grade 2 outcomes - ed.gov.nl.ca · primary science curriculum: grade 2 61 stse/knowledge skills...

LIFE SCIENCE: ANIMAL GROWTH AND CHANGES

59PRIMARY SCIENCE CURRICULUM: GRADE 2

Grade 2

Life Science: Animal Growth

and Changes

PRIMARY SCIENCE CURRICULUM: GRADE 260


Unit Overview

Introduction All animals grow and change from their earliest beginnings until theyreach their full adult condition. The form and pattern of this growthdistinguish one kind of animal from another and are sources ofinterest for children of all ages. Viewing the growth and developmentof an individual organism can be a powerful learning experience forthe young student, especially if the student shares responsibility forits care. For example, students can raise a butterfly from caterpillar toadult. The growth and development of the butterfly can then becompared to that of other animals and of themselves, and theopportunity is provided for children to identify the conditions neededto support healthy growth.

Focus and Context The focus in this unit is on making observations as part of the inquiryprocess. As much as possible, these observations should be on liveanimals, either in their natural habitat, or in an environment that modelsa natural habitat, such as an aquarium or terrarium, in the classroom. Asstudents observe the growth and changes in a variety of animals, they willbe able to compare and contrast the various processes and stages that theanimals go through in their life cycle.

Science

Curriculum Links

Students should already be aware that living things have basic needs, andcan be grouped based on their common characteristics, from the grade 1unit on Needs and Characteristics of Living Things. This unit extendsthese concepts by focussing on growth and life cycles of animals. In grade3, students will explore growth and life cycles again in Plant Growth andChange.


STSE/Knowledge Skills


Students will be expected to

101-7 observe and describe changes in theappearance and activity of an organism as it goesthrough its life cycle

102-6 identify constant and changing traits inorganisms as they grow and develop

100-15 compare the life cycles of familiar animalsand classify them according to the similarities anddifferences of their life cycles

102-7 describe features of natural and human-made environments that support the health andgrowth of some familiar animals

100-16 describe changes in humans as they grow,and contrast human growth to that of otherorganisms

103-5 identify the basic food groups, and describeactions and decisions that support a healthylifestyle


Initiating and Planning

200-1 ask questions that lead to exploration andinvestigation

200-3 make predictions, based on an observedpattern

200-4 select and use materials to carry out theirown explorations

Performing and Recording

201-5 make and record relevant observations andmeasurements, using written language, pictures,and charts

201-7 identify and use a variety of sources ofscience information and ideas

Analysing and Interpreting

202-2 place materials and objects in a sequence orin groups according to one or more attributes

202-7 propose an answer to an initial question orproblem and draw simple conclusions based onobservations or research

202-9 identify new questions that arise from whatwas learned

Communication and Teamwork

203-2 identify common objects and events, usingterminology and language that others understand

203-3 communicate procedures and results, usingdrawings, demonstrations, and written and oraldescriptions

203-5 respond to the ideas and actions of othersand acknowledge their ideas and contributions

Curriculum Outcomes

62 PRIMARY SCIENCE CURRICULUM: GRADE 2


Outcomes Elaborations–Strategies for Learning and Teaching


Investigating the Needs and Life Cycle of an Organism

observe and describe changes inthe appearance and activity ofan organism as it goes throughits life cycle (101-7) Include:

(i) size

(ii) form (e.g., larva, pupa,etc.)

(iii) movement

Teachers should consult the Laboratory Safety Guidelines (Science)for information on the care of animals in the classroom.

Students should investigate the life cycle of at least one type oforganism first hand. The selection of this organism could vary,depending on student and teacher interest, the availability of localorganisms, any student or teacher allergies, and the availability ofspecialized classroom equipment such as incubators or refrigerators.This means that aquariums, jars, terrariums, or cages be set up tohold the creatures for extended periods of time, so this unit shouldbe started early in the school year when specimens may be moreeasily obtained, and students will get the chance to see as much ofthe life cycle as possible.

select and use materials to carryout their own explorations forobserving the life cycles of livingorganism (200-4)

ask questions about theorganism’s needs and changes ingrowth patterns (200-1)

Students could describe changes in their pets or siblings. They couldnotice their pets’ or siblings’ different needs, as they change overtime. Students should be encouraged to ask questions such as “Iwonder how long it takes a chicken to hatch?”, “Do butterflies reallycome from caterpillars?”, “Where do moths come from?”, “Is a babyfrog just like a grown-up frog?” These questions can form the basisfor exploration, and students will undoubtedly ask many more asthe investigations proceed. Teachers can guide the discussion byintroducing other creatures, such as butterflies, fish, chicks, frogs,meal worms, or other organisms that they will be able to observeand investigate. Do you know how living organisms grow andchange? What types of things would you think would be worthinvestigating about living organisms?

Students should focus on recording their observations carefully, bydrawing pictures, writing descriptions of changes as they occur, andrecording observations at various time intervals as they observeorganisms throughout their life cycle. As they observe organisms gothrough their life cycle, students should also include informationabout the organisms’ feeding behaviour and activity. Attentionshould be paid to features of the organism’s environment that enableit to meet its needs at different stages of its life cycle. Students canwork together to care for these organisms.

record relevant observations ofchanges in the appearance andactivity of an organism as it goesthrough its life cycle, usingwritten language, pictures, and/orcharts (201-5)


Tasks for Instruction and/or Assessment Resources/Notes


Performance

• Making a cocoon: Dip string or thread in a starch solution, andwrap around and around an empty film container or other smallcontainer. Cut out and colour a butterfly and a caterpillar. Using thecocoon you have made, show the steps that occur as a caterpillarturns into a butterfly. What is the next stage of this life cycle? Howcould you show it? (101-7 )

Journal• Three times a week, as you watch the life cycle of your butterfly

(meal worm, chick, ...), record your observations in your journal.Did you have to use any special equipment? Draw pictures to showhow your butterfly is developing. (101-7, 102-6, 200-4, 201-5,203-2, 203-3)

• We are going to be taking care of a ____ so that we can watch itgrow. I would like to find out ... (Describe questions thatinquire about what the organism will look like as it grows.) (200-1)

Paper and Pencil• Cut and paste in order: (Teachers should have the students paste

it in a circular pattern, with arrows from one picture to the next,to indicate the cycle of life.) (100-7)

• Teachers may begin a wall growth chart, that can be used to recordheights and/or weights and may be added to throughout the year.(101-7)

• Teachers can keep a chart of tooth loss that can be added tothroughout the year. (101-7)

Investigating the Needs and Life Cycles of an Organism

Student textbook module:Animals Grow(101-7)TR Lesson 2 pp. 17-22SR pp. 6-7TR Lesson 6 pp. 40-43SR pp. 14-15TR Lesson 8 pp. 54-57SR p. 18TR Lesson 10 pp. 64-68SR pp. 22-23

(200-4)TR Lesson 4 pp. 30-31SR p. 11(200-1)TR Lesson 10 pp. 64-68SR pp. 22-23(201-5)TR Lesson 2 p. 19SR p. 7TR Lesson 4 p. 31SR p. 11TR Lesson 8 p. 55SR p. 19TR Lesson 14 p. 85SR p. 31





Investigating the Needs and Life Cycle of an Organism (continued)

• identify constant and changingtraits in organisms as they growand develop (102-6) Include:

Insects, such as butterflies, moths, or meal worms, are relatively easy tostudy in the classroom. Many of these insects go throughmetamorphosis. The four stages of this cycle are egg, larva, pupa, andadult. Teachers should encourage students to use this terminologyduring their observations. Magnifying lenses can be used to get a closerlook at the different stages in the life cycle.

The total life cycle of a meal worm is about six months. They can bekept in a large jar (in breakfast ceral) with holes in the top. Meal wormscan be bought from pet stores as pet food.

Students may be able to bring in caterpillars that they have caught inorder to study the life cycle of a butterfly or moth. These can be kept ina container with leaves and a twig. Fresh leaves must be supplied eachday for caterpillars. Some butterflies will only lay their eggs on certainleaves, for example, monarch butterflies will only lay eggs on milkweed.

Because frogs mature from tadpoles to adult frogs over the summer, afirst-hand look at the complete life cycle of frogs would have to be doneby students independently. Software, video or text resources can beused to study the life cycle of frogs in the classroom.

Caution: Wear gloves if handling chickens. Caution must be exercisedif chickens’ life cycles are studied first hand. If a resource person, such asa farmer, is willing to bring in the eggs a couple of days before theyhatch; show teachers and students the proper care that must be given,and take the chicks away after they have hatched, then the activity maybe undertaken. However, the eggs must be in a proper incubator, andproper care must be taken by teachers and students to ensure that theeggs and chicks are cared for appropriately.

Some schools may opt to investigate the life cycles of fish such assalmon, cod, or guppies. Raising these organisms requires research andspecialized equipment, such as temperature controlled aquarium andrefrigerators for the eggs. Various agencies, such as the Department ofFisheries and Oceans, salmonid interpretation centers, and pet storesmay supply eggs and equipment, as well as information and videoresources about the life cycles.

