? (shadows always point away from the Sun)
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3. Pass out a small plastic or wooden object to each student. Drop your object onto the ground. Can you move your body so that the shadow of your hand
covers the object on the ground? (This may be ENGAGE difficult at first.) Describe what you are doing to make the shadow of your hand cover the object. (hand must be placed in between direct Sun and object) Move between the student and the Sun so that you overshadow his/her shadow. Oh no! What happened? (Teacher blocked the light.) To see a shadow, you need 4 things. Can you name them? (light, object to block light, surface for shadow to fall on, and your eye) Can you make the shadow of your hand get Questioning Strategies Strategies Questioning darker? Show me. (place hand very close to ground) Can you make the shadow of your hand get lighter? Show me. (place hand high in the air)
You did a great job helping me hunt for shadows. Please pick up your object and let's go back
inside.
3. Back in the classroom, review with students what they just observed outside. Use simple cutouts of the Sun, a dog, and a bone. However, do not place the 3 things in the Will the dog’s shadow cover the bone? proper alignment for the animal to cast a shadow over the bone. Ask students: Will the dog’s shadow cover the bone on the ground? Why or why not? Turn to a neighbor and discuss what you think. Have students share their discussions with the large group. Ask students: How could you change the parts in the drawing so that the dog’s shadow would fall over the bone? Have volunteer move the cutouts and draw in the shadow. Draw an arrow to show that light travels from the Sun to the dog. To block the light from hitting the bone, the dog must be lined up in The dog must be lined up in between between the Sun and the bone. the Sun and the bone.
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Do you think that all things can make shadows if they are placed in the light? (acknowledge all answers)
Do all shadows look the same? (acknowledge all ENGAGE answers) How can we find out the answers to our questions? (acknowledge all answers; lead to
Questioning Strategies Strategies Questioning testing) What materials will you need to do your testing? During the discussion, make certain students do not leave out the fact that they will need light.
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MATERIALS (details p. 26) EXPLORE
1. Provide groups of students with a container For the class: transparencies, Let the of materials including a flashlight, squares of Light Shine Through and foil, wax paper, index card, tissue paper, Shades of Dark, EXPLORE plastic, and data sheets. Masters C-D
For each group of students:
2. Explain to students that their job is to test flashlight, squares of wax paper, foil, index each one of the materials in the container to card, tissue paper, find out if it lets light go through it and how plastic dark its shadow looks. Emphasize that in order to compare the materials we must keep our testing fair. For each student:
Remind students of how they made the shadow of their Let the Light Shine Through and Shades of hand appear darker and lighter while on the playground by Dark, Masters C-D moving it closer and farther from the ground.
3. Using an overhead transparency, discuss the format of the student data sheets. Demonstrate how to record predictions and observations using check marks in the appropriate columns, and by writing names of the materials on the sequencing and classifying sections of the data chart.
4. Allow ample time for students to manipulate the materials and discuss observations. Closely monitor each Fairness develops as an group emphasizing the need to test each material the same intuitive principle as early as way so that they will have a fair test. For example, the 7 to 8 years of age and distance between the flashlight, the material, and the wall provides a sound basis for will have a large impact on results. Students should decide understanding experimental upon a method and consistently test each material with design. Benchmarks for that method. Move through the working student groups, Science Literacy, p. 360 formatively assess, and when needed, reteach this concept.
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Let the Light Shine Through (See Master C) Data Sheet
Place a 3to show your predictions and observations about light. EXPLORE Predictions Actual Data foil foil wax paper wax paper cardboard cardboard tissue paper tissue paper plastic square plastic square
bright some no bright some no light light light light light light
Here is the way I sequenced the 5 objects. Most light goes through 1.
2.
3.
4.
5. No light goes through
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Shades of Dark (See Master D) Data Sheet
Place a 3to show your predictions and observations about shadows.
