111.14 b 2.

3 A

Mathematics, Grade 2

Objective:
The student adds and subtracts whole numbers to solve problems. The student is expected to:
-recall and apply basic addition and subtraction facts (to 18)

Activities:
Students will separate into two line boys and girls, with each line having a dry erase board, marker and,
wipe. The teacher will write either an addition or subtraction problem up on the board. The first boy and
girl will then race each other to get the right answer first, and the teacher making note of problems that
are commonly missed. Continue until all students have gotten a turn or more than one turn.
After students have gone, go over the ones missed most.

Assessment:
Confirmation that students recall basic adding and subtracting

Materials:
Two: White boards, dry-erase makers and, wipes
112.13 b 7 C

Science, Grade 2

Objective:
The student knows that the natural world includes earth materials. The student is expected to:
-distinguish between natural and manmade resources.

Activity:
Before beginning the activity, the teacher will need to draw several long lines with chalk
(One line for every two students) on the playground or using lines in the gym. The teacher will take the
students to the area where the lines have been drawn and place the students in teams of two. The
students will begin the activity by standing on opposite ends of each chalk line facing each other.
The teacher will stand where he or she can be heard by every student and will begin the lesson by
calling out a true or false statement about natural resources and/or their uses. If the students
determine that the statement is true, they are to hop three times on the line, getting closer to their
teammate with each hop. If the students believe the statement to be false, they are to hop three times
in place on their line, not moving towards each other. The teacher will then discuss the answer,
providing necessary feedback. If the students hopped forward and the answer is incorrect, they are to
move back to the starting position on their line. Another question is then asked, and the students will
follow the same procedures. The students who meet in the middle of their line first win the activity.
An option would be for the teacher to change the locomotive skill with each question. He or she can
suggest that the students run, walk, skip, gallop, etc.
The teacher can determine if he or she wants the teammates to discuss the answer before moving or
not. Either way, discussing the answer or not discussing the answer, will work with this activity.

Assessment:
The teacher will monitor each group to make sure every student is participating,
following the rules and, understanding the questions.
111.14 b 2.10 B

Mathematics, Grade 2

Objective:
The student uses standard tools to estimate and measure time and temperature (in degrees
Fahrenheit). The student is expected to:
-read and write times shown on analog and digital clocks using five-minute increments

Activities:
Draw a large analog clock face on the whiteboard. Have students come up one at a time and choose a
time card. For each time card, students have to show that time and the class will guess which them they
are being. Have students take turns coming up to be the clock.

Assessment:
Visual Verification of telling time.

Materials:
Analog clock drawn on board
112.13 b 10 B

Science, Grade 2

Objectives:
The student knows that organisms resemble their parents and have structures and processes that help
them survive within their environments. The student is expected to:
-observe, record, and compare how the physical characteristics of plants help them meet their
basic needs such as stems carry water throughout the plant; and

Activity:
1. Give each student a plastic bag, 2 lima beans, and a paper towel.
2. Have each student wet his/her paper towel and squeeze excess water out.
3. Fold the paper towel in half and place the paper towel and both lima beans in the plastic
bag. Be sure you can see the bean.
4. Discuss the reason for using a wet paper towel (moisture).
5. Tape the Ziploc bag to the window.
6. Have students record their observations and take a growth measurement in their science
notebooks daily.
EXPLAIN

Why did we put a wet paper towel in the plastic bag?

Why was the bag placed in the window?
What do living things need to survive?
What did you observe about your bean?
What did you observe about your classmates beans?
What stages did you observe in the life cycle of your bean plant?
How long did it take for your bean to sprout?

Assessment:
Students would have a better understanding of plant life cycle.

Materials:
Teachers: Students:
bag of large lima beans 1 Ziploc bag
box of Ziploc bags 2 lima beans
roll of paper towels 1 wet paper towel
water
tape
calendar