js1st gr tg - images.knowledgeadventure.com

Teacher’s Guide

PRODUCERAdam Ryan

ASSOCIATE PRODUCERAnnelia B. Petrisca

DIRECTOR OF DEVELOPMENTBernadette Gonzalez

EXECUTIVE PRODUCERKathy Bucklin

WRITERSBarbara Wood

LAYOUT AND DESIGNDrew Moore

COPYRIGHTUnder the copyright laws, neither the documentation nor the software may be copied, photocopied, reproduced,translated, or reduced to any electronic medium or machine readable form, in whole or in part, without the prior written consent of Knowledge Adventure, Inc. except in the manner described in the documentation.

© 2002 Knowledge Adventure, Inc. and its licensors. All Rights Reserved.JumpStart Advanced 2nd Grade is a trademark of Knowledge Adventure, Inc. and its licensors. All Rights Reserved.

All trademarks referenced herein are the property of their respective owners.

Table of ContentsINTRODUCTION TO THE TEACHER. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Software Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Skills. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Signing In . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Tutorial Help for Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Assessment Testing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Options and Settings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Game Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Adjusting Levels. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Tracking Progress . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Practice Mode . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Introducing the Software . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

About the Classroom Lessons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Lesson Skills Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Knowledge Adventure Web Sites . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

CLASSROOM ACTIVITIES

Toothpicks and Peas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Two in One. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Let’s Concentrate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Creating Problems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

More or Less . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Everyday Fractions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Travel Journal. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Trying Out Art . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

What a Deal! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Patterns in Time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

Before and After . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

Musical Bottles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

Hoppin’ Frogs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

Word Play . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

Round Off. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41

TEACHER’SGUIDE

1JumpStart Advanced 2nd Grade © Knowledge Adventure, Inc. and its licensors.All Rights Reserved.

TO THE TEACHER:Dr. O is up to his pranks and the JIA (JumpStart IntelligenceAgency) must come to the rescue! Your students can share inthe action by joining CJ and Edison as they collect gadgetpieces for Hopsalot’s invention, which will repair the damagedone by Dr. O’s pranks. In the process, your students willencounter these fun-filled learning activities around the world:

INTRODUCTION

Amazon River HopOne of the gadget pieces is in a trunk. Bycorrectly answering questions, you cancross the crocodile-infested Amazon andretrieve the key to the trunk.

Louvre ExhibitionTo find the missing paintings, use the arrowkeys to direct CJ to different crates stored atthe Louvre Museum. Then create your ownmasterpiece for the exhibition!

Red SquaresIn Moscow, Agent Lucyanova won’t giveyou the gadget piece until you play her at agame of Red Squares. Brush up on yourword skills!

Outback Hovercraft TrekTo collect a gadget piece in Australia, youmust put your word and number skills to useas you search through the desert.

New Orleans Flea Circus PianoThe fleas are getting ready for a big con-cert tonight. To earn a gadget piece, helpthe fleas place notes correctly in their musi-cal scores.

Serengeti Cave CodeUse reading comprehension skills to deci-pher stories and match them to pictures ona cave wall. When you finish, the Agentwill give you the gadget piece.

Save the PenguinsCan you place ice blocks in the correctorder to create a bridge? Then the sick penguins can get to the doctor, and youcan collect your gadget piece.

Hopsalot’s Invention LabYou’ve collected all the gadget pieces! Allthat remains is to help Hopsalot set up thepieces to make his invention work.

SKILLSAs your students explore the world in JumpStart Advanced 2nd Grade, they will be buildinga wide range of valuable skills:Amazon River Hop addition and subtraction (with/without regroup-

ing), capitalization, money, time, pre-algebra, esti-mation, rounding, compound words, contractions,shapes, forms, fractions

Louvre Exhibition visual discrimination Red Squares antonyms, synonyms, homophones, past and pre-

sent verbs, singular and plural pronouns Outback Hovercraft Trek blends and digraphs, odd/even numbers, ordinal

numbers, pronouns, common nouns, possessivenouns

New Orleans Flea Circus Piano pitch, duration Serengeti Cave Code reading comprehension Save the Penguins life cycles, library skills

Signing In To sign in, the first-time player types his or hername (12 character maximum). On subsequentvisits, players can simply select from the list of names.