Brine shrimp are organisms that are easy to care for in an aquarium.They are tiny and may be difficult for students to observe closelywithout magnifying lenses.

As students observe the life cycle of the organism they have chosen,they should be encouraged to raise questions about the life cycles ofother organisms and how they may be impacted by humans. Many ofthem may have cared for pets and will be willing to share theirobservations and experiences with their classmates. This will lead tofurther study of the life cycles of other organisms in the nextsection.

• identify questions about the needsand growth patterns of otherorganisms (202-9)

!

(i) constant - eye colour,number of arms and legs

(ii) chnaging - height,weight and form

• discuss other students’ ideas aboutan organism’s needs and changesin growth patterns (203-5)

• recognize the stages ofdevelopment of an organism,using applicable terminologyand language (203-2)

• propose suggestions for meetingthe needs of the organism beinginvestigated, and drawconclusions about its growthpatterns or stages based onobservations (202-7)

• communicate procedures andresults of the investigation intothe life cycle of an organism,using drawings, demonstrations,and/or written and oraldescriptions (203-3)




Performance• Build a home for the organism that you are going to investigate.

(202-7)

Journal• Record any changes you observe as the organism develops. (You

may choose to keep a drawing or written record.) (102-6)

Interview• Over the time that you have been watching your butterfly (meal

worm, chick, ...) grow, what things have stayed the same? Whatthings have changed? (102-6)

Presentation• Present the results of your investigation of the life cycle of a

butterfly (meal worm, chick, ...) to the class. (203-3)

Informal/Formal Observation• In brainstorming/sharing/generating questions sessions on the

life cycles of organisms, assess the degree of participation andrespect for others’ points of view.

Observe how: (teacher note)

– individual students contribute to the group (202-7, 203-5)– the group follows directions (200-4)– they record amount of detail in recording their observation

(101-7, 201-5, 202-7)– the students describe the life cycle of the organism and how

it connects to their world (100-7, 203-2)– they recognize that they experience changes in life too (202-7)

Interview• Do you think all animals go through the same stages as the

animal(s) we are studying? What other animals would you beinterested in finding out about? What are some questions you couldask about the growth of living things? (202-9)

Investigating the Needs and Life Cycles of an Organism (continued)

Student textbook module:Animals Grow(102-6)TR Lesson 2 pp. 17-22SR pp. 6-7TR Lesson 4 pp. 29-33SR pp. 10-11TR Lesson 5 pp. 34-39SR pp. 12-13TR Lesson 8 pp. 54-57SR p. 18TR Lesson 10 pp. 64-68SR pp. 22-23

(203-5)TR Lesson 6 p. 41TR Lesson 10 p. 66

(203-2)TR Lesson 5 pp. 34-39SR pp. 12-13

(202-7)TR Lesson 4 p. 31TR Lesson 5 pp. 35-37

(203-3)TR Lesson 2 pp. 18-19SR p. 7

(202-9)TR Lesson 6 p. 43





Comparing Life Cycles of Familiar Animals

• identify and use a variety ofsources of science informationand ideas to find out about thelife cycles of other organisms(201-7)

Students can now explore the life cycles of other animals. If possible,these explorations should be first-hand (classroom habitats, visits tofarms, zoos, aquariums, nature parks, seashore and aquaculturefarms), but in order to make comparisons between similar types oforganisms (for example, between the life cycles of cod and salmon),print or electronic sources may be necessary. These resources shouldbe well illustrated, and written in simple, age-appropriate language.

Similarities and differences between the life cycles of organismscould be explored. Mammals, birds, insects, fish, reptiles (lizardsand alligators) or amphibians (frogs, toads, and salamanders) can beused. Note: This is not terminology that we would expect studentsto use at this level. It is only mentioned here for teachers to attemptto choose from a variety of organisms that have very different lifecycles. For example, the life cycles of other mammals could beexplored to show the similarity to the life cycle of a chicken, and thelife cycle of other insects could be compared to that of the butterfly,moth or meal worm. Students should be able to recognize, forexample, which types of organisms start their life cycle in an egg, orwhich organisms wrap themselves in cocoons.

Students could compare the life cycle of the organism they haveinvestigated to their own life cycle. Teachers could use adichotomus key to compare animals. Examples include animalsthat start as an egg or not, animals that make cocoons or not,and animals that walk on four legs or not.

Idea webs could be used to distinguish between the variousanimals:

can crawl when born crawl to

mother to feed

can't see when they are born

puppies

must be fed by an adultcan see when

they are born can't walk when born

human babies

• compare the life cycles of familiaranimals and group themaccording to the similarities anddifferences of their life cycles(100-15, 202-2)




Performance

• Produce a pictoral timeline of an organism’s life cycle. (201-7)

Presentation

• Select an organism and research its life cycle using a variety ofsources. (100-15, 200-3, 201-7, 202-2)

Comparing Life Cycles of Familiar Animals

How Animals Compare

2 legs 2 legs

starts as an egg doesn’t start as an egg

makes a cocoon doesn’t make a cocoon ...

Student textbook module:Animals Grow(201-7)TR Lesson 2 p. 20

(100-15, 202-2)TR Lesson 14 pp. 85-91SR pp. 30-31





Comparing Life Cycles of Familiar Animals (continued)

• describe features of natural andhuman-made environments thatmeet the needs of some familiaranimals (102-7)

- compare human-madeenvironments with naturalenvironments in terms offood, water, shelter and spacethey provide

Students should explore organisms in their natural environment.They should explore how these organisms eat, drink, and move intheir natural surroundings. Students could match pictures oforganisms to their environments. For example, they could matchfrogs to ponds, birds to nests, and worms to earth. They can alsoexplore how human-made environments (e.g., farms, zoos,aquaculture farms, aquaria) have supported the health and growth ofanimals, for example. They could describe the types of environmentthat they would need to have if they wanted to raise differentorganisms, such as horses, puppies, or kittens.

• make predictions about the stagesin a life cycle of an organism,based on an observed pattern ofstages in a similar organism(200-3)

Students should be able to make simple predictions about the lifecycles of similar organisms and recognize patterns. For example, ifthey have explored the lifecycle of a chicken, they should be able topredict that a robin will also have eggs that will hatch into babybirds.




Performance• Explore and construct a natural or human-made environment

that could support or hinder the health and growth of organisms.(102-7)

Paper and Pencil• Pretend that you have to take care of a bird (or some other type

of animal) for a while. How would you take care of it? Whatkinds of things would you do to make sure that it iscomfortable, and lives as normally as possible? Draw a picture ofthe type of home you would make for it. (102-7)

Interview• Tell me some ways human-made environments have helped the

health and growth of animals. (102-7)

Comparing Life Cycles of Familiar Animals (continued)

Student textbook module:Animals Grow(102-7)TR Lesson 3 pp. 26-27TR Lesson 7 pp. 46-51SR pp. 16-17TR Lesson 8 pp. 52-57SR pp. 18-19TR Lesson 13 pp. 80-84SR pp. 28-29

(200-3)TR Lesson 6 p. 42





Human Growth and Development

• describe changes in humans asthey grow, and contrast humangrowth with that of otherorganisms (100-16)

- describe the characteristicsof a baby, child, adolescent,adult and senior

• identify the basic food groups anddescribe actions and decisionsthat support a healthy lifestyle(103-5)

These outcomes will connect with some outcomes of the healthprogram.

Students love to see evidence that they are growing. These outcomesgive students the chance to focus on their own growth over theschool year. At the beginning of the school year, variousmeasurements could be taken (hand length, feet size, distancearound head), and these measurements could be continued atintervals throughout the year.

To show that voices change and deepen as they get older,students can listen to tape of a number of different voices, andtry to guess who is the oldest, and who is the youngest of thepeople they are listening to. Students could make a picture/poster of people at different ages.

Students may have some of their baby clothes or baby picturesthat they could bring in to illustrate how they have grown. Theycan also bring in pictures of their brothers, sisters, and parentsor guardians to illustrate the progression from baby to child toadult.

To focus on their needs that have changed as they have grown,they could draw pictures of types of foods that they have eatenas they have grown, from milk to mashed food to solid food.Classroom displays could be set up to illustrate this progression.

Health and nutrition issues can be brought in at this point byraising probing questions. Students should be able to recognizethat food is a necessary ingredient for growth.

Students can be introduced to the major food groups (dairy,meat, fruit and vegetable and bread and cereal) by using postersor displays showing the four main food groups. They can thenclassify various snack and lunch foods into these groups.Guidelines for appropriate amounts for each group can also bedisplayed and discussed in class.

Students will already have an awareness of some basic hygienicpractices that reduce the spreading of germs. They can identifypersonal behaviours, such as attention to clothing, cleanliness,exercise, and nutritional choices, that help maintain goodhealth. (Community health nurses or dieticians can be invited totalk to the class about nutrition.)




