2nd Grade Life Science
[Constructing and Reflecting] [Life Science] [Physical Science] [Earth Science] [Health]
UNIT BENCHMARKS
What do you want students to:
know, do, be like?
SUGGESTED ASSESSMENTS
How will you know if benchmarks have been achieved? Choose the assement that works best for your students.
POSSIBLE RESOURCES
What possible instructional resources
could be used?
I (introduce), P (practice), M (master)
The following benchmarks can be found in UNIT A: Interactions of Living Things Labs & Activities

Multimedia:


Print Material:


Field Trips:

  • Denewith's nursery grows strawberries hydroponically and will explain the process to students. (Before their planting season begins)
  • Cranbrook info
    home page:
    Contact info:
  • Detroit Science Center:
    home page:
    Contact info:
  • Rain Forest Cafe (Great Lakes Crossing) Rainforest Cafe:
    home page:
    education info.
    contact:
  • Sterling Heights Nature Center
  • Stoney Creek Mark from the Park 1-800-477-7756
  • COSI
  • Shadbush Nature Center 586.323.2478 --  4101 River Bends Drive
  • Living Science Foundation. 15085 Northville Road Plymouth, MI 48170 (734) 420-1185 Tel (734) 420-1189 Fax patlivingscience@yahoo.com

IRC Activities:

  • No 2nd Grade Life Science activities at this time

Units of Practice:
Each UOP, located on the Utica Learning Interchange (ULI), is developed by one of your colleagues, an experienced teacher, and exemplifies an approach to integrating technology into the teaching and learning process. Search the UOPs by Subject and Level or by Keyword.

  • Wild World of Animals in Their Habitats (III.2.E.1, III.2.E.2)
  • Physical Characteristic of Mammals (III.4.E.2)
  • Saving an Endangered Species (III.5.E.4)
  • Dino Timeline (V.1.E.4)
  • Polar Regions & Their Animals (III.2.E.4)
  • Animal Antics (III.2.E.1)
  • What Does Blubber Do for Me Anyway (III.2.E.1)
  • Name That Animal (IV.1.E.1)

Web Links

III.2.E.1 Explain characteristics and functions of observable body parts in a variety of animals. (Vertebrates/invertebrates) P III.2.E.1
a) Each student will invent an animal that shows an observable body part for each of the following functions: insulation, support, movement, foodgetting, and protection. Each student must present his or her design in one of the following forms: storybook, flipbook, multi-media presentation, 3D model, or drama.

This presentation must also include a written explanation of the body’s observable characteristics and the function that each fulfills. Written presentations may be in one of the following forms: story, poem, song, or report; or

b) Draw a picture using some of the observable body parts on a make believe animal. Show them to the class and the class has to guess where the animal lives and how it survives.

III.2.E.2 Compare and contrast (K-2) or classify (3-5) familiar organisms on the basis of observable physical characteristics P III.2.E.2
Provide students with pictures of a variety of animals with observable PHYSICAL characteristics. Using categories such as backbone, skin, shell, limbs, feathers, and scales sort the animal pictures into various categories. Students will record their findings on a graphic organizer.
III.2.E.4 Compare and contrast food, energy, and environmental needs of selected organisms. P III.2.E.4
Students will create a graphic organizer displaying the following information for a selected plant and animal: food, air,water, sunlight, habitat, and food source. Using this information, students will construct a labeled three-dimensional (diorama) that compares the life requirements of their plant to their animal.(Students should use half of the box for the plant, half of the box for the animal.)
III.2.E.5 Explain functions of selected seed plant parts P III.2.E.5
a) After growing lima beans, the students will draw and label the parts of a plant such as (stem, leaf, root, and flower.); or

b) Students will observe mature plants with roots and draw and label the parts of a plant such as (stem, leaf, root, and flower.); or

c) Students will create a salad made of plant parts. They will incorporate each plant part in the salad. They will identify the part and the function of each part through a written “menu,” a labeled diagram, or an oral presentation about the salad.

III.5.E.2 Describe the basic requirements for all living things to maintain their existence. (Living/non-living) I III.5.E.2
a) Create a labeled drawing of an animal in its habitat. Use arrows labeled with food, water, shelter, air, light, or minerals to connect those life requirements to the animal. Then eliminate one plant or animal from the picture and predict the consequences of that action. Write the prediction and the reasons for it in a science journal; or

b) Do a nature walk with the children students will identify living/ nonliving and once living and record their findings on Worksheet A17 (second grade materials).

III.5.E.3 Design systems that encourage growing of particular plants and animals. I III.5.E.3
a) Students will create a terrarium and add all of the components necessary to keep a plant alive (food/minerals, habitat, water, shelter, air, light). Students will keep a journal of their findings.; or

b) Look at a variety of pictures of habitats and identify the seven basic elements of life present in the picture.

III.5.E.4 Describe positive and negative effects of humans on the environment. Social Studies I III.5.E.4
Students will complete a graphic organizer that will classify the positive and negative effects of humans on the environment. (The students could look at the woodland picture that is in the Poster Book.)
The following benchmarks can be found in UNIT C: Changes over Time
III.4.E.1 Explain how fossils provide evidence about the nature of ancient life. I III.4.E.1
Students will look at various fossils and determine whether it is an imprint, mold or remain.
III.4.E.2 Explain how physical and behavioral characteristics of animals help them to survive in their environments. I III.4.E.2
a) Each student will invent/or choose an animal and design an environment (2D or 3D) that will support the invented animal. Students will develop and explain three physical adaptations and one behavioral adaptation that the animal uses to survive in the environment. Each student will then present the model in class with a two-minute presentation. MiCLiMB

Committee Members:
Danielle Bernier, Deanne Fisher, Pat Kelly, Sarah Pacifico, Rachel Vincler, Jane Winn, and Pat Massimino

Last Revised: Wed, Mar 10, 2004