Second Grade Field Trip
What a fun learning experience for the second graders at the Chattahoochee Nature Center! We walked on nature trails and observed wildlife at its best! There were turtles, birds, owls, butterflies, and beaver homes when we explored the natural surroundings. The children were all smiles as they discovered many sights. Thank you to Mrs. Murzi-Neville for helping with our class throughout the beautiful sunny day.
Mrs. Parson’s Butterfly Garden
This week, the second grade students were surprised with ten new pets. It is our own butterfly garden in our classroom! The students named their new friends-Sunny, Lollipop, Flyer, Buttercup, Rocket, Gumball, Jazzy, Rocky, Chocolate, and Mark It. They will observe the life cycle of the butterfly. Presently, they are in the larva (caterpillar) stage.
Window Plants
How to Sprout a Bean Plant? – Garden in a Bag (Window Plants)
What happens to a seed when you plant it in the soil? When we plant seeds they first sprout or “germinate.” When planted in the soil, we’re unable see the first sprout push out of the seed coat or see the root system. In this activity, you will be able to observe germination and the plant’s roots. Mrs. Parson’s class enjoyed creating their window plants.
They are displayed in a sunny window near our classroom. Watch them grow with us!
Plant Life Cycle
The second graders designed their clay pots painting a variety of colors on each. They added soil, planted flower seeds, sprinkled water, and displayed the sprouts in a sunny area. Each day, they anxiously measure any differences in the growth of their new plants. We discussed the plant life cycle in detail.
In science this week, we will continue to learn about life cycles.
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
Math
3.1
Creating and interpreting line plots were practiced throughout the week. Students discussed the visual aspect of the line plots to help them solve problems and answer questions in the real world.
A study guide will be distributed on Tuesday, April 26th which is due on Monday, May 2nd. There will be a review on Monday. The unit 6 assessment is tentatively scheduled for Tuesday, May 3 and Wednesday May 4. Please review all homework, quizzes and my blog to help students study for the upcoming test.
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.
MCC3.OA.9 - Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations.
MCC3.MD.3 - Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs.
MCC3.MD.4 - Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units-whole numbers, halves, or quarters.
MCC3.MD.5 - Recognize area as an attribute of plane figures and understand concepts of area measurement.
MCC3.MD.5.a - A square with side length 1 unit, called “a unit square,” is said to have “one square unit” of area, and can be used to measure area.
MCC3.MD.5.b - A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units.
MCC3.MD.6 - Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).
MCC3.MD.7 - Relate area to the operations of multiplication and addition.
MCC3.MD.7.a - Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.
MCC3.MD.7.b - Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning.
MCC3.MD.7.c - Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum of a × b and a × c. Use area models to represent the distributive property in mathematical reasoning.
MCC3.MD.7.d - Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real world problems.
3.2
We will continue to practice elapsed time and capacity. There will be more support with bar graphs.
A study guide will be distributed on Tuesday, April 26th which is due on Monday, May 2nd. There will be a review on Monday. The unit 6 assessment is tentatively scheduled for Tuesday, May 3 and Wednesday May 4. Please review all homework, quizzes and my blog to help students study for the upcoming test.
MCC3.MD - Measurement and Data
MCC3.MD.1 - Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.
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.3 - Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs.
MCC3.MD.4 - Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units-whole numbers, halves, or quarters.
Writing
Our second graders continue to observe, ask questions, draw conclusions about science experiments that are conducted in the classroom setting.
Grammar
For the rest of the year we will review our grammar skills. Students will be given choice boards to work on each week to practice specific grammar skills. Next week the choice board will focus on sentences.
Reading
Next week, the second graders will be introduced to book clubs. Students will read books and critique their readings by summarizing.
What a fun learning experience for the second graders at the Chattahoochee Nature Center! We walked on nature trails and observed wildlife at its best! There were turtles, birds, owls, butterflies, and beaver homes when we explored the natural surroundings. The children were all smiles as they discovered many sights. Thank you to Mrs. Murzi-Neville for helping with our class throughout the beautiful sunny day.
Mrs. Parson’s Butterfly Garden
This week, the second grade students were surprised with ten new pets. It is our own butterfly garden in our classroom! The students named their new friends-Sunny, Lollipop, Flyer, Buttercup, Rocket, Gumball, Jazzy, Rocky, Chocolate, and Mark It. They will observe the life cycle of the butterfly. Presently, they are in the larva (caterpillar) stage.
Window Plants
How to Sprout a Bean Plant? – Garden in a Bag (Window Plants)
What happens to a seed when you plant it in the soil? When we plant seeds they first sprout or “germinate.” When planted in the soil, we’re unable see the first sprout push out of the seed coat or see the root system. In this activity, you will be able to observe germination and the plant’s roots. Mrs. Parson’s class enjoyed creating their window plants.
They are displayed in a sunny window near our classroom. Watch them grow with us!
Plant Life Cycle
The second graders designed their clay pots painting a variety of colors on each. They added soil, planted flower seeds, sprinkled water, and displayed the sprouts in a sunny area. Each day, they anxiously measure any differences in the growth of their new plants. We discussed the plant life cycle in detail.
In science this week, we will continue to learn about life cycles.
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
Math
3.1
Creating and interpreting line plots were practiced throughout the week. Students discussed the visual aspect of the line plots to help them solve problems and answer questions in the real world.
A study guide will be distributed on Tuesday, April 26th which is due on Monday, May 2nd. There will be a review on Monday. The unit 6 assessment is tentatively scheduled for Tuesday, May 3 and Wednesday May 4. Please review all homework, quizzes and my blog to help students study for the upcoming test.
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.
MCC3.OA.9 - Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations.
MCC3.MD.3 - Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs.
MCC3.MD.4 - Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units-whole numbers, halves, or quarters.
MCC3.MD.5 - Recognize area as an attribute of plane figures and understand concepts of area measurement.
MCC3.MD.5.a - A square with side length 1 unit, called “a unit square,” is said to have “one square unit” of area, and can be used to measure area.
MCC3.MD.5.b - A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units.
MCC3.MD.6 - Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).
MCC3.MD.7 - Relate area to the operations of multiplication and addition.
MCC3.MD.7.a - Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.
MCC3.MD.7.b - Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning.
MCC3.MD.7.c - Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum of a × b and a × c. Use area models to represent the distributive property in mathematical reasoning.
MCC3.MD.7.d - Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real world problems.
3.2
We will continue to practice elapsed time and capacity. There will be more support with bar graphs.
A study guide will be distributed on Tuesday, April 26th which is due on Monday, May 2nd. There will be a review on Monday. The unit 6 assessment is tentatively scheduled for Tuesday, May 3 and Wednesday May 4. Please review all homework, quizzes and my blog to help students study for the upcoming test.
MCC3.MD - Measurement and Data
MCC3.MD.1 - Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.
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.3 - Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs.
MCC3.MD.4 - Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units-whole numbers, halves, or quarters.
Writing
Our second graders continue to observe, ask questions, draw conclusions about science experiments that are conducted in the classroom setting.
Grammar
For the rest of the year we will review our grammar skills. Students will be given choice boards to work on each week to practice specific grammar skills. Next week the choice board will focus on sentences.
Reading
Next week, the second graders will be introduced to book clubs. Students will read books and critique their readings by summarizing.