Journal• Write or illustrate foods that are good for me and foods that are

not. (103-5)

Paper and Pencil• Draw or print the names of the food groups on separate pieces of

paper. Cut out pictures of foods and drinks from a magazine andpaste them on the correct sheet. (103-5)

Interview• What is good nutrition? Why is it important to eat nutritious

food? (103-5)

Presentation• Make a picture poster of people at different ages. Select pictures

that show how some characteristics change (height, weight),while others remain the same (eye and hair colour). (100-16)

Human Growth and Development

Student textbook module:Animals Grow(100-16)TR Lesson 9 pp. 58-63SR pp. 20-21

(103-5)TR Lesson 11 pp. 69-74SR pp. 24-25TR Lesson 12 pp. 75-79SR pp. 26-27


EARTH AND SPACE SCIENCE: AIR AND WATER IN THE ENVIRONMENT



Grade 2

Earth and Space Science:

Air and Water in the Environment



Unit Overview

Introduction Air and water are all around us. They form a major part of thephysical environment and are essential for life, yet our awareness ofthem is often incomplete. Where solids are tangible and directlymeasurable, gases and liquids are sometimes visible only throughtheir effects. The emphasis in this unit is on characteristics of air andwater, and on how they affect us in daily life. Throughinvestigations, students learn about changes and interactions of airand water when they are heated or cooled, and about theirmovement through the environment. In the process, studentsdiscover that water is important to us in many ways. Students canalso learn to appreciate that there is more to obtaining clean waterthan simply turning on a tap.

Focus and Context The focus in this unit is on inquiry. Students are presented withmany opportunities to explore how air and water are connected, andhow temperature and moving air can affect the form of water. Theyalso are provided with opportunities to test fabrics to see howsuitable they are for various weather conditions. Finally, they gain anappreciation for having a clean water supply, and investigate howwater pollution can affect living things.

Science

Curriculum Links

Some of this unit can be integrated with the first section on TheThree States of Water in the grade 2 unit, Liquids and Solids. Thesesections are noted in the following pages.

Students will have already investigated changing weather conditionsin the grade 1 unit, Daily and Seasonal Changes. In this unit, theyaccount for changes in weather through an understanding of waterand air in the environment. This exploration will deepen in thegrade 5 unit, Weather.




102-10 demonstrate how air, as a substance thatsurrounds us, takes up space and is felt as windwhen it moves

100-26 observe changes in air conditions inindoor and outdoor environments, and describeand interpret these changes

102-9 identify evidence of moisture in theenvironment, in materials, and in living things

100-27 describe changes in the location, amount,and form of moisture, and identify conditions thatcan affect these changes

103-7 describe the effects of weather and ways toprotect things under different conditions

102-11 identify examples of water in theenvironment and describe ways that water isobtained, distributed, and used

103-8 identify the importance of clean water forhumans, and suggest ways they could conservewater







201-3 use appropriate tools for manipulating andobserving materials and in building simple models




202-4 construct and label concrete-object graphs,pictographs, or bar graphs

202-7 propose an answer to an initial question orproblem and draw simple conclusions based onobservations or research


203-1 communicate questions, ideas, andintentions while conducting their explorations

203-2 identify common objects and events, usingterminology and language that others understand


Curriculum OutcomesSTSE/Knowledge Skills





Air

• demonstrate how air, as asubstance that surrounds us,takes up space and is felt aswind when it moves (102-10)

• communicate questions and ideasabout air while conductingexplorations (203-1)

• use appropriate tools inconstructing a device to measurethe speed and direction of wind(201-3)

Students can explore how air takes up space by trying to fill upempty bottles (plastic) with water by holding the bottles underwater in a tub or bucket. Structure the activity so that theyattempt to fill up the bottles by holding the bottles in differentpositions under water (opening down, sideways, up).Alternatively, students can be given bottles with paper towels inthe bottom, and asked to submerge the bottle without gettingthe towel wet.

Many familiar technological products (balloons, tires, and airmattresses) can be used to illustrate that air takes up space.Students can inflate some of these products and manipulate themwith their hands to feel the air that has been trapped inside.

Air is invisible. As such, students can only see and feel evidence ofair in order to gain an understanding that it is an actual substance.

In classroom discussion, students can be given the opportunity tothink about why the bottles won’t fill up with water if they are heldupside down, and what they think is in the bubbles they saw as thebottles did start to fill up. Encourage students to respond to otherstudents’ ideas. Students can use what they have learned as they raceto see who can fill up the bottle fastest, then share their techniqueswith other students. They can also explore the fastest method toempty the water from a bottle. Students may think holding thebottle upside down is the fastest way to let water out, but it willpour out more quickly if air is allowed to get in by tipping orswirling the bottle.

Ask students to observe how air feels, when there is wind. Involvestudents in activities where they can feel moving air (for example,letting the air out of balloons or tires; standing in front of a fan;standing in the wind). Teachers can help students make a list ofthings that wind can do (for example, cause a flag to wave, blowdown trees, move sail boats). Probe their conceptions of what it isthey are feeling and introduce the idea of “too small to see, but it isthere”.

Students can construct weather vanes to measure the direction ofthe wind, or make simple wind direction indicators usingribbons hanging from various places around the school andschool grounds. They can use phrases like “It is blowing toward thetree”, as well using terms like north, south, east, and west. They canuse pinwheels to show how fast the wind is blowing. Students coulduse general terms such as, “slow”, “soft”, “weak”, “fast”, etc. toindicate wind speed. It is not necessary that students determine theactual numerical speed of the wind.




Performance

• In a group, construct a wind speed indicator. Use it to measure thewind speed and direction at various locations and at different times.(201-3)

Journal

• Today we did experiments with air. I learned lots of things ... Iwonder about ... (203-1)

Paper and Pencil

• Draw pictures to show how you know: (102-10)

– air takes up space– air can move things

Interview• How can you show me that air is a real substance when you can’t

see it? (102-10)

Air

Observing Wind

Location Wind Speed Wind Direction

Beside the schoolReally windy. Thepinwheel turned so fastit was blurry.

The ribbon pointedstraight out towardsthe back of theschool.

In an open field

On the seashore

Student textbook module:Air and Water(102-10)TR Lesson 2 pp. 17-22SR pp. 6-7TR Lesson 3 pp. 23-28SR pp. 8-9

(203-1)TR Lesson 2 pp. 17-22SR pp. 6-7TR Lesson 3 pp. 24-26SR pp. 8-9TR Lesson 8 pp. 52-54, 56SR pp. 18-19

(201-3)TR Lesson 3 pp. 26-28





Air (continued)

• observe changes in air conditionsin indoor and outdoorenvironments and describe andinterpret these changes (100-26)Include:

(i) temperature

(ii) air movement

(iii) moisture

Teachers may have demonstrated the use of thermometers in theunit Daily and Seasonal Changes in grade one, but students didnot use them or any standard units of measurement. In gradetwo, students are being introduced to standard units ofmeasurement in the math program (such as metres, litres), butthey are not introduced to temperature units until later.Students would measure air temperature in various parts of theclassroom (by a window, in the sun, by a space heater) with athermometer to see if they can detect any changes in the heightof the liquid in the thermometer.

Indoor air conditions do not change very much. They candescribe changes that occur when the thermostat is turned upusing terms like “colder” and “warmer”. They can identify placesin the room that appear to be warmer than others. For example,they may note that it is noticeably warmer by the heater, andnoticeably cooler by the open window. They may also observethat it is warmer when they are by a window with the sunlightpouring in. They may note breezes that come through an openwindow, or feel the breeze from a fan, or the warm air risingfrom a heater, but other than that, moving air will not be verydetectable indoors.

This investigation can continue outside in the school yard and athome. With the help of their teacher, they could compareoutside temperature readings that are taken in the sun to thosetaken in the shade. Students can describe changes intemperature by describing the type of clothing they would haveto wear to be comfortable (such as sweaters, parkas, shorts).

Students can attempt to interpret the various changes intemperature (for example, sun makes it warmer, near a furnace,cloudy day), and wind (by an open window, out in the openand not sheltered) using simple explanations.

They can also record the wind direction and wind speed in thesame chart using the instruments that they designed. Theycould compare the wind speed out in an open field, andcompare it to the wind speed in a more sheltered area.

Students could note the amount of cloud cover each day (drawpictures to show shape of clouds and relative amount of cloudcover). Forms of moisture in the environment are addressed nextin this unit, so clouds are a natural introduction to this topic.




Performance• With a partner, describe how warm or cold it is at indoor and

outdoor locations, and record your observations in the tablebelow. (100-26, 102-9)

• Find a place outside near your school where you want to collectyour weather measurements. Three times a day (for example,before recess, after recess, and afternoon), for one week, fill outthe table with your observations (class activity). (100-26)

Journal

• The things that I learned about the air conditions indoors are ...The things that I learned about outdoor air conditions are ...(100-26)

Air (continued)

Observing the weather

Time/DayObservations(Hot, Cold)

Clouds(drawPicture)

Rain/Snow

Wind speed/direction(drawribbons)

Monday9:30

Monday11:00

::

What do you feel?

Location in classroom How I feel...

Near a fan

By an open window

In a sunny spot

In a shaded spot

I can feel the wind from the fan,and it feels cool on my face.

