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Science Grade 2 Activities for Science Centers • Hands-On Experiments • Background Scientific Information for the Teacher • Includes Life Science, Earth Science, and Physical Science Activities
Activities for Science Centers Grade 2 Published by Instructional Fair an imprint of
Author: Q.L. Pearce Editor: Christine Hood Published by Instructional Fair An imprint of School Specialty Publishing Copyright © 2004 School Specialty Publishing All Rights Reserved • Printed in the United States of America Limited Reproduction Permission: Permission to duplicate these materials is limited to the person for whom they are purchased. Reproduction for an entire school or school district is unlawful and strictly prohibited. Send all inquiries to: School Specialty Publishing 3195 Wilson Drive NW Grand Rapids, Michigan 49534 Activities for Science Centers—grade 2 ISBN 978-0-74242-972-7
Table of Contents Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 Part I: Life Science Center 1: The Plant Kingdom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 Center 2: The Animal Kingdom . . . . . . . . . . . . . . . . . . . . . . . . . . . .10 Center 3: Earth’s Biomes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14 Center 4: The Rain Forest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18 Center 5: Seasonal Behavior . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22 Center 6: Dinosaurs and Fossils . . . . . . . . . . . . . . . . . . . . . . . . . . . .26 Part II: Earth Science Center 1: Seasonal Patterns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30 Center 2: Worldwide Winds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34 Center 3: Rain, Snow, and Hail . . . . . . . . . . . . . . . . . . . . . . . . . . . .38 Center 4: Bodies of Water . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42 Center 5: Erosion of the Earth . . . . . . . . . . . . . . . . . . . . . . . . . . . . .46 Center 6: Carving Caves . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .50 Part III: Physical Science Center 1: Bending Light . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .54 Center 2: All About Sound . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .58 Center 3: Mighty Magnetism . . . . . . . . . . . . . . . . . . . . . . . . . . . . .62 Center 4: Forces of Friction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .66 Center 5: The Pull of Gravity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .70 Center 6: Properties of Balance . . . . . . . . . . . . . . . . . . . . . . . . . . .74 Teacher Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .78
Introduction Activities for Science Centers has been designed to help you engage children’s curiosity about the natural world. This resource provides 18 fascinating Science Centers, which include experiments and classroom activities that will involve children in the scientific process. This book is organized into three sections, each tailored to address basic second-grade curriculum and focus on a major discipline—life science, earth science, and physical science. The key process and inquiry skills incorporated throughout the book include: • observing • measuring and estimating Part I: Life Science • collecting data 1 Part II: Earth Science • classifying (comparing and sequencing) 2 • predicting outcome based on observed patterns • recording observations through written statements or drawings 3 • communicating information Part III: Physical Science Each Science Center is presented in the following easy-to-use format: Page 1 includes background information on the topic that will assist in answering children’s questions and guiding further study. Also included is a short vocabulary list. Children need not master these terms; however, you may introduce the terms in context to help them build beginning science vocabulary. You will also find a Reading List of books that generally target young children. Use these resources to extend learning beyond the center activities. Page 2 begins with a list of objectives that are linked to national science standards and addressed by both the featured experiment and the extension activities. Each hands-on center requires materials that are inexpensive and readily available. A handy materials list is provided at the beginning of each experiment. The experiments are flexible and may be done by individual children, small groups, or as a demonstration for the entire class. When guiding children through extension activities, ask plenty of open-ended questions to promote creative thinking. Pages 3 and 4, the student pages, include a simple instruction sheet that may be copied for each child or posted in the center. Simple, step-by-step instructions and pictures are provided to guide children through each experiment. The student record sheet will help children focus on the primary goals of the experiment, as well as provide you with an effective assessment tool. Note that children may need help reading and writing on the student pages. Science is a creative process, so plan plenty of time for children to ask questions and share information. In any science study, gaining an understanding of the process is more important than the outcome of any one experiment or activity. The Science Centers will be fun and engaging for children as long as you are flexible and keep an open mind and a sense of humor! And most of all—have fun learning together! © School Specialty Publishing 5 0-7424-2852-4 Activities for Science Centers © McGraw-Hill Children’s Publishing
