Standards Alignment... Safe Science...7 Scienti c Inquiry...9 Assembling Rubber Band Books...13 Organization and Development of Living Organisms Parts...1 Brain Power... 2 Heart Smart... 3 A Look at Lungs... 4 My Lungs...1 Stomach Study... 3 Mighty Muscles... 9 Bone Builders... 6 Bag o Bones... 7 Operation Body Parts... 8 Body Part Bingo... 9 Square Necessities... 199 A Place to Call Home...20 Creature Homes... 221 Where Can Animals Live?...223 A Walk in the Park...23 Paste Up Habitats...249 Where Do We Belong?...27 Assessment... 291 Meter Tape...29 Family Letter...296 Materials List...297 The AIMS Program...299 Model of Learning...300 Chinese Proverb...303 Heredity and Reproduction Life Cycles: The Never-Ending Story... 101 A Frog s Life... 103 The Life and Times of the Ladybug... 109 A Time of Their Own... 123 Beans: Start to Finish... 133 Peas, Please... 143 Interdependence Caring Cubes... 13 Eating Up Energy... 163 What Do Plants Need to Grow?... 173 Patchwork Planting... 179 A Plant Patch... 187 Core Curriculum/Florida 3 2009 AIMS Education Foundation
Florida Second Grade Sunshine State Standards Alignment Scientific Inquiry BIG IDEA 1: The Practice of Science A: Scientific inquiry is a multifaceted activity; the processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. B: The processes of science frequently do not correspond to the traditional portrayal of the scientific method. C: Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. D: Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. SC.2.N.1.1 Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. A Frog s Life The Life and Times of the Ladybug A Time of Their Own Beans: Start to Finish Peas, Please What Do Plants Need to Grow? A Plant Patch Life Science BIG IDEA 14: Organization and Development of Living Organisms A: All plants and animals, including humans, are alike in some ways and different in others. B: All plants and animals, including humans, have internal parts and external structures that function to keep them alive and help them grow and reproduce. C: Humans can better understand the natural world through careful observation. SC.2.L.14.1 Distinguish human body parts (brain, heart, lungs, stomach, muscles, and skeleton) and their basic functions. Parts Brain Power Heart Smart A Look at Lungs My Lungs Stomach Study Mighty Muscles Bone Builders Bag o Bones Operation Body Parts Body Part Bingo Core Curriculum/Florida 2009 AIMS Education Foundation
BIG IDEA 16: Heredity and Reproduction A: Offspring of plants and animals are similar to, but not exactly like, their parents or each other. B: Life cycles vary among organisms, but reproduction is a major stage in the life cycle of all organisms. SC.2.L.16.1 Observe and describe major stages in the life cycles of plants and animals, including beans and butterflies. Life Cycles: The Never-Ending Story A Frog s Life The Life and Times of the Ladybug A Time of Their Own Beans: Start to Finish Peas, Please BIG IDEA 17: Interdependence A: Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. B: Both human activities and natural events can have major impacts on the environment. C: Energy flows from the sun through producers to consumers. SC.2.L.17.1 Compare and contrast the basic needs that all living things, including humans, have for survival. Caring Cubes Eating Up Energy What Do Plants Need to Grow? Patchwork Planting A Plant Patch Square Necessities SC.2.L.17.2 Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs. A Place to Call Home Creature Homes Where Can Animals Live? A Walk in the Park Paste Up Habitats Where Do We Belong? Core Curriculum/Florida 6 2009 AIMS Education Foundation
Topic Human need: food Key Question Where do humans get their? Learning Goals Students will: learn that food is a basic need of humans, realize that food gives us the we need to live, and play a game to reinforce what they have learned. Guiding Documents Project 2061 Benchmarks People need water, food, air, waste removal, and a particular range of temperatures in their environment, just as other animals do. Eating a variety of healthful foods and getting enough exercise and rest help people to stay healthy. Most living things need water, food, and air. Animals eat plants or other animals for food and may also use plants (or even other animals) for shelter and nesting. Plants and animals both need to take in water, and animals need to take in food. In addition, plants need light. Numbers can be used to count any collection of things. NRC Standards Organisms have basic needs. For example, animals need air, water, and food; plants require air, water, nutrients, and light. Organisms can survive only in environments