::

Student textbook module:Air and Water(100-26)TR Lesson 8 pp. 50-56SR pp. 18-19





Forms and Changes in Moisture

• identify evidence of moisture inthe environment, in materials,and in living things (102-9)

• use appropriate tools to measureamount of precipitation for aperiod of time (201-3)

Students should explore evidence of moisture in the environment byobserving the various forms of precipitation (fog, rain, snow,drizzle, etc.) in their local area. They can note their breath on a coldday, water steaming up their mirrors after a shower, or fogging upthe windows in their car. If they wear glasses, they may note thatthey sometimes fog up when they come inside on a cold day.

Moisture in the form of water vapour will be present in the air invarying amounts, even when it is not evident. It can be detected bystudents noting the changes that occur on the surface of a coldobject taken from a freezer, and placed on a desk. Teachers can freezea container of water, and bring it to the classroom for students toobserve. Some students may think that the ice and water are actuallycoming through the container when they see the ice andcondensation forming on the surface of the container. Teachers cantake a chilled solid object from the freezer (empty glass pot, forexample). Students will notice the condensation occurring, rulingout the explanation that the water has come from inside thecontainer, and supporting the idea that the water has come from theair. Alternatively, they could add a couple of drops of food colouringto the container of ice water, and show that the water thatcondenses is not coloured.

Students can observe evidence that moisture is present in manymaterials, such as a wet towel or damp clothes, by feeling themor squeezing some water from them. They can also see evidenceof moisture in living things, such as fruits and vegetables.Students could take an apple that has been cut in half, and putone piece, sealed in plastic, in the refrigerator, and leave theother piece out. They can then compare appearances and use a panbalance to see which one is heavier. Other activities could involvemaking juice from oranges, or noting that they perspire afterexercise.

Students can use a magnifying glass to observe the moisture onleaves or grass at various times of the day. Students should beable to predict the forms of precipitation that will occur duringthe various seasons.

Students can record the types of precipitation in their journal anduse water gauges and measuring sticks for snow to record theamount of precipitation over the course of a week or month.This could be done using non-standard or standard units. Someof these data can be used for symbolic bar graphs, whichteachers can help students construct. This can be used toconnect with math outcomes on data processing. Studentsshould be able to predict the forms of precipitation that willoccur during the various seasons.




Performance• As a class record the results of their moisture observations (For

students who may have trouble writing the evidence, these can berelayed orally) (102-9)

Journal• Some of the places that I’ve discovered water are ... (102-9)

Interview• Where do you think the water from the apple went (from the

activity on p. 70)? (102-9)

Forms and Changes in Moisture

Where I found Moisture

Places where I found moistureor water ... Evidence:

air

apple

::


(201-3)TR Lesson 7 p. 48





Forms and Changes in Moisture (continued)

• describe changes in the location,amount, and form of moisture(100-27)

• investigate and identifyconditions that can affect thesechanges (200-4, 201-5) Include:

(i) wind

(ii) temperature

Students may have noted that moisture can seem to appear anddisappear, and so, its location changes. For example, water vapourin the air can condense on a cool window, or water in a glass canevaporate into the air. Dew on a leaf can evaporate, clouds can rainor snow on everyone and everything. Wet clothes that have beenhung on the clothes line will dry. Icicles will melt and drip the wateronto the ground. Water will freeze into ice cubes in the fridge. In allof these cases, the location and/or the form (solid, liquid, gas; orsnow, dew, fog, rain) of the moisture changes.

Students can explore the conditions under which water can changefrom one form to another. Activities related to these outcomes canbe integrated with the section on water in the unit “Liquids andSolids”.

In addition to exploring how changes in temperature can causefreezing, condensation, and evaporation, students can alsoexplore the effect of wind on evaporation or drying times.Students can investigate conditions affecting evaporation byputting the same amount of water on pieces of the same fabric.These can be hung from various places: in a closet in the room,suspended from the ceiling, in front of a fan, in front of a closedwindow, in front of an open window, in the sun and in the shade.They can then record the temperature and amount of air movement(none, slight, windy) of the places where the fabric is hanging. Theycan qualitatively observe the drying process, noting whichconditions were best for drying. Ask students if they think this wasa fair test. (Changes in temperature and moving air will both affectthe drying process.) They can design investigations that attempt tocontrol these variables to make a fair test.

Set up cooperative learning groups. Provide opportunities forchildren to discuss and share their ideas on the conditions underwhich things dry faster in one location than the other.




Performance• (Class Activity)Make an

instrument for measuringthe amount of rain (orsnow). Measure the amountof rain (snow) each day fortwo weeks, and record yourfindings in the chart. (Adifferent student can takethe measurement each day.)When you are finished,construct a graph to showyour results. (201-3, 202-4)

Paper and Pencil

• As you explore how to change moisture from one form to another,fill in the chart: (Include all changes: such as water to water vapour,water vapour to water.) (100-27, 200-4, 201-5)

Forms and Changes in Moisture (continued)

Rainfall

DateAmount ofRain

October 11

October 12

::

Ice, Water and Water vapour

Form Location ofmoisture

Conditions Observations

Water Wet towel hung to drywith no wind

towel driedslowly

Water

Ice

wet towel

water in icecube trays

hung to dry inwind

put in frezzer

::

Student textbook module:Air and Water(100-27, 200-4, 201-5)TR Lesson 4 pp. 29-32SR pp. 10-11TR Lesson 5 pp. 33-39SR pp. 12-13TR Lesson 6 pp. 40-44SR pp. 14-15TR Lesson 7 pp. 45-49SR pp. 16-17





Materials and Moisture

• investigate how various materialsinteract with moisture (200-1)

These outcomes explore the role of choosing materials for a specificpurpose. Students could explore different materials and investigatequestions such as, “Which materials hold the most water? Is onematerial more waterproof than the other? Which material will dryfastest?” Students can suggest situations in which they would needmaterials to absorb water (towels, paper towels), repel water(raincoats, tents), and dry quickly (dish towels, clothing). Theyshould also note the clothing for different weather conditions. Forexample, rain coats, boots, parkas, umbrellas. Students should thenbe asked how various materials can affect them in different weatherconditions.

Students can make predictions about the materials that they have totest, and then perform simple tests on various fabrics to test thequalities that make them suitable for different weather conditions orabsorbing water.

Absorbing qualities: Students can set up several containers withequal amounts of water and place different materials in the water.They can remove the materials and observe how much water is leftin each container after a designated period of time. This alsosupports outcome 100-18 in the “Liquids and Solids” unit.

Waterproofing qualities: Students can drop water on materials, andnote whether the drops “sit” on top of the material, are absorbed bythe material, or soak right through. For the materials that allow thewater to sit on top, they can see how far they can get the drop tomove before it is absorbed.

Drying times: Students can wet a variety of materials and note howlong each takes to dry.

Using the results of these tests, students can sequence the materialsthat they tested from least to most absorbent, or from least to mostwaterproof, or from fastest to slowest drying. They can discuss withclassmates which materials would be suitable for different purposes,for example, clothing for various weather conditions, for dryingtowels, or for tents.

Students should be able to communicate what they did and theirresults using words such as “absorb” and “waterproof.” This can bedone formally through the creation of products that show theirprocedures and results of their tests, or informally through teacherinterviews with students as they are finishing up their work at alearning centre.

• predict which materials are moreabsorbent, or waterproof, or drymore quickly (200-3)

• select and use materials andtools to test their predictions(200-4, 201-3)

• arrange tested materials in asequence according to theirability to absorb water, bewaterproof, and/or dry (202-2,202-7)

• communicate the proceduresand results of their tests ofmaterials, using drawings,notes, and/or oral descriptions(203-2, 203-3)




Paper and Pencil• Predict which materials

are more absorbent andgive a plan to test yourpredictions. (200-3,200-4, 201-3)

• List your materials inorder from leastwaterproof to mostwaterproof. (202-2,202-7, 203-3, 203-2)

Interviews• When would you want materials to be absorbent? Waterproof? Dry

quickly? (200-1, 200-3)

Materials and Moisture

Which materials are waterproof?

(absorbent, dry fastest)

Material Prediction What I saw


(200-3, 200-4, 201-3)TR Lesson 10 pp. 63-68SR pp. 22-23

(202-2, 202-7)TR Lesson 10 pp. 67-68

(203-2, 203-3)TR Lesson 5 p. 36TR Lesson 10 pp. 65, 67





Materials and Moisture (continued)

• describe the effects of weather(103-7a) Include:

(i) building damage

(ii) road damage

(iii) behaviour changes inliving things

• describe ways to protect thingsunder different weatherconditions (103-7b) Include:

(i) appropriately dressing

(ii) weather proofing buildings

(iii) living things seekingappropriate shelter

Students can note signs of weather effects around the school yard,home and community. Students can note products that protectstructures from the effects of weather.

Both wind and precipitation can affect houses, patios, and otherstructures. Students can note signs of weather damage aroundthe school yard and home. Peeling paint, warped wood, shinglesor siding blown off buildings are examples of evidence that weatherhas a marked effect. Students could suggest products or processesthat have been designed to reduce the impact of weather, such asdriveway sealer and storm windows. Students could collect pictoralimages that illustrate these products and display them on a weatherposter.




