The following CAP project was written to help enhance our 2nd through 6th grade science curricula. The main focus of this project was to create lesson plans for leveled books that correlated with our science curriculum.
Bellmore Union Free School District
Shore Road School
Superintendent: Dr. Joseph Famularo
Principal: Ms. Christine Augusto
Date Completed: July 15, 2011
Grade Levels: 2-6
Names of Collaborators:
Debra Amendola
Phinola Baeza
Marisa DeMarzo
Jennifer Desmond
Eloise Eisenhardt
Deana Genovesi
Linda Lebowitz
Jody Leibowitz
Graceann McClenahan
Kristen O’Connor
Project Supervisor:
Graceann McClenahan
Topics:
Grade 2: Simple Machines, Sound
Grade 3: Animal Adaptations, Bones, Butterflies, Volcanoes
Grade 4: Matter, Parts of a Flower, Simple Machines, Static Electricity
Grade 5: The Human Body, Matter
Grade 6: Cells, Heredity, Structure of the Earth
Grade 2
Leveled Book Lesson Plans
Title: Simple Machines: Grade Two- Lesson 1
Objective: Children will be able to identify the six simple machines used in the world around them.
Curriculum Standards: S1 Physical Science Concepts
Materials/Resources:
1. Big Book: Simple Machines written by Melvin Berger
2. Six sheets of poster board
3. Magazines, toy catalogs
4. Markers, scissors, glue sticks
5. Simple machine example sheet
Instructional Procedures:
1. Introduce concepts of simple machines and how they make work easier in our lives.
2. Discuss cover picture on big book and how the ax works as a simple machine.
3. Read big book and list the six simple machines discussed in book on poster board papers.
Activity:
1. Brainstorm with class the simple machines that they use in their lives.
2. Categorize these objects. Teacher lists them on appropriate poster board as directed by children.
Assessment:
For homework children will be instructed to bring in pictures of objects that demonstrate the simple machines discussed in class. Send home simple machine example sheet for reference.
Follow Up:
Categorize and glue pictures onto appropriate poster boards
Simple Machine Example Sheet
1. Wheel and Axle: car, bicycle, wagon, skateboard, roller skates, can opener, fan, rolling pin, pencil sharpener
2. Inclined Plane: ramp, ladder, dump truck, roller coaster, stairs, propeller
3. Pulley: flag pole, window blind, rock climber pulley
4. Lever: oar, seesaw, hammer, scissor
5. Screw: screw, bottle cap, drill, jar lid
6. Wedge: ax, shovel, door stop, spoon, knife
Title: Simple Machines: Grade Two- Lesson 2
Objective: Children will understand how simple machines help to make work easier.
Curriculum Standards: S1 Physical Science Concepts
Materials /Resources:
1. Video Stream: Simple Machines (16 minute video)
2. Rectangular tissue boxes- 1 for each group of 3 children
3. 4 paper cake plates per group
4. 2 sharpened pencils
5. 2 sheets of computer paper per group
6. Tape and fun tack
Instructional Procedures:
1. View video stream
2. Review six simple machines
3. Review and discuss basic concepts on teacher review sheet
4. Demonstrate the construction of tissue box car to illustrate how wheels and axles make work easier
5. Divide class into groups of three and have them construct their own car
Activity:
In groups of three, children will construct a tissue box car and demonstrate how it makes work easier by moving materials from one place to another in their cars. Suggested materials: paper clips, crayons, pencils.
Assessment:
For homework, children will complete cloze activity sheet to reinforce key vocabulary and concepts.
Follow Up:
1. Review homework vocabulary sheet
2. Simple Machine center: Construct one simple machine with Tinker toys
Name: ______#___ Date: ______
Simple Machines
A ______is anything that helps us do work. ______is done when something is moved. Moving something from one place to another is ______. You need ______to make something move. A force can be either a ______or a ______. Some things get in the way of work. ______is when two things rub together and slows work down. The invisible force that pulls everything down is ______. This force can also slow work down. Simple machines help us make work easier.
Name: ______#___ Date: ______
Simple Machines
A m______is anything that helps us do work. W______is done when something is moved. Moving something from one place to another is m______. You need f______to make something move. A force can be either a p______or a p______. Some things get in the way of work. F______is when two things rub together and slows work down. The invisible force that pulls everything down is g______. This force can also slow work down. Simple machines help us make work easier.
