** NEW Resource free for teachers.** Remote Reading Lesson Playlist. Easy to add each interactive reading video lesson to Google Classroom. I apologize for the quality. They get better, as I improve. It's free, though. 2nd Grade Reading Lesson Playlist <--Click **Note: This goes with our reading curriculum. However, I noticed that the reading and spelling patterns taught in our current series is the same pattern as our last series.
** NEW ** Student Links Bookmark https://secondgradesciencestars.weebly.com/ Bookmark the above link on students' computers to simplify your students getting on the student links to make it more efficient. You can also send the link home for the students to have more time to explore. Tips for Teaching: **You will notice routines in place as you teach. One major shift in teaching has been to have the students talk and explain their thinking. You will see that these lessons were planned to work on student's expressing themselves. Suggested organization and getting started are at the bottom of this page. **The essential question is frequently repeated in the handouts and lessons so that students understand the objectives of the lessons. The objectives and essential questions are very specific to the NGSS. ** For any online games, model on the Smartboard/interactive board for students before letting them explore. ** Model one step at a time on the crafts for classroom efficiency. ** Free student dictionary to keep writing moving. I have a free student dictionary. I use it to keep writing moving. Often when students don't know how to spell a word, the work stops. To use, teach the students to 1) Put their dictionaries on the letter of the the word that they need spelled. 2) Check and make sure that the word isn't already listed. 3) Then, raise their hand. Then, I just come around and write down the word for them to copy. It makes work time go so much faster. Also, they will always have their "words" listed for them.
Week 10 Supplies: Handouts; Cheerios; bowl of water; bowl of ice; black construction paper; hair dryer, 2 cups cornstarch, 3 drops food coloring (optional), 1 cup water, Ziplock sandwich bags (to send the oobleck home in) Student Objectives: Students demonstrate that they understand what "matter" is. Standard(s): 2.PS1.1 Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. Essential Question: What is matter? Monday- Play video 1. Ask: "What do you think that we will be learning about this week? (matter) Hang up the anchor chart on matter and read over it with the students. Play video 2. Have students do page 1. Play video 3. Put the last video (video 3) on 2:34 minutes. Have students do page 2. After they are finished, have the students turn to a partner to discuss how can they remember that solids have particles close together, with liquids the particles are further apart and with gases they are even further apart. If time, students can explore States of Matter. Tuesday- Play video 1. Ask students what the water cycle is? (The sun heats up the water and it evaporates and turns to a gas. Then, it builds up in the clouds and turns into precipitation, or rain, and comes back down to Earth. We saw how water is a liquid and a gas. Tell the students, "Let's watch another video to find out how water can be a solid." Play video 2. How does water become a solid? (When it is frozen, it becomes ice. The particles are close together and it is a solid. Play Magic School Bus Wet all Over. Students will do page 3 while watching the Magic School Bus Wet all over video. If time, students can explore The Water Cycle. Wednesday- Pass out the investigation booklets and students will do page 4 for the investigation. Do the states of matter investigation with water, ice, and gas. (Teacher video --> Water: Solid, Liquid, Gas. Teacher-led investigation.) If time, let some students come up and try the investigation while other students can explore Changing States of Matter. Thursday- Play video 1. Stop at 6:08. (Play the rest for the class on Friday.) Pass out the student investigation booklets and have students do page 5. Tell students that if you were the king's magical advisors, how would you design "Oobleck". Use your imaginations and design your idea of oobleck. If time, let students explore Changes in Matter Activities. Friday- Put out the supplies for making oobleck. Play video 1 starting at 6:08. Pass out the student investigation booklets and do page 6 with the rest of the story/video. Make oobleck with the class. Have the students in groups of 4 or 5. Ask the students to discuss with their groups whether or not oobleck is a solid or a liquid. Have the groups share out. Ask the students if the particles would be close together like in a solid or spread more apart like a liquid. (In between......shape answers.) Students will do pages 6 & 7. If time, let students explore Changes in Matter Activities.
