An Art Teacher Might Prefer Patterned Matryoshka Dolls Found At

STRAND: MATTER: PROPERTIES AND CHANGES GRADE: 2nd Essential Standard: 2. P.2 Understand properties of solids and liquids and the changes they undergo. No gases until third grade! Clarifying Objective: 2. P.2.1 Give examples of matter that change from a solid to a liquid and from a liquid to a solid by heating and cooling. 2. P.2.2 Compare the amount (volume and weight) of water in a container before and after freezing. 2. P.2.3 Compare what happens to water left in an open container over time as to water left in a closed container. Activity Materials Note - Hand Lens are provided so that Hand Lens students can make observations and do comparisons between different solids and different liquids. 2. P.2.1 Oobleck - In your group make Bartholomew and the Oobleck By: Dr. Oobleck. Add 4 Tablespoons cornstarch, Suess - Oobleck is non-Newtonian matter, 4 tablespoons water and 2 drops food which means when you touch it with a coloring (optional) in a ziplock bag. Close small amount of pressure, it acts like a it and mix it. Pour oobleck on a plate and liquid, but when you use a greater amount investigate it using a craft stick. Complete of force, it acts like a solid. For example, the following: you can stick your finger slowly into a. Slowly poke your finger into oobleck, but you can't quickly swirl your the Oobleck. finger around in it. b. Quickly poke your finger into the Oobleck. Cornstarch – (you will need to provide this c. Pour Oobleck out of the yourself due to the fact that it attracts bugs plastic bag (Does it pour? if it is left in a science kit too long) Does it take the shape of Water plate?) Ziploc bag d. Roll the Oobleck into a ball. Food coloring (optional) e. Tap the Oobleck with a pencil. Table spoon measurement tools f. Bounce the Oobleck (on your Paper plate desk, not the floor). Craft sticks Draw a picture of it. List words to describe it. Write a sentence about it. Safety - Wash your hands after using oobleck. While not poisonous, it has a bitter taste and should not be ingested. If you add food coloring, oobleck may stain your hands. The stains should fade after a few days. Soak utensils in warm, soapy water to dissolve any remaining Oobleck. Oobleck may clog drains, so don't pour it down the sink, and use caution when you dispose of it 2. P.2.1 – Plaster of Paris Mold – use Clay, Plaster of Paris, cups, craft sticks, clay to make a base. Make an imprint into water measuring items. Oil the clay. Spread a small amount of oil in the imprint to keep the plaster of Paris The ideal ratio for a Plaster of Paris from sticking. Make the plaster of Paris . mixture is 2 parts Plaster of Paris powder Add plaster of Paris into the mold. Set to 1 part water. Measure out the water and aside for the chemical reaction to take pour it into your mixing container. Each place. Not the temperature change as the child can mix their own plaster of paris. mold “dries”. Later extend the idea of states of matter changing by using water color paints to paint the plaster of Paris mold. The pain changes from a solid into a liquid and back to a solid. 2. P.2.1 – Ice Cube Transformation - Use Container of hot water your science notebook to record your Container of cold water observations. Place an ice cube into the Ice cold water and watch it for five minutes. thermometer What happened to the ice cube? Place an ice cube in the hot water and do the same. On another day do the same activity but add a thermometer. If it is a hot day take the ice cude outside and put it on the sidewalk in the sun and then on a sidewalk in the shade. 2. P. 2.1 – Matter matters Homework - At This activity should be modeled in school home the student must make a food that using the Jello that is provided in the kit starts off as a liquid and ends up as a solid or starts off as a solid and becomes a liquid. Design a poster to explain work. Include step by step instructions 2.P.2.3 – Evaporation -Container of water 2 Containers – one with a lid on and on in a n open and closed system with a lid off. Measuring cup – same amount of water in each container. 2.P.2.3 - Volume Investigation - Various size and shape containers Measure and compare volume of liquids Measuring cup poured into different containers Food coloring – add a few drops to the water to make the water easier to see Scale or balance 2.P.2.2 – Ice Cube shuffle - Water that is Scale or balance weighed and then turned into ice and Container that can be frozen turned into water again has the same Water weight Food coloring – use a few drops to make the water easier to see. 2.P.2.2 – Baking Soda Blast – Measure Vinegar, baking soda, containers, and amount of baking soda and weigh it. measuring items, scale Record the data. Measure an amount of vinegar and weigh it. Add the vinegar to the baking soda. Record what happens. Weigh the new matter and compare. 