Up to 99 names can appear on the list. Todelete a name from the list, click on it, andthen press Control+D twice on the PC orOption+D twice on a Macintosh.


ALL-STAR BUDDIESAs students play the software activities, they receive tutorial help from their All-Star Buddies.After signing in, a first-time player answers questions about personal interests and preferences.Based on the answers, he or she is assigned an All-Star Buddy linked with a specific learning style.

At any time during a game, players can get help from their All-Star pals via the All-Star walkie-talkie (see illustration) by clicking the Star icon at the lower right of the screen. If desired,the player can switch to a different All-Star pal by clicking Edisonat the right side of the walkie-talkie.

If Tutor Mode is enabled, the player’s All-Star pal automaticallyprovides tutorial help whenever the player misses two consecutivetimes. To enable or disable Tutor Mode, click the star with the redcircle at the top of the walkie-talkie.


KishaVisual-Spatial

CaseyBodily-Kinesthetic

FrankieInterpersonal

EleanorLinguistic

CJNaturalistic

PierreMusical

HopsalotMathematical-Logical

To enable/disable Tutor Mode

To select new All-Star pal


ASSESSMENT TESTINGIf you wish to preset skill levels for the learning activities, students can take an Assessment Test.To take the test, the student should click the Assessment Test button on the Sign-in screen. Frankiewill guide the student through a series of multiple-choice questions. At the end of the test, youwill see a recommended level for each skill. If you wish to preset the software to these levels,click the check mark to accept them.

Note: Levels can be readjusted at any time. See the “Adjusting Levels” section of this guide.

OPTIONS AND SETTINGSParent Options: Click “Parent Options” on the Sign-in screen to adjust the volume or to set curriculum levels. You can also choose to view the on-disc manual or the Progress Report.

Toolbar: Additional adjustments can bemade at the toolbar. The toolbar appearsat the bottom of the learning activityscreens and can be expanded or collapsed by clicking on the red arrowsin the blue circles.

Left to right, the toolbar contains a Go Back arrow, Help button, Roll-Out arrow, Exit arrow, Level control, Spy Magazine, Volume control, Gadget Inventory, and Collapse arrow.

Note: Selected options and settings are described in this guide. For additional information, seethe on-disc manual. (Insert the disc and click “Manual,” or select “Parent Options” at the Sign-inscreen and click “Manual.”)

GAME INSTRUCTIONSIn each game module, game instructions are given by an on-screen character. The player canclick the character to hear the instructions repeated. If the character leaves the screen, the player can click the Help button (the question mark) on the toolbar.

The on-disc manual also provides information about the games and how to play them. (Insert theCD and click “Manual,” or select “Parent Options” at the Sign-in screen and click “Manual.”)

ADJUSTING LEVELSMost of the games have three levels of difficulty. If desired, the level for any individual gamecan be adjusted at any time from the toolbar at the bottom of the game screens. Click the arrowto expand the toolbar so that you can access the Level button (the green gauge).

If you wish to change the skill levels for all of the games in one place, click “Parent Options” on the Sign-in screen and select “Leveling.” You can adjust the level for each skill.

Click to roll out the toolbar. Click to collapse the toolbar.


TRACKING PROGRESS The software automatically tracks a student’sprogress in various skill areas. To see a student’sProgress Report, click “Parent Options” on theSign-in screen and select “Progress Report.”

The Progress Report displays the list of skillsalong with the number of questions the studenthas attempted, the number of correct answers,and the overall score (listed as a percent) foreach skill. If you log in as Teacher at the Sign-inscreen, you will be able to print out a progressreport for each player.