Journal• This is how I would protect ... from weathering. (103-7)

Interview• What kinds of things do you or your family use to prepare for

different weather conditions? (103-7)

Presentation• Create a poster of products that are used to weatherproof things

such as clothing, houses, decks, and roads. Flyers and cataloguesfrom hardware stores make a good source of pictures. (103-7)

Materials and Moisture (continued)

Student textbook module:Air and Water(103-7)TR Lesson 9 pp. 57-62SR pp. 20-21TR Lesson 10 pp. 63-68SR p. 22





Protecting our Water Sources

• identify examples of water in theenvironment and describe waysthat water is obtained,distributed, and used (102-11)Include:

(i) streams

(ii) lakes

(iii) wells

(iv) oceans

- identify that in largecommunities one watersource supplies clean waterto many people

• identify the importance of cleanwater for humans, and suggestways they could conserve water(103-8)

Students can identify sources of water in their local area, such asstreams, lakes, and wells. They can explore where their water comesfrom through field trips and/or guest speakers, and how it is treatedto make it clean and safe to drink. Describing how water is treatedcould be a very complex topic. It should be limited to the conceptsof removing solids (filtering), removing poisonous substances(chemicals) and adding beneficial substances (e.g., chlorination tokill bacteria). Once they recognize that the water from their tapsactually comes from a water supply, be it a well or lake, they shouldexplore how important it is to protect these water supplies frompollution.

Students can brainstorm a list of uses of water, and again, throughclassroom discussion, appreciate the importance of clean water.Some communities may have a “Boil Order” in effect, so that allwater is boiled before it is used for cooking or drinking. The effectsof having a water supply that is not safe can be devastating to acommunity; and students may become scared if the full extent ofcontaminated water is made known to them. Classroom discussionsshould be limited to the effect of “getting a bad stomach”, or havingcuts that may get infected or not heal quickly, but examples ofcommunities stricken by cholera or other diseases are notappropriate for students of this age.

Humans and animals are not the only ones affected by pollutedwater. Students can perform investigations showing the effect ofpolluted water on plant growth by growing bean plants andwatering them with tap water, and “acid rain” (water with smallamounts of vinegar can be used to simulate acid rain).

Students can track and record their personal use of water in dailyactivities and identify situations where water is wasted, andsuggest ways to reduce the waste. For example, they can measurethe water from a dripping tap over a period of time, or they canmeasure the amount of water used to water lawns, take a bath,brush their teeth, or flush the toilet, and suggest ways to reduce theconsumption of water for each of these activities.




Performance• Visit a local stream, river, seashore or lake with your class. Look

for signs that the water is clean and healthy, or signs that it ispolluted. Record your observations. (102-11)

Write down some ways to try to make sure water is keptunpolluted. (Do not ignore the ocean.) (102-11, 103-8)

Journal• How is water useful in my life? (103-8)

• Some ways I can help keep water clean are ... (103-8)

Interview• How do people get clean water? Does everyone get it the same

way? (102-11)

• Why is it important that our water be clean and not polluted?(103-8)

Presentation• Class poster or mural: You will be responsible for getting or

drawing pictures of one of four aspects of water sources:

– water sources (lakes, rivers, underground water, ocean)– ways of getting this water (wells, pumping stations, hand

pumps)– how we use water– ways to make sure our water is pure and clean. (102-11)

• Act out ways in which water and its cleanliness affect them. (103-8)

Portfolio• Select a piece of work from this unit and place it in your portfolio.

Explain why you selected this piece of work. (201-3)

Protecting our Water Sources

Student textbook module:Air and Water(102-11)TR Lesson 11 pp. 69-75SR pp. 24-25TR Lesson 12 pp. 77-81SR pp. 26-27

(103-8)TR Lesson 13 pp. 82-85SR pp. 28-29


PHYSICAL SCIENCE: LIQUIDS AND SOLIDS

Grade 2

Physical Science:

Liquids and Solids





Focus and Context Students will get opportunities to practise both their inquiry andproblem solving skills in this unit. Investigations that focus on theproperties and interactions of liquids and solids will provide manyopportunities for observing and recording. Students will also getopportunities to design solutions to buoyancy challenges, and createand test useful products made by combining solids and liquids.

Science

Curriculum Links

Many connections can be made in the first section of this unit, TheThree States of Water, and the Air and Water unit. This unit is bestdone during the winter months in order to have easy access to ice,snow, and cold weather.

Students have already investigated the difference between materialsand objects in the grade 1 unit, Properties of Objects and Materials.This unit provides the prerequisite skills, knowledge, andexperiences needed for a grade 5 unit, Properties and Changes inMaterials.

Unit OverviewIntroduction When students examine materials in their environment they become

aware of a wide array of similarities and differences in theirproperties: the way they look, the way they feel, and the way theyrespond to environmental change. Some properties are common tomany materials and are used to group materials into broadcategories. Other properties are important for distinguishingindividual materials. The categories of liquid and solid provide oneway for students to organize their understanding of materials. Thisunderstanding is extended as students investigate ways that solidsand liquids interact and learn that materials can have both a solid andliquid phase.



Curriculum Outcomes


103-6 describe the characteristics of the threestates of water and predict changes from one stateto another

100-17 investigate and compare properties offamiliar liquids and solids

100-18 investigate and describe the interactions offamiliar liquids and solids

100-21 demonstrate an understanding of sinkingand floating objects by solving a related practicalproblem

100-19 identify ways to use a variety of liquidsand to combine solids and liquids to make usefulmaterials

100-20 investigate changes that result from theinteraction of materials and describe how theircharacteristics have changed

102-8 describe and demonstrate ways we use ourknowledge of solids and liquids to maintain aclean and healthy environment




200-2 identify problems to be solved






201-7 identify and use a variety of sources ofscience information and ideas



202-8 compare and evaluate personallyconstructed objects with respect to their form andfunction


203-1 communicate questions, ideas, andintentions while conducting their explorations


203-5 respond to the ideas and actions of othersand acknowledge their ideas and contributions






The Three States of Water

• respond to the ideas andquestions of classmates duringinvestigations into thecharacteristics of water, and howit changes from one state toanother (203-5)

• describe the characteristics of thethree states of water (ice-solid,water-liquid, water vapour-gas)and predict changes from onestate to another (103-6, 200-3)Include:

(i) shape

(ii) volume

- list three phase changes thatmatter undergo:

(i) melting

(ii) boiling

(iii) condensing

This section complements and reinforces the section Forms andChanges in Moisture in the unit Air and Water.

Explorations involving water can serve as a good introduction to awide variety of less common solids and liquids. Because water is socommon, cheap and changes so easily from one state to another, itis used extensively throughout this unit.

The characteristics of solids can be introduced by starting with theexploration of the characteristics of water in its solid form (ice,snow, hail). By touching, shaping, letting it melt in their hands,freezing water to make ice, making icicles, and observing frost oncold windows or glasses, students will be able to appreciate thatsolids have a definite shape. They will also experience ice meltinginto a liquid as it warms: They can investigate ice cubes partiallysubmerged in water, and feel the water temperature before the icemelts, and the temperature of the water after the ice has melted.Important characteristics that they should note are that ice has acrystalline structure (evident by viewing frost as it forms, and bybreaking ice cubes into smaller pieces). It is solid and therefore has ashape, and feels cold. Heat exchanges are also important: water willturn into ice if it is cooled, and ice will turn to liquid if it iswarmed.

The characteristics of liquids can be introduced by exploring waterin liquid form. Investigations should focus on comparisons betweenthe properties of ice and water. Students will note that they cannothold water, orange juice, molasses or other liquids in their handslike they can ice cubes, and that the liquid takes on the shape of thecontainer. Evaporation activities will lead to explorations involvingwater in the gaseous state (water vapour).

Gases can be introduced through explorations with water vapour.Students should be familiar with both evaporation and boiling.

From student recollections of water boiling at home, they candescribe the need for heat to change water into water vapour, andhow it forms steam (liquid droplets suspended in air) when it coolsdown. They may have seen water change to steam when water boils.




Performance• Given an ice cube (or freezie), melt this ice cube (or freezie) as

quickly as possible (without opening the freezie). (You are notallowed to put it in your mouth.)

When you are finished, tell your classmates the strategies that youused to melt your cube. Make a class list of ways to melt ice.(203-5, 103-6, 200-3, 100-20)

• Take two paper cups and put equal amounts of water in them.Put one in the freezer until next day.

Put the ice from one cup in a bowl and put the water from theother cup in a second bowl.

Which form of water can be poured? Which one covers thebottom of the bowl? Which one can you pick up? Which onechanges shape when you put it in the bowl? Which one feelscold? (103-6, 200-3)

Performance/Journal• Put an ice cube in a cup of warm water and observe what happens.

With a partner, talk about what you think is happening. When youhave finished, feel the temperature of the water. Draw before andafter pictures and label to describe your observations. (203-5,103-6, 200-3)

Paper and Pencil• What will happen to ice if I hold it in my hand?