2. P.2.1 – What happens when… Collect crayon shavings before class. -Characteristic of a solid, Characteristics of Students make observations about the liquid? Changing from solid to liquid and crayon shavings (solid), and then make a back – aluminum foil, crayon shavings, boat out of foil. Make sure the boat has a candle or a blow dryer, oven mitt. A blow flat surface area for the bottom. Hold the dryer and oven mitt are not included in you boat with an oven mitt and heat over the kit. candle or with the blow dryer. What and record what happens. Let the liquid cool. Make observations and use the newly formed crayon. 2. P. 2.1 - Do all liquids mix to make a Oil new liquid? Oil and water lava lamp –due Water to their properties as liquids the oil and Alka Seltzer tablets water do not mix – directionsand video for Food coloring Bubbling Lava Lamp be found at Baby Soda Bottle Test Tubes with cap www.stevespanglerscience.com Flashlight - optional

STRAND: FORCE AND MOTION: SOUND GRADE: 2nd Essential Standard: 2.P.1 Understand the relationship between sound and vibrating objects. Clarifying Objective: 2. P.1.1 Illustrate how sound is produced by vibrating objects and columns of air. 2. P.1.2 Summarize the relationship between sound and objects of the body that vibrate – eardrum and vocal cords. Background Knowledge - Sound is created by vibrating objects that produce sound waves. The predominant purpose of creating sound is for communication. Sounds can be made by tapping, plucking or blowing air across an object. Each of these actions causes vibrations. We hear sound when a moving object makes the air vibrate. The vibrating mechanism inside the human throat is the larynx. Many people call it a voice box. The larynx houses the vocal chords. During speech, the vocal cords are stretched across the larynx. As air, from the lungs, pushes between the cords, they vibrate and produce sound. Various muscles adjust the tension and space of the vocal cords, which causes differences in pitch. The shorter the air column the higher the pitch. The longer the air column the lower the pitch. The human ear detects sound waves. They enter through the outer ear, pass through the ear canal and go to the ear drum which is a thin membrane that separates the outer ear from the middle and inner ear. Sounds waves hit the ear drum causing it to vibrate. This vibration causes the three bones of the middle ear to vibrate – hammer anvil and stirrup. Then these vibrations get to the cochlea which sends it through the auditory nerve, the brain interprets the impulses as sound. The inner ear helps with hearing and balance. Animals make sounds in ways similar to humans and use these sounds to communicate. * Note: Activities are adapted from my teacher experience, Macmillan McGraw-Hill second grade Science textbook, nclearn.org lessons by Debra Hall and Crystal Patillo, and Carol Helms and Sensational Sound Unit written by Kim Newman and Jill White. Activity Materials 2.P.1.1 - Sound Eggs Inquiry Activity - Inquiry An Egg is Quiet by Dianna Hutts on the basics that sound is made from vibration. Aston Preview – Read the book An Egg is Quiet - predict *one set of filled filled film what types of animals come out of eggs. Record canisters per group - Each film predictions on graphic organizer titled “Egg-laying canister should be filled with a Animals.” Read the book Add missing egg-laying particular item such as rice, animals to graphic organizer. Compare and beans, pennies, rubber bands, contrast sounds amongst the various species such keys, paper clips, sand, rocks, as alligators, birds, and so on… Now explain the nails, and so on. Tape the film Data Chart and model, with one egg, how to do the canisters shut so that students do experiment and record the data. Make sure that not look inside. Label them to the students connect the hearing of the sound with keep track of the contents! the shaking or vibrating of the eggs. After the Create a Whole Group or activity is completed come back together and Individual Data Chart with three discuss results - types of sounds and vocabulary sections – Hypothesis, Sound that was used then reveal the actual contents. description, Results 2.P.1.1 - Sound Wave Activities – General Materials for each group:Sounds understanding and Infer how molecules of sound All Around Let’s-Read-And-Find- move one molecule at a time making a wave and Out Science series. by Wendy how sound waves travel out from a source and Pfeffer. weaken as they spread. A Slinky ReadAloud- Sounds All Around by Wendy Pfeffer. A small and large size bowl with 1 - Each group gets a Slinky. Stretch out Slinky water and explore waves created when it is compressed Tuning forks and stretched. Discuss how the wave pushes Straws through each coil and makes it vibrate and also how the coil stops moving after the wave passes. Connect this movement with sound waves. Do we have to be directly in the line of sound to hear it? Discuss how sound waves move from one molecule to the next just like the wave moves from one coil to the next in the Slinky. 