Grade TwoBy the end of grade two, students understand place value and number relation-ships in addition and subtraction,and they use simple concepts of multiplication. They measure quantities with appropriate units. They classifyshapes and see relationships among them by paying attention to their geometric attributes. They collect andanalyze data and verify the answers.
Statistics, Data Analysis, and Probability
Sub-Strand 1.0 (Key Standard):
Students collect numerical data and record, organize, display, andinterpret the data on bar graphs and other representations:
Represent the same data set in more than one way (e.g., bar graphs and charts withtallies).
Ask and answer simple questions related to data representations.
Plants and animals have predictable life cycles. As a basis for understanding this concept:
Students know the sequential stages of life cycles are different for different animals,such as butterflies, frogs, and mice.
Students will demonstrate an understanding of animal groups, group and individualcharacteristics and the similarities and differences between them.
Which groups of animals are cold blooded?
Which groups of animals are warm blooded?
Which groups of animals lay eggs?
Which groups of animals are born alive?
Which groups of animals drink milk from their mothers?
Which groups of animals live in the water their
Which groups of animals spend time in the water as babies?
Which groups of animals have fins?
Which groups of animals breathe with gills?
Which groups of animals breathe with lungs?
Which groups of animals have exoskeletons?
A chart must be constructed on a felt board, the white board, butcher paper, etc. Whicheverway it is constructed, it is most important that the chart can be on display throughout the LifeCycle Unit
The chart will need 6 columns/headings: Insects, Amphibians, Reptiles, Fish, Birds andMammals
For each column/animal group, characteristics of the animal group must be available to alsoattach to the board
Animal cut-outs, column headings and animal group characteristics are provided in thelesson plan, but should be laminated, cut out and given some sort of attachment point for thechart (i.e., Velcro square, double sided tape, magnet, etc)
Students will be grouped as a whole either while in desks or sitting together in a group