Week 11 **Supplies: Handouts; printable rulers, permanent marker to label the bottles and shoeboxes, 1-liter bottles (3 for each station) (all different shapes), pitchers for 3-5 volume stations, 3-5 large plastic measuring cups for pouring, 3-5 funnels.2 different sized shoe boxes per investigation station (depends on the size of your class),3-5 rulers or tape measures. (there are printable tape measures online. printable rulers,), magnets for each group, cylinder, honey, corn syrup, maple syrup, milk, dish soap; vegetable oil; rubbing alcohol, food coloring (for water and rubbing alcohol), turkey baster, bolt, penny, popcorn kernel; ping pong ball Student Objectives: Students will plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. Standard(s): 2.PS1.1 Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. Essential Question: How can I plan an investigation to describe and classify different materials by their observable properties? Monday- Tell the class, "Last week we worked on different 'states' of matter. Who remembers the different states of matter?" (solid, liquid, gases) "This week we are going to continue to learn about matter. We are going to be learning about "properties" of learning. Watch video 1 and I will ask, "What are some properties of matter?' when it is over." Play video 1. Ask: "What are some properties of matter?" (in video 1, they name mass, volume, weight, kg, liters, color, taste, hardness, elasticity, temperature, density, liquid, white, sweet, and colors.) Tell the students that in the next video they are playing a game about properties "heavy" and "light". Heavy and light are "observable properties". Post the 2 anchor charts. ("Properties" and "Examples of Properties") Play video 2. Model how to play Heavy or Light game (<--click) on the projector board. Then, let the students try it on their computers. Students will do an Exit Ticket on page 1. Tuesday- Tell the class that yesterday we saw a video that showed us about mass and volume. We saw how we "weigh" things to find out about mass. Then, we did some mass activities yesterday with heavy and light without weighing. We were able to "observe" what was heavy and light based on what we see and already know. Today we are going to practice observing and measuring other properties. Play video 1. and video 2. Do the volume investigation and measurement investigation. Students will do pages 2 and 3. Complete set up directions are in the download. If time, students can do length, height, and/or volume activities. (Optional: You can have to stations while the rest are doing the online activities) Wednesday- Tell the students to remember different types of properties of matter from the video. Playvideo 1. Make a chart with the class and ask them to name different properties that matter has from the video. Play video 2. Read and hang up the "magnetic" anchor chart. Students will do the magnet investigation with pages 4 & 5. if time, students can do the online Magnets Ga,me and Magnet Face game. Thursday- Tell the students that we are going to explore more about matter. One of the properties that we haven't explored yet is "density". Read and put up the anchor chart. Play video 1 and video 2. Ask: Was there a pattern to determine which salt water was the most dense? (Yes. Adding more salt made the water more dense.) Do the teacher-led density investigation with page 6. If time, let students explore Properties of Matter Review Match. Model for students on your board. Encourage students to beat each other's scores. Friday- Tell the students that today we are going to explore translucent, opaque, and transparency. They are other properties of matter. (This should be a review from 1st grade NGSS.) Play video 1. Post the two anchor charts on translucent, opaque, and transparency. Pull up the Pinterest page for opaque, translucent, and transparency. Students will do the scavenger hunt on page 7. Do Exit Ticket on page 8. If time, students can explore Properties of Matter Review Match.