2 - Next, give each group a small bowl of water and tuning fork. What will happen when an active tuning fork touches the water? Make and record a group hypothesis Caution: the resonating (fork) end of the tuning fork should only be placed in the water - How this might this be an example of how sound travels in air? Discuss how sound does not only travel in one direction but spreads out. Then have students place the active tuning fork in a large bowl of water. Discuss the rings they see. 3 – Student stands at the back of the room and whisper something to students at the front of the room. Discuss how it is hard to hear them because the sound waves spread out. 4- Connect several drinking straws together and have the student whisper into one end as a partner listens on the other side. Make sure the student doesn’t yell as it could hurt the listener’s ear. Discuss that you can hear through the straws because the straws keep the sound waves from spreading out and becoming weaker. 2.P.1.1 - Sound In Bottles— Use inquiry to note Materials per group: how the amount of air affects the sound. Fill Plastic baby soda bottle test tubes bottles with different amounts of water. Blow across water the top of each bottle. Record what kinds of sounds you hear. Extension - Have students arrange the bottles according to the amount of air in each. Students know that the length of an air column determines if its pitch is high or low. Students know that the shorter the air column is, the higher the pitch is. Students also know that the longer the air column is, the lower the pitch. 2.P.1.2 – Can You Hear Me Now—Demonstration Materials for group: of the outer ear and the channel. Students work in Preselected sentences pairs. Stand next to your partners’ ear and tell the Stiff paper , Tape person two short sentences that have been To make an ear cone - roll the preselected by the teacher. The student writes paper up like an ice cream cone. down what he thinks he hears. Now use stiff paper Tape it so that it keeps the cone to make a funnel. This will be used to demonstrate shape. Trim the bottom of the the importance of the outer ear. Hold the funnel cone so it is round and not up to the ear. Whisper the same sentences into pointed. Cut of the point of the the funnel. Rewrite the sentences. With a new cone so sound can pass through. group of sentences do the experiment again. Note Hold the small end to your ear. that the outer ear and the ear channel help to direct Remember never yell into a cone. the sound like the straws in the other experiment. 2.P.1.2 - Rice Dance—Demonstration of the Ear Materials per group: Drum - Tightly stretch Plastic Wrap over a Plastic wrap, baby soda bottle test container and secure it. Place grains of rice on top. tubes, Rubber bands Bang an aluminum pan next to it. Watch the rice Aluminum pan move. The plastic wrap reacts to the sound in a Craft stick similar way to the way the human ear drum would. 2.P.1.2 - Marble Madness To see how the bones Mterials per group of the ear work - Line three marbles (touching) in a Four small marbles straight line on a flat surface. Place a big marble at One big marble to represent the the end of the line that will not be hit. Take the cochlea/inner ear fourth marble (ear drum) and thump it so it hits one Anatomy of the ear poster marble on the end of the line. The energy will pass from the hit marble through the others until the large marble gets the energy and rolls away Use Study Jams - Hearing and the leaving the others in their original position— This Ear to review the lesson. It is a 3 demonstration shows that waves of energy will minute You Tube selection. travel and that the inner ear changes the vibrations into sound which has meaning to our brains. Have the students draw and label the parts of the ear. Sound move each of the three small bones in the ear then the sound travels on in the nervous system to the brain where the sound is given meaning. 2.P.1.2 - Vocal Cords – Use inquiry to find out Materials per group: about the vocal cords. Lightly put fingers on the Balloons neck. 1 - Note changes as students: shake their Rubber bands head, whisper and talk in a regular voice. 2 - Blow Craft sticks up a balloon and hold the ends of the opening. straws Release the air slowly and listen to the sound. The mouth of the balloon represents the vocal cords and the air coming out of the balloon represents the lungs. 3 - One person puts the rubber band on two index fingers and stretches the rubber band. The other student plucks the rubber band. Note the difference in sound depending on how hard the rubber band is stretched. 4 – Make a craft stick Harmonica. See toysinthedryer.com – Make your own harmonica STRAND: EARTH SYSTEMS, SYSTEMS and PROCESSES GRADE: 2nd Essential Standard: 2.E.1 Understand patterns of weather and factors that affect weather. Clarifying Objective: 2.E.1.1 Summarize how energy from the sun serves as a source of light that warms the land, air and water. 