in which their needs can be met. The world has many different environments, and distinct environments support the life of different types of organisms. Nutrition is essential to health. Students should understand how the body uses food and how various foods contribute to health. Recommendations for good nutrition include eating a variety of foods, eating less sugar, and eating less fat. NCTM Standards 2000* Count with understanding and recognize how many in sets of objects Understand the effects of adding and subtracting whole numbers Math Counting Whole number operations addition Science Life science food Integrated Processes Observing Relating Generalizing Materials For each group: game board game pieces pennies sharpened pencil paper clip scissors tape For each student: We Need Food rubber band book Background Information All plants and animals need food. Food provides the needed to live and grow. Plants are able to make their own food using from the sun, but animals, including humans, need to eat in order to get. Without this, we would be unable to do even the simplest of everyday tasks like getting out of bed or brushing our teeth. When deprived of external sources of for too long, our bodies begin to break down vital muscle and organ tissue to get the they need. The average adult can only go about 60 days without food before his body can no longer survive. In less extreme cases, we can see from people with severe eating disorders or those who go on hunger strikes the rapid loss of that occurs when our bodies do not get food for shorter periods of time. Core Curriculum/Florida 163 2009 AIMS Education Foundation
Management 1. This activity is divided into two parts. In Part One, students will learn about the need humans have for food as an source. In Part Two, students will play a game that reinforces what they have learned. 2. For Part Two of the activity, students will need to be in groups of four. Each group will need its own game board and game pieces. 3. To make a game board, copy both pages, cut along the dashed line, and line up the two halves of the board so that the spaces go together seamlessly. Tape the two halves together and laminate, if possible. Procedure Part One 1. Ask students what their favorite foods are. Allow several to share and describe what they like and why. 2. Have students share their ideas about why we need to eat food. Record their responses on the board. 3. Distribute the We Need Food page and show students how to fold it in half and then in half again to make a book. Read and discuss the information as a class. 4. If the word is not already on the board, write it there. Give some specific examples about food being used for, such as runners eating bars during a race or cyclists having rest stops with food on long bike rides.. Ask students what happens to their when they don t have food for a long time. [It goes down.] Talk about some examples of extreme cases, such as people staging long hunger strikes, and what it does to those people. If any students have had experiences with not eating for long periods of time (e.g., fasting for religious reasons or not being able to eat while being sick) and it is appropriate for them to share, you may ask them to tell the class how they felt when they didn t have food, and how that compared to the way they felt when they could eat again. (Be very sensitive during this time to students who may not be able to eat as much as they should because of their family situations.) 6. Make a list on the board of students ideas of things they do that require from food. Help them to realize that even things like breathing, reading, or sleeping, which are very inactive, require. 7. Discuss the fact that while all food provides for our bodies, some foods provide better sources of than others. Foods that are high in refined sugars and fat are not as valuable for as carbohydrates and protein. Also, you don t need an unlimited amount of food. You should only eat as much food as your body will use. Part Two 1. Tell students that they are going to get to play a game to remind them how important food is for. 2. Divide the class into groups of four and distribute all of the materials for playing the game. Have students cut apart the game pieces and the points. 3. Show students how to take a game piece, fold along the dashed line, and tape a penny to the tab so that the piece stands up by itself. Have each student select and assemble a game piece. fold & tape penny here 4. Show students how to place the point of a sharpened pencil through a paper clip at the center of the spinner and flick it to determine the number of spaces to move. 4 3 2. Tell them that all of the rules for the game are written on the board. All they have to do is take turns spinning, moving their pieces, and following the directions on the board. 6. Inform them that the game is over once the first person reaches the finish, but that the winner is decided by points. The first person to go out gets 10 bonus points, but everyone gets one point for each point that they have at the end of the game. Thus it is possible for the person who finishes first to not end up being the winner. 7. If desired, have students play several rounds and keep track of their points to determine a winner after three or five games. Core Curriculum/Florida 164 2009 AIMS Education Foundation