1 The Plant Kingdom Part I: Life Science Life Science Center 1: Scientists have organized all living things into as many as five large groups, or kingdoms, to make them easier to study. Each kingdom is divided into smaller groups organized by the characteristics that the organisms have in common. There are more than 250,000 members of the plant kingdom and new varieties are discovered every year. There are two general plant groups—those that reproduce with small cells called spores, and those that reproduce with seeds. Algae, mosses, liverworts, ferns, and horsetails belong in the first category. Algae may be found in water or on land, and have no true stems, roots, or leaves. Mosses and liverworts, such as peat moss, are found in damp places on land. They have tiny stems and leaves. Ferns and horsetails have true leaves, stems, and roots. Scientists do not classify fungi, such as mushrooms and toadstools, as plants. Lichens, however, are a partnership of fungi and algae—algae produce the food and fungi provide the shelter. When spores fall onto moist ground, they sprout into tiny structures that have both male and female reproductive cells. When there is enough moisture, the male and female cells join and a new plant grows. The second plant group includes flowering plants and conifers. Flowering plants have leaves, stems, and roots. Most reproduce by means of covered seeds. Conifers are woody plants with leaves (called needles), stems, and roots. They reproduce with seeds that develop within tough, protective cones. Conifers are often called evergreens, because they do not lose their needles all at once. Reading List Instead, they drop old leaves and I Wonder Why Trees Have Leaves: produce new ones throughout And Other Questions About the year, so the tree is never bare. Plants by Andrew Charman Some of the world’s tallest trees, (Larousse Kingfisher Chambers, like California redwoods, are 2003). Ages 4–8 conifers. The Plant Kingdom (Junior In the following experiment, Adventure) by Sharon children will discover a simple Dalgleish (Mason Crest way to measure the height Publishers, 2003). Ages 9–12 of trees. The Plant Kingdom: A Guide to Vocabulary Plant Classification and cones: the dry fruit of conifers Biodiversity (Classification) by Theresa Greenaway spores: the reproductive cells of (Raintree/Steck Vaughn, 1999). certain plants Ages 9–12 © School Specialty Publishing 6 0-7424-2852-4 Activities for Science Centers © McGraw-Hill Children’s Publishing
The Plant Kingdom Part I: Life Science 1 Objectives: • To understand that plants are living things • To learn how to measure the height and age of trees Let’s Experiment: Measuring Trees Materials: two trees, tape measure, yardstick, notebook, pencil 1. Post student instructions and hand out record sheets. 2. Have children work in pairs. Choose two trees of different heights. 3. Measure from the base of the first tree to a spot 25 feet away. This is where a child will stand. 4. Have the children measure the length of their arm. If it is less than 25 inches, their partners will need to hold the yardstick. 5. Have the children hold the yardstick straight out, 25 inches from their eye. 6. Hold out the yardstick so the zero is level with the base of the tree. 7. Look at the top of the tree and note how many inches it is from the base. 8. Tell children to switch places. Repeat steps 3–7 with the second tree. 9. Have children complete their record sheets. Results: Because of the observer’s position 25 feet from the tree, and the yardstick’s position 25 inches from the observer’s eye, the ratio is one inch equals one foot in tree height. For example, if you measure 22 inches, then the tree is approximately 22 feet tall. If the tree is so tall that it extends higher than the yardstick, have the children back up until they are 50 feet away. Measure the tree as described in steps 3–7. This time, however, multiply the answer by two. Tree Rings You can tell a tree’s age by counting the rings in its trunk. Wood is made of cells called xylem, which carry water from the tree’s roots up to its leaves. In summer, when it is warm and water is plentiful, xylem cells are light-colored. In the fall, when temperatures cool and water becomes scarce, xylem cells look darker. Together, the band of light and dark wood makes up one annual ring, or one year’s growth. Find pictures of cut tree trunks and stumps in nature books. Point out and count the tree rings with children. © School Specialty Publishing 7 0-7424-2852-4 Activities for Science Centers © McGraw-Hill Children’s Publishing
Name __________________________________Date_______________________ 1 Let’s Experiment: Measuring Trees Part I: Life Science 1. Work with a partner. Pick two trees of different heights. 2. Use a measuring tape. Measure from the base of the first tree to a spot 25 feet away. 3. Stand in that spot. Hold the yardstick in front of you. 4. Hold out the yardstick so the zero is at the base of the tree. 5. Look at the top of the tree. Just move your eyes, not your head. Look at the yardstick. 6. Tell your partner how many inches it is to the top of the tree. Your partner will write it on the record sheet. 7. Change places with your partner. Follow steps 2–6 to measure the second tree. 8. Fill in the rest of your record sheet. © School Specialty Publishing 8 0-7424-2852-4 Activities for Science Centers © McGraw-Hill Children’s Publishing