What will happen to water in a glass if it is left to sit for a longtime in the sun? (103-6, 200-3)

• A student puts equal amounts of water in two glasses with the samesize and shape. One glass was put by a heater and one was put in therefrigerator. Draw what you think the glasses will look like after aperiod of several days. Explain your drawing. (103-6, 200-3)

The Three States of Water

Student textbook module:Matter, Matter Everywhere

(203-5)TR Lesson 10 pp. 60-65SR pp. 22-23

(103-6, 200-3)TR Lesson 10 pp. 60-65SR pp. 22-23





The Three States of Water (continued)

• describe the characteristics of thethree states of water and predictchanges from one state to another(103-6, 200-3) Cont’d

They will have noticed water vapour when they breathe on a mirroror go outdoors on a cold day. Students could observe frost designson windows.

With evaporation, heat exchange is not as obvious. (Background:Evaporation occurs when water molecules break away fromothers at the water’s surface, while boiling occurs when watermolecules throughout the whole water sample have enoughenergy to break away into a gas.) To illustrate that heat speeds upevaporation, students can compare evaporation rates at differenttemperatures.

Opportunities to observe condensation of water vapour on coldsurfaces will further reinforce the notion that water can changefrom one form to another.

Students should be able to predict what will happen to thevarious forms of water when they are heated up or cooled down.




Performance• Put a couple of drops of warm water on your hand. Wave your

hands gently. What do you feel? Do you feel the same way whenyou step out of a warm bath, shower or a swimming pool orlake? What happens to the water on your hand? (103-6. 200-3)

The Three States of Water (continued)

Student textbook module:Matter, Matter Everywhere(103-6, 200-3)TR Lesson 10 pp. 60-65SR pp. 22-23





Properties and Interactions of Familiar Liquids and Solids

• discuss and question theproperties of familiar liquidsand solids that lead toexploration and investigation(200-1)

• investigate and comparephysical properties of familiarliquids and solids (100-17)Include:

(i) liquid - thickness(viscosity) and colour

(ii) solid - hardness, textureand colour

• investigate and describe theinteractions of familiar liquidsand solids (100-18) Include:

(i) ability of liquids to mix(soluble)

(ii) floating/sinking (surfacetension)

(iii) ability of dissolving asolid in a liquid(solubility)

• make and record relevantobservations duringinvestigations of interactions ofliquids and solids, using writtenlanguage, pictures, and charts(201-5)

In classroom discussion, students and teachers can discuss theirfindings about the water, ice, and water vapour. Teachers canmonitor students discussion to extend their ideas to other solidsand liquids. Do they think all liquids and solids have the sameproperties? What ways might they be different? How can wefind out? Encourage students to make “I wonder...” statementsthat could be used as a starting point for exploration, such as “Iwonder if all liquids are as runny as water” or “I wonder if thereare other solids besides ice that melt in your hand”. As theyexplore the properties of common liquids and solids, they willprobably have more “I wonder ...” statements.

Throughout these explorations, students should become used towearing safety goggles. A number of common, safe liquids (seeLaboratory Safety Guidelines (Science) such as juice, water, milk, softdrinks, and molasses, can be used in these explorations. Studentscan explore the properties of these liquids by noting colour andodour, and rubbing their hands with each of these liquids. They canexplore the thickness (viscosity) of the liquids by stirring the liquidswith a spoon, or seeing how easily the liquids swirl or pour.

Students can explore the properties of various solids such as chalk,salt, sugar, wood and metals by noting their properties such asappearance, hardness, texture, colour, odour, and ability to bebroken into smaller pieces or shaped. Caution: Some students mayhave allergies.

Some properties of materials are determined by how they interactwith other substances. Students can observe what happens whendrops of liquids are placed on wax paper, tin foil, cardboard, cotton,or other type of surface. They can note things like the shape of thedrop on these surfaces, and if the liquid wets the surface. They canhave a liquid drop race and let them select which liquid and materialthey want to race it on.

!

Charts and drawings should be used to record their observations inthe following activities. For example, a chart of what floats in waterand what does not could be filled in by the students. Drawingscould also illustrate the same thing by showing some objectsfloating, while others have sunk to the bottom.




Performance• Put equal amounts of water, vegetable oil, milk, juice, and

molasses in paper cups. Swirl each cup gently, and put them inorder of “easiest to swirl” to “hardest to swirl”. (100-17)

• Which piece of material will soak up water the most? Put a dropof water on each piece of material (e.g., wax paper, cardboard,white paper, construction paper) and tip the material. Recordhow far each drop travelled before it soaked into the material.(100-18, 201-5)

• Record your observations on your activity. (100-17, 201-5)

Interview• What are some things you know about liquids? Do you think all

liquids are alike? What are some things that we could test to seeif liquids are alike or different? (Teachers could take on a similarapproach to generate “solid” questions.) (200-1)

Properties and Interactions of Familiar Liquids and Solids

Investigating Solids

Solid Scratch test forhardness

Does it float? Can it bend? ....

wood

plastic

rock

::

nail—yesfinger—nopencil—yes

yesyes, butthen itbreaks


(100-17)TR Lesson 3 pp. 22-26SR pp. 8-9TR Lesson 5 pp. 34-38SR pp. 12-13

(100-18)TR Lesson 5 pp. 34-38SR pp. 12-13

(200-1)





Properties and Interactions of Familiar Liquids and Solids (continued)

• make and record relevantobservations duringinvestigations of interactions ofsolids and liquids, using writtenlanguage, pictures, and charts(201-5) Cont’d

• place objects in groups accordingto the type of liquid in whichthey will float or sink (202-2)

• demonstrate an understanding ofsinking and floating objects byidentifying and solving a relatedpractical problem (100-21,200-2)

• compare and evaluate solutions tothe practical problem related tosinking and floating (202-8)

Students can explore how some solids float on water (pepper),dissolve in water (salt, sugar, drink crystals), sink in water(sand), or form suspensions in water (corn starch) in learningcentres. An interesting mixture is formed from corn starch andwater. If students scoop the mixture into their hands, it canbehave as a solid or a liquid depending on the pressure theyexert on it. If they hold it tight in their fist, it will behave as asolid, but if they loosen their grip, it will seep through theirfingers like a liquid.

Students can experiment with various objects, like paper clips,crayons, pieces of popsicle sticks and jelly beans, to see if they sinkor float in water.

Students can use fresh water and salted water to experiment withmaking sinking objects float and floating objects sink. Forexample, place an egg in fresh water to observe the sinking. Thenadd progressively larger amounts of salt and observe theoutcome.

Use everyday examples to introduce this concept. Do liquidsalways mix? They can also investigate what happens whendifferent liquids are mixed, for example, cooking oil and water,or dishwashing liquid and water, to see which ones float andwhich ones mix. Finally, students can make a mixture of cookingoil and water, and then add the solid objects again. Some objectswill float on top, some will float on the bottom layer, and somewill sink all the way to the bottom.

Using their knowledge of sinking and floating, students cangenerate a number of challenges that will involve designingsolutions. Some examples are: designing a boat or raft frommaterials such as clay, aluminum foil, or modeling clay that willcarry the most pennies; making a floating object sink; making asinking object float, or making a sinking object stay suspendedhalfway.

Students can work together in cooperative groups to problem-solve, share ideas, and test solutions.

After they have finished refining their product, be it a raft, boat,attachments for sinking objects or keeping them afloat, they canshare their observations by demonstration or in an oralpresentation to class. Connections to technological products canbe made by illustrating, for example, how lobster pots (made ofwood) are sunk, how heavy metallic boats can float, or howfishers use a variety of floaters and weights to have their nets andlines sink or float to appropriate levels.

• communicate procedures used tosolve the practical problem relatedto sinking and floating, usingdrawings, demonstrations, andwritten and/or oral descriptions(203-3)




Performance

• What floats? Take each of the objects and see if it floats in water.Draw pictures of the objects showing what they do when they areplaced in a bowl of water. (100-18)

• Do all liquidsmix? Completethe chart bydrawingpictures toshow how,using littlejars, theliquids mix. Iflayers form,label whichlayer. (100-18,201-5)

• In a clear cup,pour equal amounts of water and vegetable oil. Add some foodcolouring. With which layer does the colouring mix? Draw a pictureto show your observations. (100-18, 201-5)

• In a tall glass or bowl, add equal amounts of water and vegetable oil.Carefully drop different objects in the bowl. Record your results inthe chart. (202-2)

• (Give each student 100 cm2 of aluminum foil) With a partner,design a floating device that will hold pennies. Demonstrateyour floating device to the rest of the class. (202-8, 203-3)

Properties and Interactions of Familiar Liquids and Soils (continued)

Mixing Liquids

Mixture Drawing

vegetable oil andwater

fruit juice and syrup

water and vinegar

salad dressing (e.g.,Italian) and soya sauce

Floating or Sinking

Object Sinks throughwater and oil

Floats on water

crayon

eraser

Floats on oil

::


(202-2)TR Lesson 9 pp. 55-59

(100-21, 200-2)TR Lesson 9 pp. 57-58SR p. 21

(202-8)TR Lesson 9 p. 58

(203-3)TR Lesson 9 p. 58SR p. 21





Mixing Liquids and Solids to Make New and Useful Materials

• select and use solids, liquids andappropriate tools to make usefulmaterials (100-19, 200-4,201-3)

• communicate questions, ideas,and intentions to classmateswhile mixing and combiningliquids and solids to form newand useful materials (203-1)

• investigate mixing materials tocreate a new material withcharacteristics that are differentfrom the original components(100-20)

Up to this point, the interactions between liquids and solids have,for the most part, left the original liquid or solid intact. In this partof the unit, new products and materials are formed from theseinteractions.

