What Makes Something Alive - Virginia Department of Education

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Session 3.5 – Measurement Preparation Teacher Questions & Notes Procedures 8. Select two students and trace the left foot of each student on a piece of paper. Cut out the traced feet. (Make sure to select two students with significantly different sized feet.) 9. Using the cut-outs of their feet as their measuring tool, have the two students measure some of the same items listed on the board that were previously measured. 10. Discuss what happened when the students measured using their cutout feet. 11. If you are using the book How Big is a Foot?, discuss the similarities between the measurements with the students‟ cut-out feet and what happened in the book. Use this discussion to develop an understanding of the need for standard measurement. -Why is it important to have a consistent unit of measurement? 12. Discuss the fact that scientists share data with other scientists and they need to be able to communicate data accurately and consistently. 13. Look at a standard ruler. Discuss with the students that they are measuring the distance between marks on a ruler, not the actual numbers on a ruler. A way to demonstrate this is to: a. Cut out two different colors of 1-inch squares ahead of time. b. Measure something (e.g., pencil, book) with the squares. When measuring the object, lay down one square of the first color, then one square of the second color, next one square of the first color, etc. Continue alternating the colors until you have measured the length of the object. Ask the students how long the object is in square units. c. Leave the squares beside the object and measure the object with a standard ruler. Be sure to start the measurement of the object at the beginning of the ruler the first time. Ask the students how long the object is in inches. d. Again, leaving the colored squares beside the object being measured, start the measurement with the ruler in the middle of the ruler. Ask the students how many squares long the object is and how many inches long the object is? Make sure that the students understand that they are counting the number of inch 82 Virginia Animals and their Habitats Topic 3
Session 3.5 – Measurement Preparation Teacher Questions & Notes -Can you name a measurement tool to measure the length of an object? Procedures spaces, not just looking at just the numbers on the ruler. 14. Have the students look at the ruler and explain that it is a standard measurement tool using the units of inches. Explain that 12 inches is called a foot. 83 Virginia Animals and their Habitats Topic 3
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Cross-Curricular Second-Grade Unit
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Acknowledgments We wish to express
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Special Thank You for Permission to
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TABLE OF CONTENTS VIRGINIA ANIMALS
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Session 3.8 - Square-Meter Habitats
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Session 6.10 - Yum Yum Caterpillars
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Unit Instructional Pedagogy The Vir
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Overall Flow of Virginia Animals an
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c. Each student keeps a folder of j
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Virginia Animals and their Habitats
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Topic 1: Session 1.1 - Unit Introdu
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Session 1.1 - Unit Introduction Tea
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Session 1.2 - Living vs. Nonliving
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Topic 1: Session 1.3 - Real or Imag
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Name: Fiction / Nonfiction Venn Dia
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TOPIC 2 - How Do Scientists Classif
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Topic 2: Session 2.1 - Animal Sorti
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Session 2.1 - Animal Sorting Teache
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Name: Virginia Animals Brainstormin
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Birds Amphibians 21 Virginia Animal
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Other Animals 23 Virginia Animals a
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Birds Amphibians 25 Virginia Animal
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Other Animals… 27 Virginia Animal
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29 Virginia Animals and their Habit
Page 49 and 50: Session 2.2 - Insects! Teacher Ques
Page 51 and 52: Directions to Make a Sweep Net A sw
Page 53 and 54: Keep a record of where each insect
Page 55 and 56: Insect Safari - Student Sheet Name:
Page 57 and 58: 39 Virginia Animals and their Habit
Page 65 and 66: Topic 2: Session 2.3 - Insect Math
Page 67 and 68: (y-axis) Name: Graphing Sheet - Stu
Page 69 and 70: Session 2.4 - Animal Poetry Introdu
Page 71 and 72: Topic 2: Session 2.5 - Animal Poetr
Page 73 and 74: Topic 2: Session 2.6 - Animal Poetr
Page 75 and 76: Topic 2: Session 2.7 - Student Team
Page 77 and 78: Session 2.7 - Student Team Project
Page 79 and 80: Virginia Map - Student Sheet 61 Vir
Page 81 and 82: Virginia Animals and their Habitats
Page 83 and 84: • Maps should include a title, ma
Page 85 and 86: Name: What Do We Know About Habitat
Page 87 and 88: Session 3.2 - Animal Habitat Compon
Page 89 and 90: Habitrekking Evidence Cards (only n
Page 91 and 92: Name: Sensory Paragraph - Student S
Page 93 and 94: Session 3.4 - Talking with a Habita
Page 95 and 96: Team Members‟ Names: Virginia Ani
Page 97 and 98: Team Members‟ Names: Habitat Rese