Name __________________________________Date_______________________ Part I: Life Science Measuring Trees: Record Sheet 1 Tree #1 I am standing _____ feet from Tree #1. Type of Tree: ______________________________________ Height of Tree: ____________________________________ Draw a picture of what you see. Tree #2 I am standing _____ feet from Tree #1. Type of Tree: ______________________________________ Height of Tree: ____________________________________ Draw a picture of what you see. Answer these questions. 1. Are trees living things? _________________________ 2. How do you know? ____________________________ © School Specialty Publishing 9 0-7424-2852-4 Activities for Science Centers © McGraw-Hill Children’s Publishing
2 The Animal Kingdom Part I: Life Science Life Science Center 2: The animal kingdom is separated into two large groups. The first group is the invertebrates, animals without backbones. The second is the vertebrates, animals possessing backbones. The invertebrate group of the animal kingdom includes a wide variety of creatures, from jellyfish, sponges, and coral, to squid, snails, worms, crabs, spiders, and insects. Some invertebrates, such as worms and jellyfish, have soft bodies. Others, such as clams and snails, have a protective shell. The outer covering of an invertebrate’s body, such as an insect, crab, or spider, is called an exoskeleton. The exoskeleton supports the animal and protects it from the outside environment. Vertebrates have a strong inner skeleton of cartilage or bone that gives their bodies form and support. There are five vertebrate groups— fish, amphibians, reptiles, birds, and mammals. Fish live in water, and most are covered with scales. They breathe through gills and have fins that help them swim. Fish are cold-blooded and their young hatch from eggs. Amphibians do not have scales. They usually live part of their lives in water and part on land. They are cold-blooded, and most lay eggs in water. Reptiles have dry scales or plates, and they spend all or much of their life on land. Reptiles are cold-blooded and lay eggs with leathery shells. Birds are warm-blooded animals with feathers and wings. They lay hard-shelled eggs, and many build nests to protect their eggs. Mammals are warm-blooded animals with hair. Almost all mammals bear live young, and the young drink milk from their mothers. In the following experiment, children will make a tool to help Reading List them observe invertebrates that Discovery Plus: Animal Kingdom live in soil. by Barbara Taylor and Steve Pollock (Silver Dolphin, 2000). Vocabulary Ages 9–12 backbones: spine; bones that protect the spinal cord What Is the Animal Kingdom? (Science of Living Things) by cartilage: flexible connective Bobbie Kalman (Crabtree tissue Publishing, 1997). Ages 4–8 gills: the respiratory organs Eyewitness Visual Dictionaries: of fish Animals (Dorling Kindersley Publishing, 1991). Ages 9–12 scales: thin horny plates protecting the skin of fish and reptiles © School Specialty Publishing 10 0-7424-2852-4 Activities for Science Centers © McGraw-Hill Children’s Publishing
The Animal Kingdom Part I: Life Science 2 Objectives: • To understand that animals are classified by their characteristics • To learn the difference between vertebrates and invertebrates Let’s Experiment: Soil Tenants Materials: glass quart jar, plastic funnel, sieve with wide mesh, hand trowel, soil (from a garden or park), lamp with flexible neck, small jar, magnifying glass, field guide to insects 1. Post student instructions and hand out record sheets. 2. Put the plastic funnel in the quart jar. 3. Place the sieve in the mouth of the funnel. Fill it with soil. 4. Place the jar under the lamp. 5. Turn on the lamp. Leave the setup undisturbed for about 30 minutes, and then check the jar. 6. Use the magnifying glass and field guide to identify creatures you discover in the soil. Take notes about what you see. 7. Release the animals in the same place where you found them. 8. Have children complete their record sheets. Results: You have made a tool called a Tullgren funnel. Insects and other creatures that live in the soil prefer cool, dark conditions. The heat from the lamp drives them deeper into the soil until they fall through the sieve and into the jar where they are easier to see. Beautiful Bones Remind children that the animal kingdom is divided into two general groups—those with backbones and those without. Divide the class into five teams. Have each team research and share several interesting facts about one vertebrate group. Field Study Take the class on a field study to a local park, the school grounds, or a vacant lot. Help children put together a nature kit from recycled materials. To make a temporary insect holder, cut a plastic soda bottle in half. Cover the cut edges with masking tape. Cover the opening with cheesecloth held in place with a rubber band. © School Specialty Publishing 11 0-7424-2852-4 Activities for Science Centers © McGraw-Hill Children’s Publishing
Name __________________________________Date_______________________ 2 Let’s Experiment: Soil Tenants Part I: Life Science 1. Put the funnel in the jar. 2. Put the sieve in the funnel. 3. Fill the sieve with soil. 4. Put the jar under the lamp. 5. Turn on the lamp. Don’t let the lamp touch the soil! 6. Check the jar after 15 minutes. What do you see? 7. Check the jar after 30 minutes. Use the magnifying glass. What do you see? 8. When you are finished, let any animals go. Be sure they are safe! 9. Fill in the rest of your record sheet. © School Specialty Publishing 12 0-7424-2852-4 Activities for Science Centers © McGraw-Hill Children’s Publishing