PRACTICE MODE If you want a student to practice a particular skill, set the program to Practice Mode byclicking the name of a skill on the Progress Report screen. One or more related game iconswill appear at the lower corner of the screen. Click an icon to route the student to the gamefor practice on the skill. The Go Back button (far left arrow) on the toolbar will return the student to the Progress Report screen. Note: Gadget pieces are not earned in PracticeMode. However, attempts and successes are tracked.

INTRODUCING THE SOFTWAREBefore you introduce the software to your class, take time to read the on-disc manual. Justinsert the CD and click on “Manual” (or select “Parent Options” on the Sign-in screen andclick “Manual”). The on-disc manual explains the computer activities and program features.

Then, demonstrate the software for students. Begin by signing in. If you want students to complete the Assessment Test, demonstrate how to select “Assessment Test” from the Sign-inscreen. Continue by answering the All-Star match-up questions to select an All-Star pal. Havestudents listen as Frankie explains the toolbar. Then click to go to a learning activity. Be surethat students understand how to click the Star icon to get help from their All-Star pals.

ABOUT THE CLASSROOM LESSONSThis guide contains classroom lessons and reproducible activity sheets that complement yourstudents’ experiences with JumpStart Advanced 2nd Grade. Each of the hands-on lessonsfocuses on one or more of the skills presented in the software. (See the following LessonSkills Chart.) Select from the lessons according to the needs and interests of your students.The lessons can be completed in any order and most are not software-dependent.


ABOUT THE CLASSROOM LESSONSThis guide provides classroom lessons and reproducible activity sheets that complement your students’ experiences with JumpStart Advanced 2nd Grade. Each of the hands-on lessons focus-es on one or more of the skills presented in the software. (See the following Lesson Skills Chart.)Select from the lessons according to the needs and interests of your students. The lessons can becompleted in any order and most are not software-dependent.

LessonSkills Chart

KNOWLEDGE ADVENTURE WEB SITESFor additional teacher information and fun-filled studentactivities, be sure to visit www.education.com andwww.JumpStart.com. You will find education news, free lesson materials, and student activities suitable for home and school.

Toothpicks & Peas X

Two in One X X

Let’s Concentrate X X X

Creating Problems X

More or Less X X X

Everyday Fractions X X

Travel Journal X X X

Trying Out Art X

What a Deal! X X X

Patterns in Time X X

Before and After X X X

Musical Bottles X X X

Hoppin’ Frogs X X X

Word Play X X

Round Off X X X

Spel

ling,

Pho

nics

Wor

d Ty

pes,

Voc

abul

ary

Alp

habe

tizin

g

Read

ing

Com

preh

ensi

on

Punc

tuat

ion,

Cap

italiz

atio

n

Estim

atin

g, R

ound

ing

Off

Shap

es a

nd F

orm

s

Mon

ey, T

ime,

Fra

ctio

ns

Rom

an N

umer

als

Add

, Sub

tract

, Com

pare

Mea

sure

men

t, Si

zes

Thin

king

Ski

lls, M

emor

y

Scie

nce

Con

cept

s

Soci

al S

tudi

es, G

eogr

aphy

Mus

ic a

nd A

rt

Language Arts Mathematics Other

FOCUS

SOFTWARE CONNECTION

GROUPING


FOCUS

SOFTWARE CONNECTION

GROUPING

Math: geometric shapes, 3-D forms

Amazon River Hop

whole class, individuals,student pairs

ACTIVITY1. Show the transparency made from Activity Sheet A. Explain that the shapes and forms are

made from toothpicks and peas. Discuss the difference between two-dimensional shapes,which have only length and width, and three-dimensional forms, which have length andwidth and depth. Ask volunteers to name the shapes and forms on the transparency as youlist each word on the board (or on chart paper).

Shapes: square parallelogram Forms: rectangular prismtriangle hexagon pyramid rectangle trapezoid cube

2. Distribute Activity Sheet B. Read the directions, and allow time for students to complete thepage. Discuss the answers as students check their work.