Page 99: Session 3.5 - Measurement Preparati
Page 103 and 104: Session 3.6 - Writing for the Stude
Page 105 and 106: Topic 3: Session 3.7 - Measuring Tr
Page 107 and 108: Session 3.7 - Measuring Tree Height
Page 109 and 110: Measuring Tree Height - Lesson Plan
Page 111 and 112: Session 3.8 - Square-Meter Habitats
Page 117 and 118: Name: First Square-Meter Habitat Ob
Page 119 and 120: Topic 3: Session 3.9 - Project Work
Page 121 and 122: Topic 3: Session 3.10 - Square-Mete
Page 123 and 124: Session 3.10 - Square-Meter Habitat
Page 125 and 126: Number of Items Name: Graphic Organ
Page 127 and 128: 3. Look at the data you recorded ab
Page 129 and 130: TOPIC 4 - What is a Life Cycle? Top
Page 131 and 132: Topic 4: Session 4.1 - Introduction
Page 133 and 134: Topic 4: Session 4.2 - Butterflies
Page 135 and 136: Butterflies and Moths Black Swallow
Page 137 and 138: Great Spangled Fritillary Smithsoni
Page 139 and 140: Tiger Swallowtail Smithsonian Natio
Page 141 and 142: Postman Butterfly (Jon Lelito, PSU
Page 143 and 144: Isabella Butterfly (Jon Lelito, PSU
Page 145 and 146: Clearwing Sphinx Moth or Hummingbir
Page 147 and 148: Leopard Moth (Maryann Frazier, PSU
Page 149 and 150: Io Moth (wings open) (Maryann Frazi
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Topic 4: Session 4.3 - Frogs Sessio
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Session 4.3 - Frogs Teacher Questio
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Little Grass Frog Information 137 V
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Northern Green Frog Information 139
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Name: A Sampling of Virginia Frog L
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Name: Female Frog Length Recording
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Name: Male Frog Length Recording -
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Topic 4: Session 4.4 - Life Cycle M
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Topic 4: Session 4.5 - Project Work
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Student Learning Expectations • I
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Session 5.1 - Animals and their Foo
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Topic 5: Session 5.2 - Black Bears
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Session 5.2 - Black Bears Teacher Q
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Name: Compare Yourself to the Black
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Session 5.3 - Food Chains Teacher Q
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A Forest Food Chain SUN Seeds Mouse
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Topic 5: Session 5.4 - Food Chains
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Session 5.4 - Food Chains and Food
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Food Web Writing Activity - Student
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although some swans lost their tran
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Session 6.1 - Introduction to Anima
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Topic 6: Session 6.3 - Designer Ani
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Name: Adaptation Project Planning -
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Team Members: _____________________
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Session 6.5 - Adaptations: Migratio
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Session 6.6 - Migration Mathematics
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Tundra Swan 888 Migration Path (Oct
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Tundra Swan 894 Migration Path (Oct
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Topic 6: Session 6.7 - Tundra Swan
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Flying South Problem Solving Task -
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Topic 6: Session 6.8 - Other Animal
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Session 6.9 - Caterpillar Adaptatio
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Caterpillar Pictures Pipevine Swall
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Fritillary Caterpillar (R. Bessin,
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Tent Caterpillar http://www.ext.vt.
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Gypsy Moth Caterpillar http://www.e
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Saddleback Caterpillar http://www.e
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Giant swallowtail butterfly caterpi
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Topic 6: Session 6.10 - Yum Yum Cat
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Session 6.10 - Yum Yum Caterpillars
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(y-axis) Graphing Sheet - Student S
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Session 6.11 - Hidden Lizards Teach
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Name: Lizard Pattern Sheet - Studen
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Topic 7: Session 7.1 - Student Proj
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Topic 7: Session 7.2 - Student Proj
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Topic 7: Session 7.3 - Interdepende
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Topic 7: Session 7.5 - Virginia Ani
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Team Members‟ Names: Virginia Ani
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Virginia Native Animals List This l
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Group Reflection What did my group
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Team Members‟ Names: Visual Produ
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What Makes Something Alive - Virginia Department of Education

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