Predictions Actual Data EXPLORE foil foil wax paper wax paper cardboard cardboard tissue paper tissue paper plastic square plastic square
almost no medium dark almost no medium dark shadow shadow shadow shadow shadow shadow
Here is the way I classified the 5 objects into 3 groups. Group 1 Group 2 Group 3
Here is why I classified the objects this way.
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Materials (details p. 26) EXPLAIN
1. Have students demonstrate to class what For the class: they found out about doing a fair test. In the overhead projector transparency of Master E discussion, make sure students demonstrate the need testing materials from to place each material the same distance from the light EXPLAIN explore activity and from the wall or floor. flashlight
2. Place samples of the 5 tested objects on the overhead transparency in the same order they are listed on the student data sheets. Ask different groups to report on the following questions. After the discussion of each material, record results on transparency.
Based on your observations, what did you learn about light passing through foil? Record “no light.” How did you describe the light passing through the wax paper? Record “some light.” Continue through the list recording “some light” for tissue paper; “bright light” for plastic square; and “no light” for cardboard. Based on your observations, how did you describe the shadow formed by the foil?
Questioning Strategies Strategies Questioning Record “dark shadow.” Continue through the list recording “medium shadow” for tissue paper; “almost no shadow” for plastic square; “dark shadow” for cardboard.
2. Look at our data. Do you see any patterns? Acknowledge responses; lead students to recognize a pattern: “dark shadows” are formed by objects that let “no light” go through; “medium shadows” are formed by objects that let “some light” go through; and almost no shadow is formed by objects that let bright light go through.
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3. Remove the transparency from the overhead but leave the five objects. With input from students, sequence the objects based on shadows from lightest to darkest. Have students compare results to their own list of predictions and actual data.
EXPLAIN 4. As you point to objects being projected on the screen ask the following types of questions:
Why are these shadows the darkest? (objects do not let light go through) Why are these shadows the lightest? (objects let much light go through) Why are these shadows medium dark? (objects let some light go through) Does anyone know a word to describe a property of an object that allows light to pass through it? Reinforce the term “transparent.” In some cases, it may be appropriate to introduce the Questioning Strategies Strategies Questioning terms “opaque” (does not let light go through) and “translucent” (lets some light go through).
5. Think about your experiences with shadows. Are there certain parts that we need to see a shadow? Let’s see if we can name those parts. (light, object that blocks light, something for shadow to form on such as wall, table, screen, and eye.)
6. As a class, generate sentences that describe the formation of shadows. Examples: A shadow is made when an object blocks light. Shadows look like the shape of the object. Outside shadows point away from the Sun. Some shadows are darker than others. Changing the position of the light can change the shadow.
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Class Transparency (See Master E)
Object Light Shadow
EXPLAIN
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Materials (details p. 27) LABORATE E Prior to taking students outside, preview the For each group of students:
schoolyard area locating safety concerns that colored chalk SAFETY must be addressed with students. Remind red, green, blue yarn FIRST students they must never look directly into safety scissors ALERT My Very Own Shadow the Sun. The Sun is so bright that it can hurt Data Sheet, Master F
your eyes even if you are wearing sunglasses. file folder label or ELABORATE
masking tape meter stick 1. On a sunny morning, group students into threes and take teddy bear counter them outside to a safe, paved area. Review with students flashlight the safety message above. Have them notice the general Bear’s Shadow Map, location of the Sun in the sky and record on their data Master G sheet whether the Sun is low or high in the sky. Shadow Changes card set, Master H
Time Cards set, Master I 2. Have one student (the shadow maker) from each group hotel game piece stand in a location so that his/her shadow is falling on the tag board pavement. Have the other two students (the shadow straws or craft sticks recorders) trace the outline of the shadow maker’s feet For the class: and record the names of the group members. In the box Me and My Shadow tape on the data sheet, have students draw the relative book, Moonbear’s Shadow positions of the Sun, the shadow maker, and the shadow. tape recorder Using an arrow, have students depict the movement of light from the Sun to the person.