Connecting Learning 1. Why do we need to eat food? [It gives our bodies.] 2. What happens if we don t eat food? [We lose.] 3. What kinds of things do we do that take? [Everything we do takes.] 4. Which is better for you to eat an apple or a candy bar? Why?. What are you wondering now? Extensions 1. Introduce calories as the amount of given by food. Have students try to determine how many calories are in their lunches or a meal from the cafeteria. Discuss the amount of calories burned by familiar activities such as playing soccer or riding a bike. 2. Talk about the kinds of food recommended by the USDA s 200 Dietary Guidelines for All Americans. Ask students to evaluate the food they eat based on the recommended guidelines. Are there foods they should eat more of? less of? * Reprinted with permission from Principles and Standards for School Mathematics, 2000 by the National Council of Teachers of Mathematics. All rights reserved. Core Curriculum/Florida 16 2009 AIMS Education Foundation
Key Question Where do humans get their? Learning Goals Students will: learn that food is a basic need of humans, realize that food gives us the we need to live, and play a game to reinforce what they have learned. Core Curriculum/Florida 166 2009 AIMS Education Foundation
Plants don t eat like you do. They make their own food using from the sun. People and animals eat food. We eat plants and other animals. 2 3 The food we eat gives us. Energy lets us do things like read a book or ride a bike. Food is very important to all life on Earth. All living things need food. Without food, nothing would be able to live or grow. 4 Core Curriculum/Florida 167 2009 AIMS Education Foundation 1
Cut out the game pieces and the points. 1 1 1 1 1 1 point point point point point point 1 1 1 1 1 1 point point point point point point 1 1 1 1 1 1 point point point point point point 1 1 1 1 1 1 point point point point point point 1 1 1 1 1 1 point point point point point point 1 1 1 1 1 1 point point point point point point Core Curriculum/Florida 168 2009 AIMS Education Foundation
Cut out the points. Use a pencil and a paper clip for the spinner. 4 3 2 cut along this line 1 4 3 2 cut along this line points 1 1 1 point point point points 1 1 1 point point point points 1 1 1 point point point points 1 1 1 point point point points 1 1 1 point point point points 1 1 1 point point point Core Curriculum/Florida 169 2009 AIMS Education Foundation
You eat a healthy lunch. 3 points If you have points, you can rollerblade through the park. You eat junk food for breakfast. LOSE A TURN You don t have to finish your homework. You have to finish your homework early. Move ahead 2 GO BACK 1 You forget your lunch. GO BACK 1 You have to run home from school. Move ahead 1 You have to get ready for bed early. Move ahead 1. 1 10 If you have points, run upstairs to your bedroom. You have a granola bar for a snack. points If you have points, ride your bike over the bridge. You have a banana for a snack. points Move ahead Core Curriculum/Florida 170 2009 AIMS Education Foundation
cut along this line and join up with other half cut along this line and join up with other half Move ahead 2 You have to run to school. 1 You eat a healthy snack after school. points You have to play after dinner. 7 You have fresh fruit for dessert. 2 points If you have points, you can go to a friend s house to play. You eat a healthy breakfast. After school you eat junk food and watch TV. LOSE points points You eat ice cream and watch TV after dinner. LOSE A TURN You have a healthy afternoon snack. points You eat a healthy dinner. points Core Curriculum/Florida 171 2009 AIMS Education Foundation
Connecting Learning CONNECTING CONNECTING LEARNING LEARNING 1. Why do we need to eat food? 2. What happens if we don t eat food? 3. What kinds of things do we do that take? 4. Which is better for you to eat an apple or a candy bar? Why?. What are you wondering now? Core Curriculum/Florida 172 2009 AIMS Education Foundation