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Ring-O Project for 2nd Grade Students

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  1. 1. RING-O<br />By: Ms. Amanda Summers<br />
  2. 2. Why Should I Recycle?By: Jen Green<br />What if everybody threw away old bottles and newspapers, littering the world with glass and plastic and tin cans that should be recycled and made into new products? Mr. Jones is a teacher who sets a good example for kids by separating his trash for recycling. When he takes them on a class trip to a recycling plant they learn the value of recycling. Part of every child's development involves asking questions. Today, some of the most important questions kids ask are related to the natural environment. The enlightening and entertaining four-book Why Should I? series demonstrates the importance of protecting nature. Books present brief, entertaining stories that answer children's questions and feature amusing color illustrations on every page. A note at the back of each book is for parents and teachers, suggesting ways to use these books most effectively. (www.bn.com)<br />
  3. 3. Why Should I Recycle?By: Jen Green<br />1. Read the book aloud to students. <br />2. Ask students why they think recycling and protecting our environment is important. They should each write at least three sentences in their science notebook. <br />2.One way to help trees is to reuse paper. Have students brainstorm ideas of how to reuse paper. For example, if a student has already written on one side of paper, they can simply flip over the paper and write on the other side.<br />3. Discuss that another way to help is to reuse items that would normally be thrown away.<br />4. Inform students that this will be their challenge today: make something useful out of trash.<br />5. Set out “trash” (newspapers, paper towel tubes, milk jugs, egg cartons, boxes, jars, etc) materials at each table and have students work in pairs to design something useful to make out of the trash. Have students use all or some of the materials.<br />6. Have students sketch what they think their invention will look like before they construct it. Tell students they can borrow additional materials such as glue, string, or tape.<br />7. Students will present inventions to the class. <br /><ul><li>Science 2.1.7- Recognize and describe ways that some materials such as recycled </li></ul> paper, cans, and plastic jugs can be used again. <br /><ul><li>L.A. 2.3.7- Identify the meaning or lesson of a story.
  4. 4. Gardner- Bodily/Kinesthetic- Hands on experiments/crafts</li></li></ul><li>Beau Beaver Goes to TownBy: Frances Bloxam<br />In this charming book, Beau Beaver sets out to find a mate and to build a lodge of his own. Unfortunately, he builds his first dam across a ditch in the middle of town, using a lot of found materials (a toy truck, a charcoal grill, a rake, a plastic ducky, etc.). His misdirected efforts including felling a tree that lands on a man's car. The story, based on an actual event, ends happily when Beau is caught and released in a more appropriate location. There he meets Brenda Beaver and they set out together to create beaver bliss on a remote pond. The story is amusing—kids will chuckle at Beau's innocent naughtiness. The rhyming text generally flows well, although there are a few bumpy couplets. Charcoal and watercolor illustrations are drenched with blues and greens, creating a sopping wet palette well suited to the story. Bloxam provides plenty of interesting animal details, both within the story and in the two additional pages of beaver facts. This book provides a first-rate introduction to an interesting animal. (www.bn.com)<br />
  5. 5. Beau Beaver Goes to TownBy: Frances Bloxam<br />1. Students will discuss and reflect on what they learned the day before about ways that humans recycle objects to help the environment. <br />2. Teacher will read Beau Beaver Goes to Town.<br />3. Students will then discuss ways that Beau recycled things he found to make a dam and other examples of animals recycling items in nature (birds making nests out of twigs/grass is a good example). <br />4. Go on a nature walk and allow students to collect sticks, grass clippings, twigs, and dirt clumps in their bags. Inform students they should be getting materials they think would work well in their dams. Students will work collaboratively in groups of three to build the dams together. <br />5. Once back in the classroom, give each group a shallow dish they will be using, to build their dam in and before they begin construction have students decide on a plan. Ask: “What are you going to use? How are you going to stick your materials together? How will you get your dam to hold water?” Have students write their plans in their science notebooks. <br />6. Using the collected materials, have student build a beaver dam within the flat shallow dish. Remind them they can turn dirt into mud by adding water and that clay can be used to help hold their dams together also. (play-doh will be provided by teacher)<br />7. When students have completed their dams, check to see if the dams work by placing water into the dish on one side of the dam.