Caution: Students should be cautioned not to mix solids andliquids at home without supervision. Some mixtures ofhousehold chemicals can be hazardous.

Cooking and making construction materials, such as mud bricks,gelatine, play dough, are good contexts for this section. There is awide variety of activities that can illustrate these outcomes; selectionof which ones to do depends on availability of materials and toolssuch as staff room ovens or refrigerators. If these are not available,there are still many products that can be made. The focus in thissection should be twofold: the products made should be useful andseen as fitting a human need, and the characteristics of the productmade should be different than the components used to make it.

Students can make play dough using flour, salt and water. They canadd different colours of food colouring to the dough to getmulti-coloured dough. They can experiment with varying theamount of water in order to change the texture of the dough.

Students can prepare a package of gelatin according todirections. Encourage students to observe the characteristics ofthe ingredients before and after preparation.

Plaster of Paris can also be used to make useful objects.Alternatively, students can mix flour and water to make a pasteto be used for papier mâché.

Simple chemical reactions can be done to illustrate newmaterials being formed. Students may wish to help make cookiedough and compare the dough to the baked cookie. Students candrop baking soda into vinegar to yield a burst of bubbles. Yogurtand baking soda will also give a bubbling mixture. Steel wool placedovernight in water will tarnish (turn orange) and produce rust.

Students can use some of the many available simple chemistryexperiment books to find mixtures that make smelly, bubblingor colourful products. Other sources of chemical reactions arecook books, Internet sites (key words: “chemical changes”,“chemical reactions”), and children’s science television shows.

!

• identify and use a variety ofsources to get ideas for creatingnew materials (201-7)




Performance• Using the materials given (e.g., soil, sand, small gravel, clay, water)

make some mud bricks. Let your brick dry, and then test it next dayto see if it will hold together. (100-19, 200-4, 201-3, 100-20)

• With a partner, add a couple of drops of vinegar to a spoonful ofbaking soda in a glass. Keep adding drops of vinegar. What newtype of substance did you form? (100-20)

• Add a few drops of water to some corn starch and mix until itlooks a bit like glue. Do you think it is a solid or liquid? Why?

Now try to hold the mixture in your hands loosely. Whathappens? Do you think it is a solid or liquid?

Now hold onto the mixture again, and grip it tightly andquickly. What happens? Is it acting more like a solid or a liquid?(203-1, 100-19, 200-4, 201-3)

Informal/Formal Observation• Observe students as they make their mud bricks (play dough,

Jello muffins). Assess their ability to select and use appropriatetools, communicate their questions and ideas, and evaluate theirproduct. (100-19, 200-4, 201-3, 203-1)

Mixing Liquids and Solids to Make New and Useful Materials


(100-19, 200-4, 201-3)TR Lesson 12 p. 74TR Lesson 14 p. 85SR p. 30

(203-1)TR Lesson 12 p. 74TR Lesson 14 p. 85SR pp. 30-31

(100-20)TR Lesson 11 pp. 66-71SR pp. 24-25

(201-7)TR Lesson 12 p. 74TR Lesson 14 p. 85





Mixing Liquids and Solids to Make New and Useful Materials (continued)

• describe and demonstrate ways weuse our knowledge of solids andliquids to maintain a clean andhealthy environment (102-8)

- describe two ways to clean uptable salt (solid) from a tabletop

- describe two ways to clean upvegetable oil from a table top

At the end of every investigation, students should clean up anyresidue material carefully and dispose of it properly. As much aspossible, students should use the knowledge they have gainedthroughout this unit (for example, which types of materials willabsorb liquids, some solids will dissolve in water (rain) and may getinto the environment more easily), when disposing of materials.Certain types of materials (e.g., batteries, paint thinner) should notbe thrown out with the trash. Environmental posters can be placedin the room to emphasize the care that must be taken with ourenvironment, and the types of everyday materials that should bedisposed of carefully. Programs like “Waste Watch” can provide acontext for this outcome. Connections to the section Sources ofWater in the Grade 2 science unit, Air and Water can be made here.

Students could also investigate the ability of certain materials tosoak up oil. This would simulate the real life situation ofcleaning up after an oil spill. Students could note the ability ofsawdust, kitty litter, feathers, human hair, moss, and othermaterials for soaking up oil.




Interview• Which type of material would you use to clean up a water spill?

Why? (102-8)

• What would you use to clean up dirty dog prints? Sandy printsfrom the beach? (102-8)

Journal• Recycling can help us keep a clean environment. Things I

recycle at home are ... (102-8)

Mixing Liquids and Solids to Make New and Useful Materials (continued)


(102-8)TR Lesson 13 pp. 76-82SR pp. 28-29


PHYSICAL SCIENCE: RELATIVE POSITION AND MOTION

Grade 2

Physical Science:

Relative Position and Motion





Unit Overview

Focus and Context This unit should be developed with an inquiry focus, with anemphasis on making observations and developing fair tests. Studentswill first explore how descriptions of an object’s position dependupon their perspective, and will learn to make and record accurateobservations about the relative position of various objects. They willthen investigate various types of motion and the factors that affect it.This will lead to a problem-solving situation, in which students willdesign their own devices that move in specified ways. Theplayground or gym would make a good context for this unit.Students could observe and describe their motion in a variety ofways (e.g., swings, merry-go-rounds, pogo sticks, teeter totters).

Science

Curriculum Links

Students will investigate the causes of motion in grade 5, Forces andSimple Machines.

Introduction Moving things are a source of fascination for children of many ages.The study of moving things offers children an opportunity todevelop a sense of space, orientation, perspective, and relationship.Through observation and the use of specific language, studentsdevelop the ability to describe where things are and how they aremoving, and share their experience with others.



Curriculum Outcomes


100-23 describe the position of an object relativeto other objects or to an identified space, andplace an object in an identified position

100-24 describe the position of objects fromdifferent perspectives

100-25a investigate and describe differentpatterns of movement, such as spinning, swinging,bouncing, rolling, sliding, vibrating, or moving ina straight line

100-22 describe the motion of an object in termsof a change in position and orientation relative toother objects

100-25b Identify factors that affect movement


Initiating and Planning200-1 ask questions that lead to exploration andinvestigation

200-2 identify problems to be solved


Performing and Recording201-1 follow a simple procedure whereinstructions are given one step at a time


Analysing and Interpreting202-7 propose an answer to an initial question orproblem and draw simple conclusions based onobservations or research

202-8 compare and evaluate personallyconstructed objects with respect to their form andfunction

202-9 identify new questions that arise from whatwas learned

Communication and Teamwork203-2 identify common objects and events, usingterminology and language that others understand






Position

• use materials to build objects thatmove in a specific manner(201-3)

• describe the position of an objectrelative to other objects, usinglanguage such as “to the left of”,“on top”, “beside” or “two giantsteps behind”, or to an identifiedspace, and place an object in anidentified position (100-23,203-2)

This outcome will form the basis of a summative unit project. Thisproject, in which students will construct a propelled vehicle, can bea topic that they return to throughout the unit. Over the course ofthe unit, they should be given opportunities to design their ownmoving device, such as matchbox cars, sail boats, or paperairplanes. Early on, they can plan and brainstorm their design. Aftercompleting more of the unit, they can modify (or continue) theirplans (based on their “new” knowledge). Students can beginconstruction and complete their project throughout the unit.Teachers may want to reference textbook resources (lessons 10-14)for guidance on this project.

After an active introduction to the unit where students can observethe various types of motion, students can be challenged to startthinking about the way things move, and what they might make toshow one or more types of movement. Various methods ofpropulsion can be used, such as balloons, magnets, sails, orpropellers.

As students observe and interact with various moving objects, theycan learn descriptive phrases that can be used to describe theposition of objects. Students can play games like “Simon Says”.Commands such as “Simon Says, put the ball on top of the box”,or “Simon Says, put your eraser to the left of your book” can begiven, occasionally leaving off the “Simon Says” to ensure thatstudents are listening carefully. This activity will help students usethe descriptive terms, and will lead to questions about perspectives.For example, if students are in a row, and the command is to putan object to the left of another object, any student who turnsaround will notice that the object is to his or her right.

Working in groups of two or three, students can place an objectsuch as a paper towel tube in a certain position, and then moveto different parts of the room. They can then try to describehow the other students would describe the position of theobject, and listen to the other students describe what theythink other students are seeing. These activities reinforce thedevelopment of spatial sense, mathematics general curriculumoutcome E.