2.E.1.2 Summarize weather conditions using qualitative and quantitative measures to describe: Temperature, Wind direction, Wind speed, Precipitation 2.E.1.3 Compare weather patterns that occur over time and relate observable patterns to time of day and time of year. 2.E.1.4 Recognize the tools that scientists use for observing, recording, and predicting weather changes from day to day and during the seasons. Activity Materials 2.E.1.1 - Predict if it is warmer in the Four thermometers sun, the shade, the soil or a bucket of water that has been sitting in the sun. Put a thermometer in each place after a few minutes read the temperatures. Do this many times looking at the sun’s effect on soil, and water too. 2.E.1.1 – Sun Observations – each Pipe Cleaners, UV beads student makes a a UV bead bracelet. Sunscreen is not provided. Then the class moves to different environments and make observations about their beads. You can talk about sun safety in ths lesson – do not look directly into the sun also the use of sun screen. It is worth it to watch and complete Use UV beads for an experiment – www.stevespanglerscience.com UV beads 2.E.1.2 –Wind Wonder - Attach a one Craft stick or pencil, streamer, tape, foot long piece of streamer to the craft thermometer stick. Take the weather tool outside and observe the wind 2.E.1.4 - Chart weather data for a full Weather instruments provided in the month. Include data at least twice each science kits: Rain gauge, thermometers, day- morning and afternoon. Also record an anemometer, a weather van, barometer cloud type and cover. Added information and a chart can be found at www.weatherwizkids.com. Note the difference between weather and This website contains a lot of classroom seasons. friendly weather experiments. 2.E.1.3 – Seasons vs. Weather - Take a Camera – not provided in the science kit picture that includes the students dressed Outside nature walk appropriately for the weather by the same place – tree, bush, plant - each month. Display the pictures on a poster or in a class website/book and write about the weather on that day. Later in the year note the changes and talk about seasonal changes. STRAND: STRUCTURES AND FUNCTIONS OF LIVING ORGANISMS GRADE: 2nd Essential Standard: 2.L.1 Understand animal life cycles. Clarifying Objective: 2.L.1.1 Summarize the life cycle of animals including: Birth, developing into an adult, reproducing, aging and death 2. L.1.2 Compare life cycles of different animals such as, but not limited to, mealworms, ladybugs, crickets, guppies or frogs. Background information – Mealworms are harmless insects. They are clean and odorless. Like the butterfly they go through complete metamorphosis. The life cycle begins with a tiny white oval egg, which is invisible to the eye. The egg hatches in a week. The larval stage lasts for two weeks. The mealworm larva is cream-colored and has six legs near the head. The mealworm wiggles and molts. It sheds its exoskeleton several times as it grows. Next is the pupa stage. It can last from one to two weeks. The pupa is shorter and wider than the larva. It is white and not very active. When an adult beetle comes out of the pupa case, it is still white. Then it will turn brown and last changes to black. The adult grain beetle lives a month or two. The female is able to lay hundreds of eggs before she dies. The adult stage is called the darkling beetle. After the labs are finished, it is recommended that you dispose of the mealworms by placing them in a plastic bag and freezing them. Now they can be discarded without the chance of infestation in the environment. The book Critters published by the AIMS Educational Foundation has information about mealworms and many hands on experiments. *Note: Activities are adapted from my teacher experience, Macmillan McGraw-Hill second grade Science textbook,and nclearn.org lessons by Pat Maness and Martha Dobson and Margaret Monds Activity Materials Note - Hand Lens are provided so that Hand lens students can make observations and do comparisons between different solids and different liquids. 2.L.1.1 An Introduction of Life Cycles - Chickens Aren’t the Only Ones by Heller, Use a K-W-L chart with students to Ruth. (1981) Guided reading level J – AR discuss how people grow and change. level 3.6. This book has excellent pictures Next, assess the students’ prior knowledge of the following animals which lay eggs: of the butterfly life cycle by using (A) agree chickens, peacocks, turkeys, ostrich, or (D) disagree for statements on the topic. hummingbirds, snakes, lizards, crocodiles, (can be found on the cms science wiki 2nd turtles, dinosaurs, frogs, toads, grade). Read aloud the book, Chickens salamanders, fish, seahorses, sharks, Aren’t the Only Ones by Ruth Heller or any stingrays, octopuses, marsupials, spiders, other book which explains that many snails, butterflies, and other insects. It animals have a life cycle which includes shows a spiny anteater and a duckbill eggs. CMS students should have raised platypus as mammals which are butterflies in their kindergarten classes. exceptions and also lay eggs. It also shows that other mammals have live babies. 