Week 12 **Supplies: Handouts, Print Quizlet flashcards (<--Click) on Monday and send home to study for the test on Friday., Ziploc bags, paper, straws, matchbox car, string, balloon, magnet, metal bolts, tape. Student Objectives: Students will construct something determining which materials will work best based on their properties. Standard(s): 2.PS1.2 Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose. Essential Question: How can I determine which materials work best based on their properties? Monday- Give students the pre-test. Save and go over when the post-test is finished on Friday. Play video 1. Ask students, what kinds of materials did she use to make the balloon rocket? (string, balloon, straw, heavy objects to tie the string onto) How do the properties of the materials help make the balloon rocket work? (ie The string is small and thin so that it can zip fast. The balloon is flexible so that it can expand with air. The straw is sturdy to support the balloon. Do page 1. If time, students can explore Properties of Matter Review Match or Quizlet Match. (Note: Give them as much time as you can spare to work on review practice this week. They will have a test on Friday.) Tuesday- Play video 1. What were some properties of the materials that they used to make the sailboat work? (answers will vary.) Play video 2. At the end of the video, how did the girl and her mom make the sailboats move? (by blowing on it/wind) What were some properties of the materials that they used to make the sail work better? (They used flexible material to catch the wind better. They curved the sail to make it catch more wind.) Do page 2. If time, students can explore Properties of Matter Review Match or Quizlet Match. Wednesday- Play video 1. Did anyone make any observations about which properties of the cars made them go further? (Answers will vary. The shape of the car makes it go further and faster. The angle of the balloon on the car made it go further or faster.) Do page 3. If time, students can explore Properties of Matter Review Match or Quizlet Match. Thursday- Play video 1. Tell the class, "Let's talk about some of the properties of the magnetic mazes. What would happen if the paper was really thick?" (It would be too thick for the magnet to work if the magnet was small.) "What do you think would happen if your paper wasn't too thick, but your magnet was really small?" (The magnet might not be strong enough.) Do page 4. Do the STEM challenge. (put them in pairs or groups) Pass out the bags and read over the directions with the students. Give the students 15 minutes to work. (a time limit) Then, test their models. If time, students can explore Properties of Matter Review Match or Quizlet Match. Friday- Option 1: Give students time to study (practice test-make sure under options only matching and multiple choice are marked-or match game) or Option 2: Try the STEM Challenge a second time. At the end, do a student debrief asking what they think they did better the second time. Ask if they considered the properties of the materials to decide how to design their cars. Give post-test. Go over with the pre-test.
Week 13 **Supplies: Handouts; Legos, timer,Construction paper, glue, scissors, crayons, markers, or colored pencils, old newspapers, odds and ends like mixed and matched left-over toy or game pieces, magazines, any old toys or loose items around the classroom that you want to get rid of, craft supplies Student Objectives: Students will provide evidence of how an object can be disassembled and made into a new object. Standard(s): 2.PS1.3 Make observations to construct an evidence-based account of how an object made of a small set of pieces can be disassembled and made into a new object. Essential Question: How can I construct an evidence-based account of how an object can be disassembled and made into a new object? Monday- Play video 1. Turn and talk and tell a friend which was was your favorite. Use descriptive words so that they know which one you are talking about. The video shows creations from old CDs, DVDs, or cases for CDs. Play video 2. The last video that we are going to watch is of a mountain bike made out of "reclaimed" parts from other bicycles. "Reclaimed" is another word for "reuse". Many parts can be recycled, reused, or reclaimed. Do pages 1 & 2. If time, students can play mountain bike. Tuesday- Tell the class: The first video shows Patrick. He taught himself how to build robots. You'll notice that he uses an etch-a-sketch toy and a Connect Four part to create some of his projects. Play video 1. Do a turn and talk. "Patrick uses toy parts for his creations. Where do you think he gets the electrical parts?" (They might be reclaimed parts.) Tell the class: The next video shows a 12 year old boy that can create a robot out of spare extra parts. Play video 2. Tell the class. I think that his robot shows that he has a funny sense of humor, too. He picked something that everyone would see and laugh. Do page 3 & 4. If time, students can play Make a Robot. Wednesday- The first video clip shows a greenhouse made out of reclaimed parts. A greenhouse is a "house" that people can grow plants in during the winter. The windows let the sunlight in, so that the plants don't die. Play video 1. Ask: Where did the reclaimed parts come from? (an old trampoline; any extra windows that were being thrown out.) The next video shows a 13 year old boy that builds a small house out of reclaimed things. Play video 2. Do a turn and talk. "Tell your partner what your favorite part of the house was." Do page 5. If time, students can play Build a House. Thursday- Ask the class: What kinds of things can you take apart and "reclaim" or reuse? (Answers will vary.) What about with toys? (blocks, Legos) We are going to show some simple creations that can be made with Legos. Play video 1 and video 2 and video 3. Pull up the Lego creations (<--click) on your board Tell the class: These creations range from simple to really complex. We are going to do a Lego Stem Challenge. Do page 6. If time, students can design their own Lego game or play Out of Step. Friday- Tell the class that the video that we are going to watch describes and shows how how artists designed the entire museum out parts salvaged from St. Louis, such as old chimneys, salvaged bridges, construction cranes, miles of tile, and abandoned planes. Play video. Do performance assessment. If time, students can do any online game/activity this week. Mountain Bike, Make a Robot, Build a House, Lego Game, or Out of Step.
