|
|
|
|
 |
||||
|
Grade 2 Indiana's Academic Standards as outlined for second grade and how, through participation in our interactive program, teachers and students would review these important principles. English/Language Arts Reading: word recognition, fluency and vocabulary development. Learn the origin of the root words used in science and better understand how the parts of each word help explain its meaning. Use contrasting adjectives to describe soil and starch texture. Use a word wall handout to enhance vocabulary and review concepts presented. Speaking and Listening: comprehension. Follow procedures in simple hands-on experiments. Collect new information through observations and direct measurements. Answer simple questions after an experiment is completed. Mathematics Geometry. Use the triangle shape to describe the components of soil. Use the triangle shape to build a pyramid of nutritional foods. Identify matching shapes and sizes in describing various sugars. Extend simple patterns as a starch molecule is built. Use jigsaw puzzles to explain enzyme function. Measurement. Use soil monoliths and Indiana soil maps to discuss the concept of time from a geological standpoint. Discuss the concept of volume in describing the components of soil using balls. Using the students as the object of measurement, discuss the concept of an acre. Problem Solving. Enhance student problem solving skills by using graphing techniques to illustrate results. Collect and organize information about soil components, and learn triangular graphing to describe soil components and texture. Collect and organize information on sugars in food products. Describe and compare sugar content of various food products using a bar graph. Begin to understand how simple models can help to answer scientific questions by identifying simple sugars using Lego TM blocks as models. Verify answers to scientific questions using hands-on experiments. Science The Nature of Science and Technology. Touch different components of soil to better understand their differences in size and texture. Use iodine to differentiate between the embryo and the endosperm in a corn seed. Use adjectives to describe soil and starch texture. See how recyclable products are used in various hands-on experiments. Scientific Thinking. Give estimates prior to performing hands-on experiments. See how simple sugars in the form of Lego TM blocks can be assembled into a portion of a starch molecule. The Physical Setting. Examine soil monoliths from various regions. Note the different colors and shapes of the rocks within these monoliths. Discuss the age and origin of soil monoliths. As research plots, buffer zones and a wetland habitat are toured observe the plants and animals. Note how the growth of certain plants is altered do to insect infestation. Introduce magnets and their polar charges. Use a simple battery to show the negative charge that soil has. Investigate how minerals of different charges travel through soil in simple hands-on experiments. The Living Environment. Examine the different parts of monocot and dicot plants, plant seeds of various crops and upon germination identify their origins. As students walk to the wetlands observe the homes various insects have made in specific plants. Discuss the similarities between plants and animals (drink water, eat food, breathe air, and grow) and in a hands-on experiment using a starch gel with corn seed, saliva, and iodine show that plants and animals process certain foods in the same manner. Observe and describe differences between people. Introduce the concept of genes through a game. The Mathematical World. Use Lego TM blocks and puzzle pieces to introduce the concept of enzymes and metabolism. Common Themes. As metabolism is introduced discuss how animals and plants are made of simple building blocks that are put together in many different ways. Use the analogy of letters, words, sentences, and stories to help the students better understand this concept. Discuss the concept of time from a geological standpoint using soil monoliths. Discuss how water, in the form of glaciers and rivers, has changed the earth's surface over time. If you have any questions please e-mail either Sherry Fulk-Bringman at sherryfb@purdue.edu or Suzanne Cunningham at scunningham@purdue.edu . S. Fulk-Bringman and S. M. Cunningham |
|
||||||