3. As the shadow maker stands very still, have By observing the day and night the other two students measure and record on sky, children in Grades K-4 will learn to identify sequences of the data sheet the length of the shadow using change and to look for steps or some other form of nonstandard units. patterns in these changes. As they observe changes, such as the movement of an 4. Have the shadow recorders use safety scissors to cut a object’s shadow during the piece of red yarn the length of the shadow. Using a meter course of a day, and the positions of the sun and the stick, have students measure the yarn and record results moon, they will find the in centimeters on data sheet. Have students attach a label patterns in these movements. or piece of masking tape to the yarn with their names on it. National Science Education Standards, p. 130
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5. Return to the classroom. Have students hang their pieces of yarn on a chart and discuss the following:
To make our shadow, what did we use for light? (Sun) What did we use as an object to block the light? (student’s body)
Where was the Sun located in the sky? (low) ELABORATE If we go back out later today, around noon, do you think the Sun will be positioned in the same place in the sky? ( acknowledge responses) If we go back outside at noon, and you stand in the same spot, will your shadow look the same as it did Questioning Strategies Strategies Questioning this morning? (acknowledge responses) Were all of your shadows the same length? How do you know? (pieces of yarn are different lengths)
6. Later in the day, around noon, return students to the same location outside and have them perform the same task. For this part, students will need green yarn. Discuss the importance of using the same student to stand in the same location and using the same student to step-off the length of the shadow. This will help ensure a fair test. After returning to the classroom and hanging the new pieces of K through Grade 2: yarn, discuss the following: During these years, learning about objects in the sky Had the position of the Sun in the sky changed? should be entirely observational and (yes; higher up) qualitative, for the children Did your shadow change? How? (acknowledge are far from ready to understand the magnitudes responses) involved or to make sense If we go back out later today in the afternoon, out of explanations. The priority is to get the students where do you think the Sun will be in the sky? noticing and describing what (acknowledge responses) the sky looks like to them at different times. If we go back outside this afternoon, and you Benchmarks for
Questioning Strategies Strategies Questioning stand in the same spot, will your shadow look the Science Literacy, p. 62 same as it did at noon? (acknowledge responses)
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7. In the afternoon, return students to the same location outside and have them perform the same task. For this part, students will need blue yarn. Discuss the importance of using the same student to stand in the same location and using the same student to step- off the length of the shadow. After returning to the classroom and hanging the new pieces of yarn, discuss the following: ELABORATE
Had the position of the Sun in the sky changed? (yes; lower and on other side from the morning) Did your shadow change? How? (acknowledge responses) How did the length of shadow change during the day? (got shorter; then got longer) Can you see a pattern for how shadows change from morning to afternoon by looking at our
Questioning Strategies Strategies Questioning pieces of yarn? (long-short-long) Would you like to read a book about a little bear that did not know about this pattern of shadows?
8. Gather students into a reading circle. After reading Moonbear’s Shadow aloud and sharing the illustrations, ask students the following questions:
At the beginning of the story when Bear’s shadow scared away the fish where was the Sun? (behind the bear) At what time of day did Bear lose his shadow? (noon)
Can you explain why? (when Sun is above your Stories sometimes give plants and head, the shadow is very short and hard to find) animals attributes they do not have, but promoting student interest in At the end of the story when Bear’s shadow did reading is more important than giving not scare away the fish where was the Sun? (in students rigidly correct impressions in
Questioning Strategies Strategies Questioning their reading. front of the bear) Benchmarks for Did you enjoy the story? What part did you Science Literacy, p. 102 think was funny? Why ?
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9. Tell students that they are going to work together to K through Grade 2: make a model to help explain why the Bear’s shadow scared the big fish away in the beginning of the story but did not Students should know that the sun, moon, and stars all scare the big fish away at the end of the story. Using a appear to move slowly across teddy bear counter and a flashlight, have students the sky. Benchmarks for demonstrate to each other how the bear’s shadow changes Science Literacy, p. 62 as the position of the light changes. Students need to experiment with the objects to determine the best ELABORATE distance to hold the flashlight so that a sharp shadow of the bear is formed. Demonstrate to students how to use a piece of yarn attached to the flashlight to help control the distance they hold the light from the table surface. Allow students ample time to investigate and discuss their observations. Conduct a formative assessment by visiting each group and having students demonstrate and discuss what they know about how the Sun changes position in the sky throughout the day and how this changes shadows.