Week 14 **Supplies: Handouts, Print Quizlet flashcards (<--Click) on Monday and send home to study for the test on Friday., one stick of butter or margarine in a microwave-safe container, loaf of bread, toaster or toaster oven, paper plates; plastic knife, 2 large chocolate bars or a large bag of chocolate chips, chocolate molds, bowl, rubber spatula Student Objectives: Students will provide evidence about which changes caused by heating or cooling can be reversed and which cannot? Standard(s): 2.PS1.4 Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot. Essential Question: How can you tell when changes caused by heating or cooling can be reversed? Monday- Give the Pretest. Play Magic School Bus Gets Ready, Set, Dough. Start a t-chart (<-- click for example) to keep track of reversible and irreversible changes that are discussed through the week. Ask students if they noticed any reversible or irreversible changes from the video. Add to the chart. Do page 1. If time students can explore Make the Cake. Tuesday- Tell students: The first video has some fun examples of irreversible or chemical changes. Play video 1. Turn and talk and tell your partner which investigation you liked the best. Did you see any reversible or irreversible changes? Add these to the chart. Play video 2. Post the 3 anchor charts and read through with the class. Did you see any reversible or irreversible changes? Add these to the chart. Do the melting butter investigation. Students will do page 2. If time, students can study with Quizlet matching game. Wednesday- Play video 1. Did you see any reversible or irreversible changes? Add these to the chart. Do the toast investigation. Students will do page 3. If time, students can study with Quizlet matching game. Thursday- Play video 1. Did you see any reversible or irreversible changes? Add these to the chart. Do the chocolate and water investigations.. Students will do page 4. If time, students can study with Quizlet matching game. Friday- Play video 1 and pause after each item. Let the students try to guess the whether it is reversible or irreversible changes. Add to the chart. Give students time to study (practice test-make sure under options only matching and multiple choice are marked-or match game) Give post-test. Go over with the pre-test.
