Grade 2 Unit 4 Week 2 • Life Cycle of a Pumpkinbumpy

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Grade 2 Unit 4 Week 2 • Life Cycle of a Pumpkin

Routine for Lesson VocabularyIntroduce The ball is bumpy. Something that is bumpy is rough or has a lot of bumps. Let’s say the word together: bumpy.

Demonstrate Our tongues are bumpy, not smooth. Pickles can be bumpy on the outside. Rocks made the road very bumpy.

Apply If you were blindfolded, how could you tell if something were bumpy?

Display Now I will write the word on the board. Let’s read the word together: bumpy.

All Together • I’m going to name some different things.

If you think something is bumpy, say “Bumpy.” If you do not think it is bumpy, say “Not bumpy.”

a sheet of sandpaper a silk scarf

a cat’s fur a gravel road

• I am going to read you a sentence. Say the words in the sentence that can be replaced by the word bumpy.

The table he built was not smooth.

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Grade 2 Unit 4 Week 2 • Life Cycle of a Pumpkinfruit

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Grade 2 Unit 4 Week 2 • Life Cycle of a Pumpkin

Routine for Lesson VocabularyIntroduce These are different kinds of fruit. Fruit is the part of a tree, bush, or vine that has seeds in it and is good to eat. Let’s say the word together: fruit.

Demonstrate We should eat fruit every day. I enjoy fruit, such as bananas, for breakfast. Strawberries are my favorite fruit.

Apply Fruit has seeds inside. What do you think would happen if you planted the seeds?

Display Now I will write the word on the board. Let’s read the word together: fruit.

Team Talk • Tell your partner what your favorite kind

of fruit is. Describe it and tell what you know about it. Then have your partner tell you about his or her favorite fruit.

• Look at the photograph on the front of this card. Take turns with your partner identifying the kinds of fruit shown in the picture.

• Take turns completing this sentence frame:

If I were putting fruit into a salad, I would use __________.

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Grade 2 Unit 4 Week 2 • Life Cycle of a Pumpkinharvest

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Grade 2 Unit 4 Week 2 • Life Cycle of a Pumpkin

Routine for Lesson VocabularyIntroduce They are picking food for the harvest. A harvest is the ripe crops that are picked after the growing season is over. Let’s say the word together: harvest.

Demonstrate Harvest time is often in the fall, when the crops are ripe. The corn harvest was good this year. We had many extra apples after the harvest.

Apply Why do you think harvest time is so important to farmers?

Display Now I will write the word on the board. Let’s read the word together: harvest.

Team Talk • Share your harvest experiences. Talk

about picking fruits or vegetables at harvest time in a garden or on a farm.

• Take turns completing this sentence frame:

If I had a garden, I would eat fresh __________ at harvest time.

• Look at the photograph on the front of this card. What are the man and the boy picking at harvest time? Discuss what it would be like doing this job.

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Grade 2 Unit 4 Week 2 • Life Cycle of a Pumpkinroot

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Grade 2 Unit 4 Week 2 • Life Cycle of a Pumpkin

Routine for Lesson VocabularyIntroduce Each root brings water to the plant. The root is the part of a plant that grows underground. Let’s say the word together: root.

Demonstrate Each root helps hold the plant upright. One dandelion root was more than two feet long. The tree’s root cracked the concrete sidewalk.

Apply Why do you think a plant has more than one root?

Display Now I will write the word on the board. Let’s read the word together: root.

All Together • I am going to name different things. If

something has a root, say “Root.” If it does not have a root, say “No root.”

a sunflower a fence

a pine tree a rock

• Root has more than one meaning. I’m going to read two sentences with root. If root means “the part of a plant that grows underground,” say “Yes.” If it does not, say “No.”

I always root for my team.

The weed’s root grew deep.

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Grade 2 Unit 4 Week 2 • Life Cycle of a Pumpkinsmooth

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Grade 2 Unit 4 Week 2 • Life Cycle of a Pumpkin

Routine for Lesson VocabularyIntroduce These stones are shiny and smooth. Something that is smooth is not bumpy or rough. Let’s say the word together: smooth.

Demonstrate The vase is made of clear, smooth glass. The satin cloth felt smooth when I touched it. The carpenter used sandpaper to make the wood smooth.

Apply Would it be better to set a glass of water on a smooth surface or a bumpy surface? Why?

Display Now I will write the word on the board. Let’s read the word together: smooth.

Pencil Talk • Write a sentence describing the

photograph on the front of this card. Use the word smooth in your sentence.

• Read the following sentence. Write a synonym for the word smooth in the sentence.

I climbed into bed and pulled the smooth sheet up to my chin.

• Draw a picture of something that is smooth. Write a sentence about your picture. Use the word smooth in your sentence.

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Grade 2 Unit 4 Week 2 • Life Cycle of a Pumpkinsoil

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Grade 2 Unit 4 Week 2 • Life Cycle of a Pumpkin

Routine for Lesson VocabularyIntroduce She is digging in the soil. Soil is the top layer of the Earth. Let’s say the word together: soil.

Demonstrate I planted flowers in the soil. Corn grows best in dark, rich soil. Some soil is too dry and sandy to grow plants.

Apply Why do plants need soil? What else do plants need?

Display Now I will write the word on the board. Let’s read the word together: soil.

Action! • Imagine you are going to plant a garden.

First, show how you would get the soil ready. (Hint: Think about a shovel.) Next, show how you would plant seeds in the soil.

• Now imagine that your garden is full of plants. Show what you would do to the soil to help the plants grow. (Hint: Think about weeds and water.)

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Grade 2 Unit 4 Week 2 • Life Cycle of a Pumpkinvine

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Grade 2 Unit 4 Week 2 • Life Cycle of a Pumpkin

Routine for Lesson VocabularyIntroduce Ivy is a vine. A vine is a plant that grows along the ground. A vine can also climb up walls and fences. Let’s say the word together: vine.

Demonstrate The vine grew up the side of the house. One vine was more than ten feet long. Pumpkins grow on a vine.

Apply What would be a good place to grow a vine? Explain the reason for your answer.

Display Now I will write the word on the board. Let’s read the word together: vine.

Pencil Talk • Look at the photograph on the front of this

card. Make a list of words you can use to describe this vine.

• Draw a picture of a fruit, vegetable, or flower growing on a vine. Write a sentence about your picture. Use the word vine in your sentence.

• Complete these sentence frames:

The vine grew in the __________.

Some fruits and vegetables grow on vines. Others grow __________.

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