10. Have students work in small groups to sequence the 6 Changing Shadow cards and match each picture with a Time Card. Conduct a formative assessment by visiting each group and checking for understanding.
11. Using a flashlight and hotel game piece from a K through Grade 2: Monopoly set, have students model how a building’s shadow changes as the Sun’s position changes throughout Students should know that a the day. Have students demonstrate the changing of the model of something is different from the real thing but can be hotel’s shadow as the position of the flashlight is changed. used to learn something about the real thing. Challenge students to position their hotel and flashlight so Benchmarks for that shadows form that are similar to the pictures on the Science Literacy, p. 268 Changing Shadow cards.
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11. During physical education time, have students Students need to acquire play shadow tag to the tune of Me and My Shadow. images and understandings The person who is “it” can tag other children by that come from drawing, stepping on their shadow. Tagged children must stand in the painting, sculpting, playing music, acting in plays, spot where they were tagged until everyone is caught. listening to and telling stories, reading, participating in games and sports, doing Is it easier to catch a person’s shadow if they are work, and living life. ELABORATE running toward or away from the Sun? (toward Benchmarks for because his/her shadow is behind them) Science Literacy, p. 267 Would it be easier to catch a person’s shadow early in the morning or at noon? (morning when shadow is longer) Would it be easier to catch a person’s shadow at Questioning Strategies Strategies Questioning noon or in afternoon? (afternoon when shadow is longer)
12. Have students make shadow puppets to dramatize stories. Characters can be drawn on tag board, cut out, and attached to craft sticks. The characters will look more lifelike if holes are cut out for eyes. Have students perform their puppet show in front of a flashlight or overhead projector. Allow students to experiment with the light to decide how far they should be from the light source to cast sharp shadows.
13. Make silhouettes of students by tracing their shadows onto white paper and transferring it onto black paper. Mount the silhouettes on the wall and have students match the shapes to their classmates.
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My Very Own Shadow (See Master F) Data Sheet
Draw shadow and Sun in the box.
My Morning Shadow Time: ______
The Sun is (high or low) in the sky. ELABORATE
My shadow is ______steps long. Cut a piece of red yarn that reaches from head to toe on your shadow. Measure the string with a meter stick.
My shadow is ______cm long.
My Noon Shadow Time: ______
The Sun is (high or low) in the sky.
My shadow is ______steps long. Cut a piece of green yarn that reaches from head to toe on your shadow. Measure the string with a meter stick.
My shadow is ______cm long.
My Afternoon Shadow Time: ______
The Sun is (high or low) in the sky.
My shadow is ______steps long. Cut a piece of blue yarn that reaches from head to toe on your shadow. Measure the string with a meter stick.
My shadow is ______cm long.
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Bear’s Shadow Map (See Master G)
ELABORATE
Place Bear here
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Shadow Changes Card Set (See Master H)
ELABORATE
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Time Cards (See Master I)
midnight early morning
ELABORATE
noon late morning
evening afternoon
Time Cards
midnight early morning
noon late morning
evening afternoon
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Materials (details p. 27) VALUATE E 1. Using a transparency of Master J, place the 4 objects For the class: in the boxes on the overhead projector. Place a piece of overhead projector paper over the classification box. transparency of Master J
plastic square coin 2. Distribute the student assessment sheets. Turn on the gauze fabric overhead projector and read the sequencing instructions wax paper EVALUATE to students. Have students complete the sequencing task by writing the letters in the correct order on their paper. For each student:
Me and My Shadow Assessment, Masters K-L 3. Move the piece of paper to cover the sequencing box. Read the instructions for the classifying task. Have students complete the classifying task by writing the letters on the correct line of their paper.