2.L.1.2 – Morphing Mealworm – Discuss Mealworms the fact that we all change. Animals and Oatmeal or bran flakes plants also have life cycles. Ask pupils to Apple or potato slices name these different stages – birth,infant, Habitat child, adult, reproduce, and die. Inform small plastic condiment cup per child the students that there will be some or use the science kit provided terrarium. insects in the room for several weeks. The notebook students will observe them grow and change. These insects are called Look online for experiments that your class mealworms. Each student prepares a can do with the mealworms, beyond habitat for a mealworm in a small plastic documenting metamorphosis, if you would condiment cup. Use a pushpin to make air like. holes in the plastic lid. Write student name on the bottom of the cup. Add one-quarter The class can keep all of their meal worms inch of oatmeal in the cup and a thin slice in one central location and make of apple. Students pick their own observations form there instead of each mealworm. Using a hand magnifying lens student having their own meal woem. to observe the mealworm - look for eyes, legs, and at the body segments. Place in an area out of direct sunlight. Students observe the mealworm in its habitat each day and look for any changes. Daily entries are made in science journals; each stage of complete metamorphosis is documented, drawn and labeled. Not all of the mealworm/beetle population will successfully go through a complete metamorphosis. When a student’s mealworm dies, be prepared to discuss what might have caused it to die. The student can select a new mealworm to replace the one they lost, in order to continue the study. It is important to add death to the life cycle. 2.L.1.2 – Silkworm Kits - View the Silk worm Kits – follow the directions. Do Discovery Education video – Animal not release your silkworms or moths. They Discovery Fun for Kids: Backyard Bugs are not native to your environment. the Silkworm video is 10:21. Compare the silkworm growth with what they already know about a caterpillar. There is also a butterfly video if the students have forgotten its lifecycle. Then make observations of the life cycle of the silkworm as you grow them in your classroom. 2.L.1.2 – Plastic Life Cycles – have the Plastic Animal Life Cycle manipulatives students work together to put the animals in their correct life cycle stages. Have the students describe them and then compare them.

STRAND: EVOLUTION and GENETICS GRADE: 2nd Essential Standard: 2.L.2 Remember that organisms differ from or are similar to their parents based on the characteristics of the organism Clarifying Objective: 2.L.2.1 Identify ways in which plants and animals closely resemble their parents in observed appearance and ways they are different. 2.L.2.2 Recognize that there is variation among individuals that are related. Activity Materials 2.L.2.1 – Russian Nesting Dolls - take Russian nesting dolls the dolls out from each other one at a time Construction paper noticing how each one is similar to the last one. Note that all of the offspring look like This activity done in the craft format can. the parent. Have the class make a Templates for the dolls can be found at: template of the doll and decorate their own http://www.activityvillage.co.uk/printable- nesting dolls making sure to include the russian-dolls correct resembling sections of this activity. An art teacher might prefer Patterned Matryoshka Dolls found at http://www.deepspacesparkle.com 2.L.2.1 – Choose your own animal and Sample pictures of animals - fish, reptiles, make a “nesting doll” construction paper mammals, birds. projects. Do not include insects or amphibians unless you are prepared to answer questions about metamorphosis and its place in genetics. 2.L.2.1 – Use the Watch It Grow Seeds Watch it grow Seeds, Terrarium or cups from the kit to make observations about plants as living organisms and the way that a plant grown from the same seed resembles the other and how plants from different seeds do not look alike. – All plants do not look alike. 2.L.2.2 – A Recipe for Dog Traits – Class time 40 minutes, Prep time 30 activity can be found at minutes teach.genetics.utah.edu 2.L.2.2 – Students bring in pictures of their Student provided pictures of parents, parents, grandparents and themselves. grandparents and themselves. Note the variations and the similarities. 2.L.2.2 – Provide pictures of animals and Discuss the variations and the similarities their offspring or use Live Web Cam of the animals and their offspring. websites on animals around the us. Zoos have these as well as other organizations