Teacher Reference Sheet:
Simple Machines Lesson 2
§ Simple machines make work easier and faster.
§ Simple machines change the direction of force to make work easier and faster.
§ Simple machines increase force which makes us stronger.
§ Force is needed to make something move.
§ Work is done when something is moved.
§ Moving something from one place to another is motion.
§ A force can be either a push or a pull.
§ Friction gets in the way of work; it is when two things rub together. It slows work down.
§ Gravity is an invisible force that pulls everything down and makes work harder.
Title: Sound: Grade Two- Lesson 1
Objective: Children will be able to understand the following concepts:
1. How can sounds be different?
2. Who and what can make sound?
Curriculum Standards: S1 Physical Science Concepts
Materials/Resources:
1. Big Book: Sound written by Lisa Trumbauer
2. Sounds All Around Us activity sheets
3. Smartboard sound sheet
Instructional Procedures:
1. Introduce the concepts of sound as listed above.
2. Brainstorm sounds around us for a class chart.
3. Read the big book: Sound
4. After reading the book, add any additional sounds to list.
5. Complete Sounds All Around Us Activity
Activity:
1. Using Smartboard, play sounds on Sounds All Around Us activity. Children will record what makes each sound on their worksheets.
Assessment:
Review and check as a whole class.
Name: ______Date:______
Sounds All Around Us!
1. ______
2.______
3.______
4.______
5.______
6.______
7.______
8.______
9.______
10.______
11.______
12.______
13.______
14.______
15.______
16.______
17.______
18.______
Sounds Word Box
Toilet flush
Birds chirping
Claps…cheers
Ghost…ooooo!
Boing
Underwater gurgling
Sea lion
Thunder
Pop
Music
Click
Snore
Telephone
Water splashing
Doorbell
Baby talking
Whistle
Meow
Sounds All Around Us
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
Sounds All Around Us: Answer Key
1. claps…cheers
2. telephone
3. boing
4. pop
5. snore
6. meow
7. click
8. doorbell
9. toilet flush
10. thunder
11. music
12. water splashing
13. whistle
14. ghost…oooo!
15. baby talking
16. sea lion
17. underwater gurgling
18. birds chirping
Title: Sounds: Grade Two- Lesson 2
Objective: Children will be able to understand the following concepts:
1. How sound is made?
2. What can sound travel through?
Curriculum Standards: S1 Physical Science Concepts
Materials/Resources:
1. Video Stream: “The Wonder of Sound” (13 min. video)
2. Styrofoam cups (2 per child)
3. yarn (approximately 1 yard per child)
4. large paper clips (2 per child)
5. homework assignment letter
Instructional Procedures:
1. Review sound concepts from previous lesson.
2. View video stream.
3. Discuss concept of vibration and materials that sound travels through.
Activity:
1. Construct telephones from materials listed above.
2. Partner children to demonstrate how sound travels.
Assessment:
Children will construct a homemade instrument out of recycled materials to reinforce the concept of how sound is made.
Follow Up:
Children will demonstrate their instrument’s sound in a class band.
Dear Parents,
As part of our science curriculum, the children have been studying sound and the ear. To coordinate the concepts of recycling and sound, we are asking the children to design and make a musical instrument out of recycled materials. Attached you will find many suggestions and ideas for this project. Please feel free to encourage your child to be creative. They need not follow only these suggestions. The instruments are due in school by ______. It is very important that you check to make sure that the recycled materials that your child uses are safe. Please do not allow them to use any bottles that stored chemicals or household cleaners. Also, glass and sharp metal objects should be avoided. Thank you for your cooperation and continued support!
Sincerely,
Grade 3
Leveled Book Lesson Plans
Title: ANIMALS AND THEIR ADAPTATIONS
By Kate Boehm Jerome
Objective: to introduce the concept of animal adaptations (inherited traits) as a means of survival
Curriculum Standards:
- New York State Language Arts Standard 1
- New York State Science Standard 2
Time Line:
- this lesson will take approximately 45 minutes
(could be an introductory lesson for a mini-unit on adaptations)
Materials/Resources:
- the book, Animals and their Adaptations by Kate Boehm Jerome
- copies of the worksheet
Instructional Procedures:
- PRE-READING: For students to understand what they will be listening to, it is important that several key ideas be discussed prior to reading the text.
o Animals have body parts/features that help them in a special way (many students are familiar with camouflage, so an animal such as a chameleon may be a good example…this actually comes up later in the text)
o Animals also have behavioral adaptations that help them survive (many students are familiar with bird migration, so that may be a good example)
o The importance of adaptations to their bodies and behavior help these animals find food, avoid being attacked or eaten by a predator, and survive in a variety of environments.