3. Have students complete the drawing and writing tasks. Read instructions aloud if needed.
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Me and My Shadow (See Master J) Class Transparency for Assessment
EVALUATE
A B C D
Sequence the shadows from Classify the objects into 3 groups:
darkest to lightest. Lets NO light go through: Darkest: ______
______Lets SOME light go through:
______Lets ALMOST ALL light go through: Lightest: ______
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Me and My Shadow (See Masters K-L) Assessment
Sequence the shadows from Classify the objects into 3 groups.
darkest to lightest.
Lets NO light go through: Darkest: ______EVALUATE
______Lets SOME light go through:
______
Lets ALMOST ALL light go through:
Lightest: ______
Draw how the shadow of the tree would look in boxes 1 and 2. box 1 box 2
box 3
Draw where the Sun would be to make the shadow of the tree in box 3.
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What’s wrong with this picture?
EVALUATE
Circle the things that are wrong about shadows in the picture. What would you do to make the picture right? Write your ideas below.
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Me and My Shadow Scoring Rubric
Task Criteria Points
Sequences shadows
darkest coin 1 EVALUATE TEKS 2.5 fabric 1
Sequencing and wax paper 1 classifying lightest plastic 1 based on Classifies objects properties lets no light through coin 1
lets some light through fabric 1
wax paper 1 lets almost all light through plastic 1
Analyzing pattern of change in a shadow system Box 1 longer shadow drawn from base of tree 1 out to the right TEKS 2.7 Box 2 shorter shadow drawn from base of tree 1 Analyzing out to the right change in Box 3 Sun drawn above top of tree 1 position and What’s wrong no shadow to right of boy 1 size with this no shadow to right of umbrella 1 picture? no shadow to right of beach ball 1 shadow on wrong side of palm tree 1
Total Points Possible 15
15-13 points Advanced (Superior performance) 12-11 points Proficient (Solid academic performance) ≤ 10 points Basic (Partial mastery of knowledge and skills)
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Materials Detail Sheet
ENGAGE For the class: cut outs of Sun, dog, bone Copy Masters A-B, cut out the 3 pieces, and laminate.
For each student: 1 small object made of plastic, wood or other unbreakable material Suggested items: toy blocks, game pieces from board games, Math counters, checkers, erasers, jumbo plastic paperclips, etc.
EXPLORE For the class: transparencies, Let the Light Shine Through and Shades of Dark, Masters C-D
For each group of students: flashlight 1 square of wax paper (6cm x 6cm) 1 square of foil (6cm x 6cm) 1 square of index card (6cm x 6cm) 1 square of tissue paper (6cm x 6cm) 1 square of clear plastic (6cm x 6cm) Suggested items: clear transparency sheets, tops of clear plastic containers, etc.
For each student: Let the Light Shine Through and Shades of Dark Copy Masters C-D
EXPLAIN For the class: overhead projector transparency of Master E testing materials from explore activity flashlight
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Materials Detail Sheet
ELABORATE For each group of students: colored chalk red, green, blue yarn (cut in approximate lengths of 2 meters each) safety scissors My Very Own Shadow Data Sheet; Copy Master F. file folder label or piece of masking tape meter stick teddy bear counter flashlight Bear’s Shadow Map; Copy Master G. Shadow Changes card set Copy Master H, cut into sections, laminate, and place each set in a plastic bag. Time Cards set Copy Master I, cut into sections, laminate and place each set in a plastic bag. hotel game piece; red game piece from a Monopoly board game tag board (assortment for making puppets) straws or craft sticks (assortment for making puppets)
For the class: Me and My Shadow tape book, Moonbear’s Shadow tape recorder
EVALUATE For the class: overhead projector transparency of Master J 1 plastic square (3cm x 3 cm) 1 coin (3cm x 3 cm) 1 gauze fabric (3cm x 3 cm) 1 wax paper (3cm x 3 cm)
For each student: Me and My Shadow Assessment; Copy Masters K-L
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Background Information for Teachers
Sorting or classifying objects by observable characteristics continues to be an important skill for children in the second grade. Most second graders are still in a stage of cognitive development that focuses on sorting objects in a set by one property or pattern. Children should be given the opportunity to sort a variety of materials that have different properties to maximize observation and classification skill development. After sorting and grouping objects, students should be encouraged to communicate their classification system verbally, and in drawings, charts, and graphs. In this learning experience, students will classify and sequence materials based upon whether or not light can pass through them. At this stage, teachers may choose to use the words transparent, translucent, and opaque, but students should not be expected to memorize these vocabulary words or be assessed based on their ability to recognize the terms.