Week 15 **Supplies: Handouts; 8 lima beans or pinto beans; 4 clear plastic cups; 4 small plastic lids per cup (to catch the water); topsoil; pencils; permanent marker; craft supplies, glue, scissors, construction paper; beach ball; racket (optional); cones or chairs; masking tape; labels Student Objectives: Students will plan and conduct an investigation to determine if plants need water to grow. Standard(s): 2.LS2.1 Plan and conduct an investigation to determine if plants need sunlight and water to grow. Essential Question: How can we investigate to determine if plants need water to grow? Note to Teacher: Save the lima bean plant for another investigation on week 16. Monday- Play video 1. Tell the class that today we are going to investigate whether plants need water, like Grover showed in the video. Students will do the top part of page 1 in their investigation booklets to plan an investigation. Only give them 7 minutes. After 7 minutes, brainstorm ideas on how to investigate if plants need water. Write their ideas on a chart or board. Shape and simplify their responses as you go. (see anchor chart) Now post the anchor chart and go over. Students will write these on page 1. Assign small groups and let the students to help with the planting. Students will do page 2. If time, students can do Grow Plant online activity. Tuesday- Students will check the plants and record their observations on page 3. Play Bill Nye Plants. If time, students can do Grow Plant online activity. Wednesday- Students will check the plants and record their observations on page 4. Play video 1, video 2. and video 3. Ask students some of the parts of plants that they noticed. Post the parts of a plant anchor chart. Do plant craft. Put out craft supplies and examples of plant crafts (,--click on link) on board. This will give students ideas and a chance to be creative. Tell the students that we will use these tomorrow for a game. Students should label their parts of a plant. If time play Let Me Grow Game. Thursday- Students will check the plants and record their observations on page 5. Play video 1, video 2, video 3. Play activity game "I'm a Survivor". (in download) If time, students can play How does your garden grow? Friday- Students will check the plants and record their observations on page 6, then do page 7. Students will do performance assessment. If time, students can do plant word search online. Week 16 **Supplies: Handouts Student Objectives: Students will plan and conduct an investigation to determine if plants need sunlight to grow. Standard(s): 2.LS2.1 Plan and conduct an investigation to determine if plants need sunlight and water to grow. Essential Question: How can we investigate to determine if plants need sunlight to grow? Monday- Play video 1. Tell the class that today we are going to investigate whether plants need sunlight, like last week we investigated if plants need water. Students will do the top part of page 1 in their investigation booklets to plan an investigation. Only give them 7 minutes. After 7 minutes, brainstorm ideas on how to investigate if plants need sun. Write their ideas on a chart or board. Shape and simplify their responses as you go. (see anchor chart) Now post the anchor chart and go over. Students will write these on page 1. Assign small groups and let the students help find a place in the classroom that is completely dark, a dark corner of the room, some light, and full sunlight. Water the plants daily. The class should decide based on last week's investigation how often to water the plants. Students will do page 2. If time, students can play Survivor Soak. Tuesday- Students will check the plants and record their observations on page 3. Play Magic School Bus Gets Planted. Students will work on page 4, while watching the video. If time, students can do The Oxygenator. Wednesday- Students will check the plants and record their observations on page 5. Play video 1 and video 2. Students will do a turn and talk with a partner and tell them anything new that they learned. Post the photosynthesis anchor charts and go over with the students. Pull up the photosynthesis diagram (<--click) on your projector board. Read through and let the students do page 6 in their booklets. If time play Survive with Sun. Thursday- Students will check the plants and record their observations on page 7. Play video 1 and video 2. Students will do page 8 with a small group. If time, students can play the flower match game. Friday- Students will check the plants and record their observations on page 9, then do page 10. Students will do performance assessment. If time, students can play Farm to Fork or any of the online games/activities from this week. Week 17 Supplies: Handouts; book The Tiny Seed by Eric Carle (optional), scissors, construction paper, glue, crayons, markers, or colored pencils. Student Objective: Students will develop a simple model that mimics an animal dispersing seeds. Standard(s): 2.LS2.2 Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants. Essential Question: How do animals disperse seeds? How do animals pollinate plants? Monday- Tell the class that this week we are going to learn about how animals disperse seeds and how animals pollinate plants. Play video 1 and video 2. Hang up the seed dispersal anchor charts and read through them with the students. Read The Tiny Seed by Eric Carle or play the read aloud video. Students will do page 1 following the story. If time, students can playSeed Racer. Tuesday- On the videos today, let's see if you can guess which kind of seed dispersal is shown. Use page 2 of your handout. I'll play a video and you will circle your choice. Play video 1, video 2, video 3, video 4, video 5, video 6, video 7. and video 8. This is a formative exercise. It won't be graded. Hang up and go over the anchor chart "Ways That Animals Disperse Seeds". Students will select one of the three methods from the anchor chart and do page 3. Make sure that they understand the 3 parts that their models must include. If time, students can play seed dispersal matching. Wednesday- Play Magic School Bus Goes to Seed. Students will do page 4 while watching video. Ask th If time, students can doSeed Dispersal Puzzles and quiz. Thursday- Play video 1 and video 2. Students will make a group bulletin board as an animal pollination model. The teacher will want to have the background ready to go. You can be as creative as you like. (blue skies, sun, grass, etc.) Here is a Pollination Pinterest page (<-- Click) with examples of flower bulletin boards. Student will make the flowers for their bulletin board today. Pass out the templates for the flowers and stems. Students will cut out the templates, then trace them on construction paper. They can glue the pieces together and decorate. Students can add stripes, or polka dots on flowers when decorating. Put these on your bulletin board. There are signs included for the bulletin board, or you can make your own. If time, students can play the Collect Pollination Game. Friday- Play video 1,video 2, and video 3. Student will make the bees and hummingbirds for their bulletin board today. Pass out the templates for the bees or hummingbirds. Students can choose one or the other. For those that finish early, you can allow them to make both. Students will cut out the templates, then trace them on construction paper. Students can decorate. Add these to the bulletin board. If time, students can play the Pollinate the Flowers game.