<br />If a dam fails, allow students time to rework their plans and try again.<br />8. Have students draw pictures of their completed dams in their science notebooks. They also need to describe what materials they used and why they chose those items. <br />Science 2.4.5- Recognize and explain that materials in nature, such as grass, twigs, sticks, and leaves, can be recycled and used again, sometimes in different forms, such as in birds' nests.<br />L.A. 2.5.5- Use descriptive words when writing. <br />Gardner- Naturalistic- Building habitats/Walking outside<br />
  6. 6. Frog and Toad All YearBy: Arnold Lobel**Note- This book will be broken down by seasons for different activities, with a season overview activity at the end. **<br />For fans of these famous amphibians, the continuation of Frog and Toad's saga gives a glimpse of what those rascals are up to all year long. They frolic together over four seasons, with a story for each celebration, plus one for Christmas. Glide down the snow-covered hill with Toad, hunt for spring with Frog, and discover just who is hiding under all that melted chocolate ice cream. Beginning readers will love the thrill of reading a chapter book by themselves; the simple language and unique adventures encourage and entertain those just entering the world of words. The endearing duo is depicted in the warmest of browns and softest of greens, reflecting the tender gentleness of their friendship. (www.amazon.com)<br />
  7. 7. Frog and Toad All YearBy: Arnold Lobel<br />Winter Activity<br />**Note: Once the book is read, all instructions will be given orally for this project.**<br />1. Read book aloud- read only the story about winter. <br />2. Students will determine the difference in volume of water when in the form of water and ice to help them understand that . <br />3. Students will be given clear cups with ice cubes filled to certain points in the cup. Using a marker, students are to mark the point that the ice fills the cup for reference. <br />4. Students will then use a different colored marker to mark where they think the water level will be when the ice melts- will the cup be more full, less full, or will the water level be the same level as the ice? <br />5. Using their science notebooks, students will write what their predictions were, what actually happened, and why they think it resulted that way. <br />Science 2.6.3- Describe that things can change in different ways, such as in size, weight, color, age, and movement. Investigate that some small changes can be detected by taking measurements.<br />L.A. 2.4.7- Give and follow three- and four- step oral instructions. <br />Gardner- Logical/Mathematical- Measuring, Critical Thinking<br />
  8. 8. Frog and Toad All YearBy: Arnold Lobel<br />Spring Activity<br />1. Continue reading the book aloud (from previous session)- read only the story about Spring. <br />2. Students will work in groups of four- each group will be given a bag of “Easter candy” (jelly beans).<br />3. Students are to estimate how many jelly beans they think are in the bag. They are to also guess which color there is the most of in the bag. <br />4. Students will then count how many jelly beans are in the bag. <br />5. Once jelly beans are counted, they will divide and group the jelly beans based on colors. They can keep track using a chart with columns (colors across the top and tally marks to keep track if needed). <br />6. Using their chart, students will make a simple bar graph of their data. <br />7. Students will reflect if their estimate/prediction was close or accurate and why they think it turned out that way. The group that was closest will be provided a prize (stickers or some other small prize). <br />Science 2.2.1- Give estimates of numerical answers before doing them formally. <br />Math 2.1.12- Represent, compare, and interpret data using tables, tally charts, and bar graphs. <br />L.A. 2.2.7- Interpret information from diagrams, charts, and graphs. <br />Gardner- Logical/Mathematical- Predicting, Collecting Data<br />