The properties of an object determine the amount of light it allows to pass through it. Transparent objects allow light to pass through easily and thus cast little or no shadow. Translucent objects let some light pass through, but it is scattered and thus a slight shadow is cast. Opaque objects do not allow light to pass through and this produces a dark shadow. Through concrete experiences, students learn that a shadow is an area of darkness caused by light rays being blocked by an object.
The shape and size of a shadow can change if the position or the angle of the light source changes. The change in the Sun’s position in the sky from morning to evening affects the size and shape of the shadows that are produced. For example, shadows are long in the morning and afternoon, but are small when the Sun reaches its highest position in the sky during the day. During these learning experiences, students are given many opportunities to recognize that the Sun changes position in the sky throughout the day. Based upon information from both the Benchmarks for Science Literacy and the National Science Education Standards, students at this age are not ready to understand explanations about our sun-centered system. Instead, students should be engaged with what they can readily observe in the sky and learn to recognize the patterns involved. The idea that the earth orbits the Sun appears counter-intuitive to younger students and is not likely to be believed or understood by them. These concepts should be approached at a later and more appropriate time in the student’s schooling.
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Targeted Texas Essential Knowledge & Skills
Science TEKS
2.1 The student conducts classroom and field investigations following home and school safety procedures. The student is expected to: (A) demonstrate safe practices during classroom and field investigations.
2.2 The student develops abilities to do scientific inquiry in the field and the classroom. The student is expected to: (A) ask questions about organisms, objects, and events; (B) plan and conduct simple descriptive investigations; (C) compare results of investigations with what students and scientists know about the world; (D) gather information using simple equipment and tools to extend the senses; (E) construct reasonable explanations and draw conclusions using information and prior knowledge; (F) communicate explanations about investigations.
2.4 The student uses age-appropriate tools and models to verify that organisms and objects and parts of organisms and objects can be observed, described, and measured. The student is expected to: (A) collect information using tools including rulers, meter sticks, measuring cups, clocks, hand lenses, computers, thermometers, and balances; and (B) measure and compare organisms and objects and parts of organisms and objects using standard and non-standard units.
2.5 The student knows that organisms, objects, and events have properties and patterns. The student is expected to: (A) classify and sequence organisms, objects, and events based on properties and patterns; and (B) identify, predict, replicate and create patterns including those seen in charts, graphs, and numbers.
2.7 The student knows that many types of change occur. The student is expected to: (A) observe, measure, record, analyze, predict, and illustrate changes in size, mass, temperature, color, position, quantity, sound, and movement.
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Language Arts TEKS
2.1 Listening/speaking/purposes. The student listens attentively and engages in a variety of oral language experiences. The student is expected to: (A) determine the purposes for listening such as to get information, to solve problems, and to enjoy and appreciate (C) participate in rhymes, songs, conversations, and discussions (D) listen critically to interpret and evaluate
2.4 Listening/speaking/communication. The student communicates clearly by putting thoughts and feelings into spoken words. The student is expected to: (A) use vocabulary to describe clearly ideas, feelings, and experiences (B) clarify and support spoken messages using appropriate props such as objects, pictures, and props.
2.7 Reading/vocabulary development. The student develops an extensive vocabulary. The student is expected to: (A) discuss meanings of words and develop vocabulary through meaningful/concrete experiences.