Week 18 Supplies: Handouts, Quizlet Flashcards for plants. Send home on Monday. The test on these will be on Wednesday. Quizlet Flashcards for animals. Send home on Wednesday. The test for these will be on Friday. Student Objective: Students will compare plant and animal life in different habitats. Standard(s): 2.LS4.1 Make observations of plants and animals to compare the diversity of life in different habitats. Essential Question: Can you compare plant and animal life in different habitats? Monday- Tell the class that this we will be studying plants and animals all over the world in different climates. We are going to want to compare them. First, we will start with plant life. Play video 1. Put up the habitat, animal survival, some biomes, and pictures of the biomes that will be focused on this week. (all included) Go over with the class. Play video 2. Ask the class to do a turn and talk about ways that plants fight to survive the hot dry desert. Play video 3. Ask the class to do a turn and talk about ways that plants fight to survive the cold temperatures of the tundra. Students will do page 1. Try to give the students as much time as you can this week to do the Quizlet activities to prepare for the tests this week. Students will play Quizlet plant match. Tuesday- Play video 1. Put up the environment/ecosystem anchor chart and go over it with the class. Play video 2. Ask the class to do a turn and talk about ways that plants fight to survive by getting sun and air.. Playvideo 3& video 4. Ask the class to do a turn and talk about ways that plants fight to survive in the rainforest. Students will do page 2. Students will play Quizlet plant match. Encourage students to try to beat each other's scores. Wednesday- Play video 1.Students will study in class for a test over plant habitats. Play Quizlet plant match. 10 minutes. Students will take Quizlets practice test. Make sure only "matching" is selected. 10 minutes. Give students the plant test. Thursday- Today we are going to explore how animals survive in their habitats. Playvideo 1. Students will turn and talk. Explain to your partner how animals in the arctic use adaptation to survive. Play video 2. Ask the class to do a turn and talk how hibernation helps animals like groundhogs survive. Students will do page 3. Students will play Quizlet animal match. Encourage students to try to beat each other's scores. Friday- Play video 1. Students will study in class for a test over animal habitats. Play Quizlet animal match. 10 minutes. Students will take Quizlets practice test. Make sure only "matching" is selected. 10 minutes. Give students the animal test.
Organize your materials: Print master copy and put into binder. Use binder cover. Gather science tub materials and put into a tub. Tape the "Science Tub" label on the top or side.
Functional options for you to choose from: *Pull the For the Teacher cards, craft activities, or games and laminate. Put supplies in Ziploc Bags, Label, and put in science tub or other convenient place. or *Punch holes and keep the master in a binder. (Take out the binder cover and tub label before putting in the holes.) You will still be able to access the master copy (without holes) as long as you have the download. Use the Binder Cover for this. You may opt to put a divider and put all of the student handout pages together in the back for easy copying.