3. Arrange for students to work in pairs. Distribute toothpicks, and provide peas that havethawed enough so that toothpicks can be inserted. Eachstudent pair should construct the shapes and forms listedon the board. For the short sides or edges, the toothpicksshould be broken in half. Students who finish early can make other shapes, suchas 5-sided pentagons or 8-sided octagons. For a biggerchallenge, students can construct octahedrons with 8 triangular faces.

4. Have the student pairs arrange their shapes and forms onsheets of construction paper and label them. Allow the finished work to dry undisturbed. As the peas dry out andshrink, the joints will firm up, stabilizing the constructions.

TOOTHPICKSAND PEAS

SUPPLIEStransparency made from Toothpicks and Peas

Activity Sheet A copies of Toothpicks and Peas Activity Sheet B

(1 per student)chalkboard and chalk (or chart paper and markers)pencilsround toothpicksfrozen peas (or substitute raisins

or mini-marshmallows) 12” x 18” construction paper, light colors

Draw the shape that belongs in each box.

Write the answer in the blank. Draw a line to the correct picture.

I have 4 equal sides. I’m ona checkerboard.

I look like a rectangle thatis falling to one side.

I’m 2-D. I have 6 sides and 6corners.

I have 3 corners and 3sides. I’m 2-D.

My corners look like asquare’s corners, but I‘m nosquare,

I look like an equal-sidedtriangle with the top off.

I have a square baseand 4 triangle faces.What am I?

My 6 faces are allsquares. What am I?

I have 2 square facesand 4 rectangular ones.What am I?

pyramid cube rectangularprism

TOOTHPICKS AND PEASActivity Sheet A


2-D Shapes

3-D Forms

ACTIVITY NAMEActivity Sheet B

Draw the shape that belongs in each box.


Write the answer in the blank. Draw a line to the correct picture.

I have 4 equal sides. I’m ona checkerboard.

I look like a rectangle thatis falling to one side.

I’m 2-D. I have 6 sides and 6corners.

I have 3 corners and 3sides. I’m 2-D.

My corners look like asquare’s corners, but I‘m nosquare.

I look like an equal-sidedtriangle with the top off.

I have a square baseand 4 triangle faces.What am I?

———————————

My 6 faces are allsquares. What am I?

———————————

I have 2 square facesand 4 rectangular ones.What am I?

———————————

FOCUS

SOFTWARE CONNECTION

GROUPING

Language Arts: compound words,spelling, vocabulary

Amazon River Hop, Outback Hovercraft Trek

small groups, individuals

TWO IN ONE

SUPPLIEScopies of Two in One Activity Sheet A

(1 per small group) copies of Two in One Activity Sheet B

(1 per student) lined paper pencilschalkboard and chalk

(or chart paper and marker)

ACTIVITY1. Arrange for students to work in teams of about four students each. Give each group a copy

of Activity Sheet A. Have the students cut the cards apart on the dashed lines, stack them,and set them aside.

2. Have each team appoint a recorder. Give each recorder a sheet of lined paper and a pencil. Explain that each team will arrange the cards to make compound words. A cardcan be used more than once. For example, the team could use the cards for fish, sun, andbowl to make the compound words sunfish and fishbowl, both containing the word fish. The recorder should list the team’s compound words.

3. After the teams have made their word lists, go over them together as a class, writing all thecompound words on the board (or on chart paper). Examples:

basketball snowshoe fireball snowball houseboat boatman firefly buttermilk butterfly handball milkman firehouse snowman fireman

4. Finally, distribute Activity Sheet B (1 per student) and have studentscomplete the crossword puzzle. Eachanswer will be a compound word.

When everyone is finished, discussthe answers together as students correct their work.


1

2 3

4

5

7

8

9 10

11

6

L A D Y B U GM

A

I

L

B

X

B

C

K

Y

A

D

P

I

G

A

I

S

A

D

B

X

M

A

K

E

UW

E

K

N

D

F O O T P R I N T S

F O O T B A L L F L O W E R P O T

E Y E L I D

TWO IN ONEActivity Sheet A


milkhandbutter

housemansnow

flyfire boat

ballshoebasket

BUTTER

BUTTER BUTTER

TWO IN ONEActivity Sheet B

Follow the clues to fill each blank with a compound word (one word made from two smaller words).