- Read pages 4 and 5 of text to build background knowledge.
- Use the pictures on page five as examples of adaptations.
- Before you begin reading the text, students should be prepared to listen for information about different animals from various biomes, and how they have adapted to their environment.
- Key vocabulary to discuss before reading this next section : adaptation, habitat, biome, behavior, predator
- Read pages 7-15.
- Complete the worksheet based on the information presented. (Activity may be completed whole class, independently, or begin guided as a whole class and complete task independently for assessment purposes.)
Activity:
- Students will listen to the information from pages 7-15.
- Students will summarize / discuss key information from text.
- Students will complete the worksheet provided.
Assessment:
- completion of the worksheet, as deemed appropriate by teacher (guided-whole class, begin whole class and completed independently, or completely independently)
Name ______Date ______
Animals and their Adaptations by Kate Boehm Jerome
DIRECTIONS: Using information from the text, answer the questions below.
1. Based on what you learned about camels, describe at least one adaptation they have to help them survive in the desert biome.
______
2. According to page 10, what two adaptations does an anteater have to help it find and eat ants?
______
3. Describe the behavioral adaptation that the mountain lion uses for hunting.
______
4. Predators are animals that hunt and eat other animals.
What adaptation does a chameleon have to protect itself from predators?
______
5. Using the chart on page 13, describe two specific examples of adaptations that keep these animals safe from predators.
______
6. Why is finding a mate so important to an animal?
______
Title: ANIMALS AND THEIR ADAPTATIONS
By Kate Boehm Jerome
Objectives: to learn about adaptations of ocean (water) animals
Curriculum Standards:
- New York State Language Arts Standard 1
- New York State Science Standard 2
Time Line:
- this lesson will take approximately 40 minutes
(This could be a second lesson for a mini-unit on adaptations.)
Materials/Resources:
- the book, Animals and their Adaptations, by Kate Boehm Jerome
- copies of the worksheet
Instructional Procedures:
- PRE-READING: Revisit yesterday’s lesson. In the recap, students should discuss:
o The definition of adaptation: a feature or behavior that helps a living thing survive
o Why animals have adaptations
o Revisit the following vocabulary words:
adaptation, habitat, biome, behavior, predator
- Advise students that today’s lesson will be about ocean animals that have adaptations.
- Key vocabulary to discuss before reading this section: cells, attract, bacteria
- Read pages 16-23.
Activity:
- Students will listen to the information from pages 16-23.
- Students will summarize / discuss key information from text.
- Students will complete the worksheet provided.
Assessment:
- completion of the worksheet, as deemed appropriate by teacher (guided-whole class, begin whole class and completed independently, or completely independently)
Name ______Date ______
Animals and their Adaptations by Kate Boehm Jerome (pgs. 16-23)
DIRECTIONS: Using information from the text, answer the questions below.
1. According to the text, the deeper you go in the ocean, the more things change. What are two things that change?
______
2. Complete the chart below using facts from the text.
ADAPTATIONS OF OCEAN ANIMALS
Adaptation / What the adaptation does / How the adaptation helpscells make light / attracts other fish / easier to catch dinner
tooth-shaped spikes
“fishing pole” of bacteria
(anglerfish)
3. On page 23, the viperfish’s adaptation is described. In the space below, write an explanation of the adaptation and how it helps the viperfish.
______
Title: Bones by Heather Hammonds
Objective:
~to learn about the bones in our body
Curriculum Standards:
~New York State Language Arts Standard 1
~New York State Science Standard 2
Time Line: Introduction Lesson
~this lesson is 40 minutes
Materials/Resources:
~book: Bones by Heather Hammonds
~worksheet on the bones in our body
Instructional Procedures:
~discuss the bones the kids know and their function
~read the book
~complete the bone worksheet based on the information
read in the book
Activity:
~Have a class discussion about the different bones in our
body and their function
~As a class we will read and discuss the book
~Complete the worksheet using the information from the
book
Assessment:
~Students are able to complete the worksheet on the bones