Alternatively, students can work together to create a map for a“buried treasure,” using a variety of reference points andmeasures. If done orally, students can be challenged to describemore than one way to get from “Start” to “Treasure”.Connections can be made to the Social studies curriculum, inwhich they learn to use the terms “North”, “South”, “East” and“West” in grade 1.

• describe the position of an objectfrom different perspectives(100-24)

- identify that a description ofa positions depends on thelocation of the observer

• identify questions that arise abouthow different students view thesame object from differentperspectives, and cooperate withthese students to make upaccurate descriptions (202-9,203-5)


Tasks for Instruction and/or Assessment


Resources/Notes

Performance• Use the directions on a treasure map to find the treasure. (Hide a

variety of objects, and write simple directions to give to students)or make a flight plan for your airplane then have another studentfollow your plan. (100-23, 203-2)

• Position yourself so that your plane on the desk is: (100-24, 202-9,203-5)

– beside you– above you– to the right of you

• Ask a student to find an object from another student’s description(100-24, 202-9, 203-5)

Paper and Pencil• Using a hundreds chart, listen to the directions on how to move

your marker on the chart to find a given number. (Use words suchas left, right, up and down, three spaces to right, etc.) (100-23,203-2)

Position

Student textbook module:Move It!(102-2)TR Lesson 3 pp. 23-24SR pp. 8-9TR Lesson 10 p. 62SR pp. 22-23TR Lesson 13 p. 83SR pp. 28-29TR Lesson 14 pp. 86-90SR pp. 30-31

(203-2)TR Lesson 2 pp. 19-21SR pp. 6-7TR Lesson 5 pp. 33-34TR Lesson 6 pp. 38, 41TR Lesson 8 p. 50TR Lesson 12 p. 70SR p. 26

(100-24)TR Lesson 2 pp. 19-21SR pp. 6-7





Motion

• investigate and describe differentpatterns of movement (100-25a)Include:

(i) spinning

(ii) vibrating or swinging

(iii) rolling or sliding

(iv) straight line motion

(v) bouncing

Students can explore the motion of a variety of objects that exhibitdifferent types of motion (for example, tops, spring-operated toys,rubber balls, toy helicopters, Venetian blinds, and pendulum clocks,or playground motion such as swinging, sliding, going on themerry-go-round). This may give them ideas for their own devicethat they will construct.

• describe the motion of an objectin terms of a change in positionand orientation relative to otherobjects (100-22, 203-2)

- describe a change in positionusing language such as“moving backward”,“moving forward”, “movingup”, “moving down”,“moving to the left” or“moving to the right”

- describe a change inorientation relative to otherobjects using language suchas “moving behind”,“moving in front”, “movingon top” or “moving under”

• follow a simple procedure whereinstructions are given to move aperson or object in a certainway, or in a specified direction(201-1)

Students’ descriptions should focus not only on the types of motionexhibited (such as rolling, vibrating) but also on its motion relativeto other objects in the room. Once again, individual studentperspectives play a large role in describing the motion. Activitiesrelating to different perspectives should be kept simple. This willalso reinforce math outcomes from grade 1 and 2 related to slidesand flips.

One student can pull another in a wagon, with other studentsstanding in a circle around the room. The student in the wagoncan describe the motion of the other (stationary) students fromhis/her perspective. This should generate a lot of discussion,since the other students will argue that they are not moving but,from the perspective of the student sitting in the wagon, theyare. The other students in the classroom can describe the motionof the student in the wagon from their own perspective.

Students can describe their experiences in a moving car—howtrees and houses appear to move past them, and the car appearsto be stationary. Alternatively, they can describe the motion ofother objects when they are swinging or on other playgroundequipment.

Students can also play games like Simon Says, using directionsfor different types of motion. For example, “Simon Says jump upand down” or “Simon Says roll around on the ground”.




Resources/Notes

Performance• Using geometric shapes such as a cone, cube, or sphere, ask

students to investigate how these can be moved across the desk.(100-25a)

• On the playground, explore something that makes you:

– move up and down– move downwards and forward at the same time– move around in a circle(100-25, 201-1)

Paper and Pencil• Pick some objects in the class and describe how they move (such

as pencil sharpener, doors, or windows. (100-25)

Motion

Student textbook module:Move It!(100-25a)TR Lesson 1 pp. 14-15SR pp. 4-5TR Lesson 7 pp. 45-46SR pp. 16-17TR Lesson 8 pp. 49-51SR pp. 18-19

(100-22, 203-2)TR Lesson 5 pp. 33-36SR p. 13TR Lesson 8 pp. 49-50TR Lesson 12 pp. 77-78SR pp. 26-27TR Lesson 13 pp. 83-84SR pp. 28-29

(100-22, 203-2)TR Lesson 2 pp. 19-20SR pp. 6-7TR Lesson 4 p. 30SR p. 10TR Lesson 5 p. 34SR p. 13TR Lesson 6 pp. 38, 41TR Lesson 11 p. 71SR p. 25





Motion (continued)

• describe the factors that affect themotion of an object, and identifyfactors to investigate (200-1,200-2) Include:

(i) force (push or pull)

(ii) friction

(iii) mass

- define force as a push or pull

- define friction as resisting apush or pull

• make predictions about howvarious factors will affect themotion of an object (200-3)

• use terms like “faster” or“slower”, and tools such asrulers, string and stopwatches totest these predictions (201-3)

• draw simple conclusions aboutthe factors that affect movementbased on their investigations(100-25b, 202-7)

- determine that, if otherfactors are kept constant:

(i) increasing force increasesmotion

(ii) increasing frictiondecreases motion

(iii) increasing mass decreasesmotion

• compare and evaluate the abilitiesof their constructed object tomove (202-8)

As the students explore the motion of various objects, they can beencouraged to find ways to change its motion, and identify thefactors that affect the motion of the object. An exploration ofvarious simple machines could be used as examples of howchanges in force and friction have a great impact on the motionof an object. For example, the height of ramps that they mayuse to roll things down, and the type of surface that an object ismoving over (e.g., carpet, smooth floor). The focus of theseexplorations should be, as much as possible, the development offair tests.

Students can investigate a variety of motions to try to determinefactors that affect them (such as height of a ramp, surface of aramp, and type of object being rolled down a ramp). Forexample, students could investigate how to keep an objectspinning for longer periods of times, or compare two objects’ abilityto spin. They could roll various objects down ramps, and time thedescent to see which ones rolled fastest, or measure the path withstring to see which ones rolled furthest. They can try to determine ifempty containers roll faster than full ones, or if containers filledwith liquids roll faster than those with solids. They can investigatethe effect of rolling cars with different wheel sizes down the ramp.They can investigate how various surfaces or lubricants, or the rampangle affect an object’s ability to slide. They could investigate howthe length of a slinky or spring, or the suspension of a weight,affects its up and down motion. They could make gels of variousthicknesses to see how this affects its ability to vibrate or jiggle.This list simply illustrates the variety of motions that can beinvestigated; there are many more investigations that the studentscould explore beyond these.

At the beginning of the unit, students were challenged to make an objectthat moves in a specific way. Students should be given opportunities toconstruct this device and use what they have learned in this unit. It canthen be tested on the basis of the motion that they have designed it for,and compared to their classmates’ devices.




Resources/Notes

Performance• Predict which toy truck (ball, soup can) will reach the end of the

ramp first. Then test your prediction. (200-3,201-3)

Motion (continued)

Which one goes fastest?

Prediction Test Result

One ramp higherthan the other

one ramp is wet, theother is dryone truck is big,another is small

::

Journal• You have to try to make your ball roll down this ramp as fast as

possible. In your journal, write down the things that you wouldlike to try to see if you can make it speed up. (200-1, 200-2)

Paper and Pencil• What things can you do to make balls on a ramp roll faster?

(100-25b, 202-7)

Presentations• Design and make your own toy or gadget that moves. Try to

make (201-3, 202-8)

– an object that always rolls to the left– a paper glider that spins in the air

Student textbook module:Move It!(200-1, 200-2)TR Lesson 1 pp. 13-15TR Lesson 13 pp. 83

(200-3)TR Lesson 3 pp. 23-24TR Lesson 4 p. 29TR Lesson 8 pp. 49-50SR p. 19TR Lesson 10 p. 61TR Lesson 11 pp. 70-71

(201-3)TR Lesson 3 pp. 22-24SR p. 8-9TR Lesson 7 pp. 44-47TR Lesson 10 pp. 61-62TR Lesson 11 pp. 71-72

(100-25b, 202-7)TR Lesson 3 pp. 22-26SR pp. 8-9TR Lesson 4 pp. 27-31SR pp. 10-11TR Lesson 5 pp. 32-36SR pp. 12-13TR Lesson 7 pp. 44-47TR Lesson 8 pp. 48-52

(202-8)TR Lesson 10 pp. 59-62SR pp. 22-23TR Lesson 14 pp. 85-89Sr pp. 30-31

grade 2 outcomes - ed.gov.nl.ca · primary science curriculum: grade 2 61 stse/knowledge skills...

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