Name __________________________________Date_______________________ Part I: Life Science Soil Tenants: Record Sheet 2 Setup Time: ______________ Describe the setup. ______________________________ ______________________________ Draw a picture of what you see. Check #1 (after 15 minutes) Time: ______________ Describe what you see. ______________________________ ______________________________ Draw a picture of what you see. Check # 2 (after 30 minutes) Time: ______________ Describe what you see. ______________________________ ______________________________ Draw a picture of what you see. © School Specialty Publishing 13 0-7424-2852-4 Activities for Science Centers © McGraw-Hill Children’s Publishing
3 Earth’s Biomes Part I: Life Science Life Science Center 3: Ecosystems are called biomes. Each biome has a unique type of climate, soil, and population of living things. The plants and animals you find in deserts are very different from those that live in the damp rain forest. There are eight land biomes. Cold polar deserts are frozen regions of snow and ice. Polar deserts contain no major plants. Animals such as seals feed on fish from the sea. Cold, windy plains characterize the tundra. The tundra has low-lying vegetation such as lichens and small shrubs, and animals such as caribou, musk oxen, and snowy owls. There are three forest biomes. Coniferous forests of cone-bearing trees, such as spruce and pine, are cold all year round. Wolves and moose make their home in this forest biome. Deciduous forests have cold winters and warm summers. Hardwood trees, such as maple and oak lose their leaves in winter. Black bears and deer are typical deciduous forest-dwellers. Tropical forests are warm and wet, with an amazing variety of plants and trees. The animals of tropical forests include monkeys, tigers, parrots, and countless species of insects. Hot summers and cold winters typify the open grassy plains of steppes and dry grasslands. Horses are typical grassland animals. The African savannah is home to lions and zebras. These grassy plains are dotted with trees such as acacia. Hot days often follow cold nights in hot deserts. There is little rainfall and a limited variety of water- conserving plants. Camels and snakes are well-known dwellers of hot deserts. Reading List In the following experiment, children will see why burrowing is Life in a Forest (Living in a Biome) an effective survival strategy for by Carol K. Lindeen, et al. desert-dwelling animals. (Pebble Books, 2003). Ages 4–8 Vocabulary Life in a Wetland (Living in a climate: the typical weather in Biome) by Carol K. Lindeen, an area over time et al. (Capstone Press, 2003). Ages 4–8 deciduous: sheds periodically What Is a Biome? (Science ecosystems: communities of interacting organisms and their of Living Things) by Bobbie environments Kalman (Crabtree Publishing, 1998). Ages 4–8 © School Specialty Publishing 14 0-7424-2852-4 Activities for Science Centers © McGraw-Hill Children’s Publishing
Earth’s Biomes Part I: Life Science 3 Objectives: • To understand that each biome has its own type of climate • To group animals and plants based on their biomes Let’s Experiment: Digging In Materials: two outdoor thermometers, garden spade, ruler 1. Post student instructions and hand out record sheets. 2. Place both thermometers, side by side, on a flat surface in a shady spot. 3. Choose a sunny spot in the schoolyard or a park. Dig a hole six inches deep, just large enough to hold Thermometer #1. 4. Place Thermometer #1 in the hole and cover it with dirt or sand. 5. Place Thermometer #2 face up, on top of the filled-in hole. 6. Wait 15 minutes. Record the temperature on Thermometer #2. 7. Dig up Thermometer #1 and record the temperature. 8. Compare the two temperatures. Which one is lower? 9. Have children complete their record sheets. Results: An object in direct sunlight can become very warm. The temperature of the buried thermometer is lower because it is protected from the sun’s rays by a layer of soil. This is a good example of why many desert animals dig burrows in the ground to take shelter from the hot sun. Home Sweet Home Using colorful paper, create several biome habitats on a bulletin board. Provide children with old nature magazines, so they can find and cut out pictures of plants and animals that belong to each habitat. Challenge children to pin their pictures in the appropriate biomes. Discuss how certain characteristics help an animal survive in its biome. Feeling Cold Explain that wind can make cold areas feel even colder. Demonstrate this concept by mounting two thermometers outside your room. Set up an electric fan so it blows across Thermometer #1. Wait 10 minutes. Check the temperature on each thermometer. Thermometer #1’s temperature will be lower. Similarly, when the wind blows, air temperature can feel much colder than it actually is. This is called wind chill. © School Specialty Publishing 15 0-7424-2852-4 Activities for Science Centers © McGraw-Hill Children’s Publishing
Name __________________________________Date_______________________ 3 Let’s Experiment: Digging In Part I: Life Science 1. You have two thermometers. Check the temperature on each thermometer. Are they the same? 2. Dig a hole deep enough for Thermometer #1. 3. Place Thermometer #1 in the hole. Cover it with dirt. 4. Place Thermometer #2 on top of the filled-in hole. Make sure it is facing up. 5. Wait 15 minutes. 6. Check the temperature on Thermometer #2. 7. Dig up and check the temperature on Thermometer #1. 8. Fill in the rest of your record sheet. © School Specialty Publishing 16 0-7424-2852-4 Activities for Science Centers © McGraw-Hill Children’s Publishing