Packing List for Field Trip – Chattahoochee Nature Center (CNC)
Wednesday, April 20, 2016 8:45am – 1:00pm
3.1 Math
This week, we will be working on area and perimeter. Students will compare plane figures and show if the geometric shapes have the same or different areas. For perimeter, the children will be measuring blueprints of a house layout. They will use these real life experiences as they measure. A quiz on Thursday is scheduled.
MCC3.MD.5 - Recognize area as an attribute of plane figures and understand concepts of area measurement.
MCC3.OA.8 - Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
Example:
MCC3.OA.8
Mrs. Bird’s class has set a goal of 350 pledges for the fundraiser this year. On the first day, they collected 142 pledges. On the second day, they collected 96 pledges. On the third day, they collected 74 pledges.
a.How many more pledges do they need to collect to meet their goal?
350 - (142 + 96 + 74) = 38
350 - (312) = 38
b.Explain how you would estimate to make sure your answer is reasonable.
350 - (140 + 100 + 70 ) = 40
350 – (310) = 40
3.2 Math
This week, the class will work with capacity using kilograms and grams. They will also measure temperature with thermometers. A quiz is scheduled for Thursday.
MCC3.MD.2
Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem.
MCC3.MD.2
Smith bakery is making fresh bread. Each recipe calls for 200 grams of flour. The head baker, Mr. Black, plans to use 5 recipes today. Mr. Black knows that every 1,000 grams = 1 kg. He can buy 1 kg, 5kg, or 10 kg bags of flour. Which bag should he order for the bread baking today? Explain what steps you would use to determine the answer.
Answer: If there is 200 grams of flour for 5 recipes, multiply 200 x 5 = 1,000 grams. He can buy 1 kg of flour since 1,000 grams = 1 kg.
Science
S2L1.c - Investigate the life cycle of a plant by growing a plant from a seed and by recording changes over a period of time.
S2L1.c - Investigate the life cycle of a plant by growing a plant from a seed and by recording changes
S2L1 - Students will investigate the life cycles of different living organisms.
S2L1.a - Determine the sequence of the life cycle of common animals in your area: a mammal such as a cat or dog or classroom pet, a bird such as a chicken, an amphibian such as a frog, and an insect such as a butterfly.
S2L1.d - Identify fungi (mushroom) as a living organism
This week, we will be learning about seasons, how mushrooms grow, frog life cycles, and how animals grow.
First, the seasons occur because the earth's axis is tilted as the earth orbits around the sun.
The second graders will use a globe and a lamp without a shade to demonstrate how the sun shines on the earth. Each student will take the globe and slowly circle around the lamp, spinning the globe slowly as he moves. Next, the student will stop at different points during orbit. On each stop, the student will explain which portion of the earth would be warmer or which would be colder. Explain that this is what causes the seasons.
The students will sing “The Tilt of the Earth (sung to the tune of Mary Had a Little Lamb)”
Earth's tilt makes the seasons change, Season's change, seasons change, Earth's tilt makes the seasons change, They change all through the year.
Near the sun it's summertime, Summertime, summertime, Near the sun it's summertime, The days are hot and bright
Far away it's wintertime, Wintertime, wintertime, Far away its wintertime, The days are cold and gray.
Spring and fall are in-between, In-between, in-between, Spring and fall are in-between, The days are cool or warm.
They will explain that often you can tell what season it is by looking around. The students will be asked to give an example of activities they would do during each season and the clothes they would wear. Students will find pictures in magazines that remind them of a specific season. A bulletin board will be created by dividing it into four sections, one for each season. The students will cut out their pictures and place them in the proper section of the bulletin board. The second graders will discuss choices.
Seasons link:
http://www.morehead.unc.edu/Shows/EMS/image%20pages/sun's%20path.htm
Second, they will read about identifying mushrooms as fungi and observe how the plant grows.
Third, frog life cycles will be another interesting change that takes place with frogs. Students will create their own frog life cycles and understand the changes that take place.
At the end of the unit, the second graders will see how a chick hatches and the growth that takes place.
During the week of April 20th, we will observe the life cycle of a butterfly. Our class will butterflies grow in our own classroom. They will name each of the winged creatures and observe their daily growth.
The second graders will also place moistened cotton balls, and seeds in a closed Ziploc bag. They will tape them to the window. Each day they observed sprouts from the seedlings. The “window plants” is a fun way to watch plants grow!
What Students Should Be Able To Do:
RL.2.10 By the end of the year, read and comprehend literature, including prose and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Writing – This week, the students performed many science experiments. They observed dancing raisins using club soda, underwater paper magic with placing colored tissue paper in a cup and placing it in water that resulted in water has more density than air, floating egg showing buoyancy with salt water, and colorful celery displaying xylem tubes that change in color. The second graders will continue to explore science experiments and convey questions, hypotheses, observations, and conclusions with their experiments.
This week, we will continue to perform and observe science experiments. Then find books that explore science.
W.2.7 Participate in shared research and writing projects (e.g. read a number of books on a single topic to produce a report; record science observations).
W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
Wednesday, April 20, 2016 8:45am – 1:00pm
- Dress casually (wear your orange field day t-shirt or an orange shirt)
- Sneakers or tennis shoes (no flip-flops)
- Jacket/sweatshirt (label each article of clothing)
- Disposable water bottle (write name on it)
- Sack/paper bag lunch unless you ordered from school cafeteria (write name on it)
- Please label all items with your child’s name on it!
