Science and Technology Curriculum Grade : 2 |
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Model Lesson Plans |
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| Unit Theme: Chickadee Chatter Habitats Program | Unit Number: 11 |
| Activity | Resources | Level of Proficiency | Standard[s] Treated |
| Day 1 Explore nature through a series of sensory activities. |
Text: Chickadee Chatter Chap. 1 Simple natural objects such as pine cones, small rocks, etc. A.V. Web Sites: http://www.envirolink/ (good activities for general nature) |
Reinforce | Observe familiar objects
and events identifying details, similarities and
differences. Habits of Mind: Curiosity |
| Day 2 Students conduct an experiment to see how trees survive during the winter season. |
Text: Chickadee Chatter Ch. 4 p. 30 "Frozen Forest" MA Audubon’s "How to Be a Twig Detective" - 2 sided sheet 617-259-9500 A.V. Web Sites: http://www.fs/fed/us (US Forest Service Site) |
Reinforce | Inquiry - Plan and conduct
a simple investigation knowing what is to be compared or
looked for. Life sciences - give examples of how
different plants have features that help them thrive in
different places. Habits of Mind: Respect for evidence |
| Day 3 Investigate the leaf scar on a variety of winter twigs. |
Text: Chickadee Chatter Ch. 4, p. 33 "Leaf Scar Faces" Illustrations from A Guide to Nature in Winter by Stakes, Donald, pp. 76-85 Little Brown & Company A.V. Web Sites: |
Reinforce | Life Sciences - give
examples of how plants have features that help them
thrive in different kinds of places. Recognize that these
features may be external or internal. Habits of Mind: Curiosity, respect for evidence |
| Day 4 Students participate in a skit to learn the importance of dead trees as homes for forest animals. |
Text: Chickadee Chatter pp. 59-61 "Dead Tree Hotel" Picture book Owl Moon by Jane Yolen A.V. Web Sites (U of MN forestry site) gopher>minerva.forestry.unm.edu |
Reinforce | Suggest ideas about
‘how’, ‘why’, and ‘what would
happen if’. Habits of Mind: Sense of stewardship |
| Unit Number: |
| Activity | Resources | Level of Proficiency | Standard[s] Treated |
| Day 5 Through "Life in a Log" activity, students learn about decomposition, discover decomposers which aid in decomposition, and relate this to how tree holes formed. (day 4 activity) |
Text: Chickadee Chatter pp. 53-54 "Life in a Log" A.V. 1. Leaf & Flower Press (#T-115) Acorn Naturalists - Science and Nature catalog 800-452-2802 2. "Bug Inn" (container to observe insects, etc.) 800-255-0583 3. Banana, Banana, Banana, Slug! (Bull Frog Film) 4. Kricher, Peterson First Guides - Forest, Houghton Mifflin Co. Web Sites: Purdue Corp. Ext. Forestry site gopher>hermes.ecn.purdue.edu |
Reinforce | Observe that rocks come in
many sizes and shapes, from boulders to grains of sand
and even smaller. Habits of Mind: Sense of stewardship |
| Unit Home Assignment: Make two observations of a tree in your neighborhood and share them with the class. This could include 1. A bark rubbing (place a blank piece of paper against the bark and while holding the paper in place, rub with the side of a dark crayon) 2. Evidence of food sources for animals (buds, nuts, fruits and cones) or other observations. |
| Unit Assessment Strategy: Design a bookmark that explains one concept about the forest learned during the week of activities, then explain the concept to another student or class. |
Community or Unique Resources to be
Arranged For:
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