  9. 9. Frog and Toad All YearBy: Arnold Lobel<br />Summer Activity<br />1. Read book aloud, continuing from previous section (read only story about summer). <br />2. Provide students with a printout of the local forecast for the week (or let them research it on the computer if possible). Days of the week may be abbreviated across the top (Mon, Tues, Wed, etc.) so students should understand what each abbreviation means prior to starting the project.<br />3. Have students set thermometers around the school- in the classroom, in a shady spot on school grounds, in a place that gets a lot of sun, school cafeteria, etc. Students will work in groups of 2-3. <br />4. Throughout the week and at different time intervals throughout each day, have the students read thermometers and record observations. For the thermometers outside, see how closely the actual thermometer readings match the local forecast. <br />5. Discuss with the class that the forecasts are just predictions and can change because weather is unpredictable to an extent. <br />6. Students will turn in their charts at the end of the week. <br />Science 2.3.2- Investigate, compare and describe weather changes from day to day but recognize, describe, and chart that the temperature and amounts of rain or snow tend to be high, medium, or low in the same months every year.<br />L.A. 2.1.4- Recognize common abbreviations (Mon, Tues, Wed…)<br />Gardner- Interpersonal- Cooperative learning, Group work<br />
  10. 10. Frog and Toad All YearBy: Arnold Lobel<br />Fall Activity<br />1. Prior to this section being read, a note will be sent home asking the students to collect a leaf from home and bring it to class with them for this day. (If it is the wrong time of the year when the story is read, then preserved examples of leaves can be provided to the class). <br />2. Continue reading story aloud (from previous session)- Read only section on Fall.<br />3. Students will discuss and decide on different ways to group/classify different leaves (simple vs. compound, color, shape, etc). <br />4. Students will then use various resource materials (encyclopedia, computer, books on leaves, etc) to determine what type of tree the leaf they have came from. They will then write three simple facts about that type of tree and/or its leaves. <br />5. Finally, students will perform leaf rubbings of their leaves using paper and either crayons or colored pencils. Their rubbings will go together with their facts and will be posted around the room. <br />Science 2.2.5- Draw pictures and write brief description that correctly portray key features of an object. <br />L.A. 2.4.3- Research Process and Technology: Find ideas for writing stories and descriptions in pictures or books. <br />Gardner- Visual/Spatial- Illustrating/Sketching (leaf rubbings)<br />
  11. 11. Frog and Toad All YearBy: Arnold Lobel<br />Seasons Overview<br />1. Read the story aloud to the class (may need to be read in sessions- possibly split up the seasons for each session). <br />2. Teacher will then make a chart with headings for each season. The students will discuss the differences between the seasons. <br />3. They will then discuss activities that you could do in each season. <br />4. In their notebooks, students will describe what their favorite season is, why they like it, and what their favorite activity to do during that season is. <br />5. Using art supplies supplied in the classroom, students will draw or paint the activity they described in their notebook.<br />The students will take turns at the front of the classroom describing what they drew/painted, paraphrasing or reading what they wrote about in their notebooks. <br />6. Pictures will be displayed on a bulletin board about seasons. <br />Science 2.3.1- Investigate by observing and then describe that some events in nature have a repeating pattern, such as seasons, day and night, and migrations.<br />L.A. 2.7.12- Use descriptive words when speaking about people, places, things, and events. <br />Gardner- Intrapersonal- Personal Response/Journal log keeping<br />
  12. 12. DogkuBy: Andrew Clements<br />Clements (Lunch Money)cleverly combines haiku and an endearing canine protagonist in this jaunty tale, written primarily from the pooch's perspective. After the friendly creature arrives on the doorstep of a family's home, the mother lets him inside and tends to his needs: "First food, then a bath./ The food was a lot more fun./ Still, it all feels good." As the animal happily accepts scraps at the breakfast table, an important topic surfaces: "A dog needs a name./ Rags? Mutt? Pooch? No, not Rover./ Mooch. Yes, Mooch! Perfect." The pup is bored when the kids go off to school and their mother is outdoors gardening, but Mooch soon finds a solution ("Chew on dirty socks./ Roll around in week-old trash./ Ahhh... that's much better"). Sitting in on a family meeting, Mooch mistakenly overhears the word "pound" and is fretful when the father drives off in his car. But the new pet is overjoyed when the man returns with propitious purchases: "A new doggy bed!/ Food, a bowl, a squeaky toy!/ Mooch has found his home." Never forced, Clements's nimbly crafted verse flows freely and delivers ample humor. Bowers's animated oil paintings comically capture the playful pup's antics, revealing Mooch in the tub, eagerly shaking water and suds all over the mother; smiling while riding in the car, his head stuck out the window; and half submerged in the overturned garbage can. (www.bn.com)<br />