- All second grade students will be eating lunch at the CNC
- Bring a snack! We will eat a snack before we leave for CNC
3.1 Math
This week, we will be working on area and perimeter. Students will compare plane figures and show if the geometric shapes have the same or different areas. For perimeter, the children will be measuring blueprints of a house layout. They will use these real life experiences as they measure. A quiz on Thursday is scheduled.
MCC3.MD.5 - Recognize area as an attribute of plane figures and understand concepts of area measurement.
MCC3.OA.8 - Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
Example:
MCC3.OA.8
Mrs. Bird’s class has set a goal of 350 pledges for the fundraiser this year. On the first day, they collected 142 pledges. On the second day, they collected 96 pledges. On the third day, they collected 74 pledges.
a.How many more pledges do they need to collect to meet their goal?
350 - (142 + 96 + 74) = 38
350 - (312) = 38
b.Explain how you would estimate to make sure your answer is reasonable.
350 - (140 + 100 + 70 ) = 40
350 – (310) = 40
3.2 Math
This week, the class will work with capacity using kilograms and grams. They will also measure temperature with thermometers. A quiz is scheduled for Thursday.
MCC3.MD.2
Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem.
MCC3.MD.2
Smith bakery is making fresh bread. Each recipe calls for 200 grams of flour. The head baker, Mr. Black, plans to use 5 recipes today. Mr. Black knows that every 1,000 grams = 1 kg. He can buy 1 kg, 5kg, or 10 kg bags of flour. Which bag should he order for the bread baking today? Explain what steps you would use to determine the answer.
Answer: If there is 200 grams of flour for 5 recipes, multiply 200 x 5 = 1,000 grams. He can buy 1 kg of flour since 1,000 grams = 1 kg.
Science
S2L1.c - Investigate the life cycle of a plant by growing a plant from a seed and by recording changes over a period of time.
S2L1.c - Investigate the life cycle of a plant by growing a plant from a seed and by recording changes
S2L1 - Students will investigate the life cycles of different living organisms.
S2L1.a - Determine the sequence of the life cycle of common animals in your area: a mammal such as a cat or dog or classroom pet, a bird such as a chicken, an amphibian such as a frog, and an insect such as a butterfly.
S2L1.d - Identify fungi (mushroom) as a living organism
This week, we will be learning about seasons, how mushrooms grow, frog life cycles, and how animals grow.
First, the seasons occur because the earth's axis is tilted as the earth orbits around the sun.
The second graders will use a globe and a lamp without a shade to demonstrate how the sun shines on the earth. Each student will take the globe and slowly circle around the lamp, spinning the globe slowly as he moves. Next, the student will stop at different points during orbit. On each stop, the student will explain which portion of the earth would be warmer or which would be colder. Explain that this is what causes the seasons.
The students will sing “The Tilt of the Earth (sung to the tune of Mary Had a Little Lamb)”
Earth's tilt makes the seasons change, Season's change, seasons change, Earth's tilt makes the seasons change, They change all through the year.
Near the sun it's summertime, Summertime, summertime, Near the sun it's summertime, The days are hot and bright
Far away it's wintertime, Wintertime, wintertime, Far away its wintertime, The days are cold and gray.
Spring and fall are in-between, In-between, in-between, Spring and fall are in-between, The days are cool or warm.
They will explain that often you can tell what season it is by looking around. The students will be asked to give an example of activities they would do during each season and the clothes they would wear. Students will find pictures in magazines that remind them of a specific season. A bulletin board will be created by dividing it into four sections, one for each season. The students will cut out their pictures and place them in the proper section of the bulletin board. The second graders will discuss choices.
Seasons link:
http://www.morehead.unc.edu/Shows/EMS/image%20pages/sun's%20path.htm
Second, they will read about identifying mushrooms as fungi and observe how the plant grows.
Third, frog life cycles will be another interesting change that takes place with frogs. Students will create their own frog life cycles and understand the changes that take place.
At the end of the unit, the second graders will see how a chick hatches and the growth that takes place.
During the week of April 20th, we will observe the life cycle of a butterfly. Our class will butterflies grow in our own classroom. They will name each of the winged creatures and observe their daily growth.
The second graders will also place moistened cotton balls, and seeds in a closed Ziploc bag. They will tape them to the window. Each day they observed sprouts from the seedlings. The “window plants” is a fun way to watch plants grow!
What Students Should Be Able To Do:
- Observe and describe the sequence of the life cycle of a common favorite pet
- Observe and describe the sequence of the life cycle of a butterfly
- Draw and label the sequence of the life cycle of the chosen pet.
- Observe, record, and describe the changes in the appearance of a chosen tree from spring, to summer, to fall.
- Grow a plant (a grass, a pea, kidney bean, etc) from seed to maturity.
- Observe, record, and describe the changes seen at each stage of the growth and development of the plant from seed to a matured plant.
- Draw and label the observed changes from seed to a matured plant.
RL.2.10 By the end of the year, read and comprehend literature, including prose and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Writing – This week, the students performed many science experiments. They observed dancing raisins using club soda, underwater paper magic with placing colored tissue paper in a cup and placing it in water that resulted in water has more density than air, floating egg showing buoyancy with salt water, and colorful celery displaying xylem tubes that change in color. The second graders will continue to explore science experiments and convey questions, hypotheses, observations, and conclusions with their experiments.
This week, we will continue to perform and observe science experiments. Then find books that explore science.
W.2.7 Participate in shared research and writing projects (e.g. read a number of books on a single topic to produce a report; record science observations).
W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.