2.9 Reading/Comprehension. The student uses a variety of strategies to comprehend selections to be read aloud and selections read independently. The student is expected to: (A) use prior knowledge to anticipate meaning and make sense of texts (B) establish purposes for reading and listening such as to be informed, to follow directions, and to be entertained
2.10 Reading/literary/response. The student responds to various texts. The student is expected to: (A) respond to stories and poems in ways that reflect understanding and interpretation in discussion (speculating, questioning) in writing, and through movement, music, art, and drama (B) demonstrate understanding of informational text in various ways such as through writing, illustrating, developing demonstrations, and using available technology (C) support interpretations or conclusions with examples drawn from text
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Mathematics TEKS
2.6 Patterns, relationships, and algebraic thinking. The student uses patterns to describe relationships and make predictions. The student is expected to: (C) identify, describe, and extend patterns to make predictions and solve problems
2.9 Measurement. The student recognizes and uses models that approximate standard units (metric and customary) of length, weight, capacity, and time. The student is expected to: (A) measure length, capacity, and weight using concrete models that approximate standard units
2.13 Underlying processes and mathematical tools. The student communicates about Grade 2 mathematics using informal language. The student is expected to: (A) explain and record observations using objects, words, pictures, numbers and technology
Art TEKS
2.1 Perception. The student develops and organizes ideas from the environment. The student is expected to: (A) identify variations in objects and subjects from the environment, using the senses (B) identify color, texture, form, line, and emphasis in nature and in the human- made environment 2.2 Creative expression/performance. The student expresses ideas through original artworks, using a variety of media with appropriate skill. The student is expected to: (C) identify and practice skills necessary for producing drawings, paintings, prints, constructions, and modeled forms, using a variety of materials.
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Physical Education TEKS
2.1 Movement. The student demonstrates competency in fundamental movement patterns and proficiency in a few specialized movement forms. The student is expected to: (A) travel independently in a large group while safely and quickly changing speed and direction (B) demonstrate skills of chasing, fleeing, and dodging to avoid or catch others
2.6 Social development. The student understands basic components such as strategies and rules of structured physical activities including, but not limited to, games, sports, dance and gymnastics. The student is expected to: (A) identify goals to be accomplished during simple games such as not getting tagged (B) identify strategies in simple games and activities such as dodging to avoid being tagged.
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Reading Connections
The following books are recommended as literary resources for teachers to share with grade 2 students. Teachers are cautioned, however, to remember that “reading about science” is not “doing science.” These books can enhance students’ study of light and shadows but cannot replace the learning that occurs by active engagement in the learning experiences.
Shadows are About. Paul, Ann Whitford. Scholastic, 1992.
Shadows and Reflections. Hoban, Tana. Greenwillow Publishers, 1990.
Shadowville. Bartalos, Michael. The Penguin Group, 1998.
Sun. Davies, Kay and Oldfield, Wendy. Steck-Vaughn Company, Austin, Texas, 1996.
Sun Song. Marzollo, Jean. Harper Collins, 1995.
The Shadow Book. DeRegniers, Bernice. Harcourt Publishers, 1960.
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References
Ardley, Neil. The Science Book of Light. Gulliver Books, New York, 1991.
Atlas of Science Literacy. American Association for the Advancement of Science, Washington, D.C., 2001.
Flagg, Ann, and Ory, Teri. Teaching Science with Favorite Picture Books. Scholastic Professional Books, New York, 1998.
Norris, Jill. Science Experiments for Young Learners. Evan Moor Publishers, Monterey, CA, 2000.5799-779-9
Orii, Eiji and Masako. Simple Science Experiments with Light. Gareth Stevens Children’s Books, Milwaukee, 1989.
Wood, Robert. Light Fundamentals. Chelsea House Publishers, Philadelphia, 1999.
Websites Websites http://www.owu.edu/~mggrote/pp/physics/c_introduction.html
http://www.colorado.edu/physics/2000/tomography/projections.html
http://www.timss.org
http://nces.ed.gov/nationsreportcard/science/achieveall.asp
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