  13. 13. DogkuBy: Andrew Clements<br />1. Prior to reading, students will have basically knowledge of what a haiku is (17 syllable poem broken up into three lines 5/7/5). <br />2. Go through the book once just simply reading it aloud to the class. <br />3. Read it again to class, having them tap out the syllables on their laps as it is read. <br />4. Students will then be given copies of different pages from the books. They will break down the syllables on the page using their pencils. <br />6. Once students have a basic understanding of a haiku, have a discussion about what a dog such as Mooch would need to survive (food, water, shelter, and in this story was looking for love). <br />7. Students will find examples of how Mooch was able to get those things in the book while the family is away at work and school. <br />Science 2.4.3- Observe and explain that plants and animals both need to take in water, animals need to take in food, and plants need light. <br />L.A. 2.3.4- Identify the use of rhythm, rhyme, and alliteration (using words with repeating consonant sounds) in poetry or fiction.<br />Gardner- Musical- Tapping out poetic rhythms<br />
  14. 14. I Like MyselfBy: Karen Beaumont<br />Books to raise self-esteem for the young abound. This one is notable for the bouncy, unforced rhymes and particularly for the smile-provoking illustrations, full of details to look for at each reading. The celebration of self covers body parts, inside and out, in many places, "...me is all I want to be;" no matter what others may think or say, "I like myself because I'm ME." Perhaps the dachshund-like dog who accompanies the narrator in every scene is her alter ego; unmentioned in the text, she is a real partner in creating the comic events. Watercolor, ink, and pencil, a bit zany and cartoony illustrations create scenes with just enough context around the two subjects as they dance in a bird bath, contemplate a lion at the zoo, ride a bike-like contraption, or imagine our heroine with a multi-colored pig's snout or purple polka-dotted lips. The final joyous hug is sure to win over even the toughest curmudgeon. (www.borders.com)<br />
  15. 15. I Like MyselfBy: Karen Beaumont<br />1. Read book aloud to students.<br />2. To show the class that even though we are all 2nd grade students (humans), we can have many differences. Go around the room and talk about different hair colors, eye colors, etc. <br />3. Students will draw pictures of themselves and what they like best about themselves.<br />4. Students will present picture to class and inform what makes them unique and special. Along with physical attributes, students can include special talents or personality traits. <br />Science 2.4.6- Observe and describe the different external features of people, such as their size, shape, and color of hair, skin, and eyes. <br />L.A. 2.7.6- Speak clearly and at an appropriate pace for the type of communication (such as an informal discussion or a report to a class). <br />Gardner- Verbal/Linguistic- Speaking, Presenting<br />
  16. 16. The Giving TreeBy: Shel Silverstein<br />"Once there was a tree . . . and she loved a little boy." So begins a story of unforgettable perception, beautifully written and illustrated by the gifted and versatile Shel Silverstein. Every day the boy would come to the tree to eat her apples, swing from her branches, or slide down her trunk . . . and the tree was happy. But as the boy grew older he began to want more from the tree, and the tree gave and gave and gave. This is a tender story, touched with sadness, aglow with consolation. Shel Silverstein has created a moving parable for readers of all ages that offers an affecting interpretation of the gift of giving and a serene acceptance of another's capacity to love in return.<br />
  17. 17. The Giving TreeBy: Shel Silverstein<br />1. Read story aloud to students. <br />2. Throughout the book, both the boy and the tree change. “Do you think the tree changed the boy, the boy changed the tree, or both? Why?”<br />3. What roles did both the boy and the tree play throughout the book? <br />4. “Do you think it is possible for a human to love a plant? Do you think it is possible for a plant to love a human? Why do you think these things?”<br />5. Have students discuss the questions in small groups. <br />Science 2.4.8- Give examples of different roles people have in families and communities. <br />L.A. 2.3.6- Recognize the difference between fantasy and reality. <br />Gardner- Interpersonal- Social Awareness, Discussing<br />