Across3. name for a red insect with black spots7. you make these when you walk in mud9. this game has touchdowns

10. a plant container11. this closes when you wink

Down1. area behind a house2. you find letters in this4. a braid of hair5. a place where kids dig with shovels6. clowns often wear a lot of this8. Saturday and Sunday

1

2 3

4

5

7

8

9 10

11

6

FOCUS

SOFTWARE CONNECTION

GROUPING

Language Arts: contractions,apostrophes Thinking Skills: memory

Amazon River Hop

small groups

ACTIVITY1. Review contractions with the class. Write these word pairs on the board and ask student

volunteers to write the corresponding contractions.she is (she’s)was not (wasn’t)

Ask students to identify the letter(s) that have been replaced by the apostrophes in thesewords. Have a volunteer write the component words for each contraction.

you’ve (you have)I’m (I am)

2. Arrange for the class to work in small groups of 2 to 3 students each. Distribute ActivitySheets A and B (1 of each per small group). Have students cut the cards apart on thedashed lines.

3. Tell students that they will play a concentration game in which they will match contractionsto their component words. Explain the rules of the game:• Arrange the cards facedown in any order on the table or floor.• Take turns turning over two cards at a time. If the words on the cards match (for example,

they’re and they are), you can capture the cards, place them in a stack in front of you, andtake an extra turn. If the cards do not match, turn them facedown as they were.

• Continue play until all the cards are matched. Who has captured the most cards?

4. Allow time for students to play several rounds of the game. Then have them make additionalcards from Activity Sheet C by printing other contractions on CJ’s cards and the componentwords on Edison’s cards. Students can add the new cards to the deck and play again.

ExtensionOn another day, distribute a set of cards, one card per student. Have students circulate aroundthe classroom and look for their “matches.”

LET’S CONCENTRATESUPPLIEScopies of Let’s Concentrate Activity Sheets A, B,

and C (1 of each per small group)scissorspencils


they’rethey are

LET’S CONCENTRATEActivity Sheet A


they’re wouldn’t it’s

won’t don’t you’re

doesn’t that’s let’s

they’ve hasn’t we’ve

LET’S CONCENTRATEActivity Sheet B


would not has notdo not

they are will not it is

let us you are

we have does not that is

they have

LET’S CONCENTRATEActivity Sheet C


_____ ___ _____ ___

_____ ___ _____ ___ _____ ___

_____ ___

_______ _______ _______

_______ _______ _______

FOCUS

SOFTWARE CONNECTION

GROUPING

Math: addition, subtraction (2-digit, with regrouping)

Amazon River Hop

whole class or large groups

ACTIVITY1. In preparation, assemble the dice on the activity sheets. Cut on the solid lines, fold on the

dashed lines, and tape into cube-shaped dice. Each group will need two dice (one from eachactivity sheet). The whole class can play as a group or, to allow for more active participation,you can divide the class into two or three large groups.

2. Divide each group into two teams. Explain that the two teams will compete against eachother to solve addition and subtraction problems that they create themselves. (The game canalso be played with addition only or subtraction only.) If necessary, review two-digit addi-tion and subtraction with regrouping.

3. Explain the rules of the game:• The first player on Team A will be the first problem solver. The player

tosses both dice and writes a number on the board (or on chart paper).If he tosses a 2 and a 6, for example, he can write either 26 or 62.Note: If the player rolls “Any Digit,” he can use a digit of choice.

• A player from Team B finishes creating the problem by tossing both diceagain, writing a second number (19 in the example shown), and writingeither an addition sign or a subtraction sign. (Remind students to write thelarger number on top in a subtraction problem.)

• The player on Team A solves the problem. A calculator is used to checkthe answer. If the answer is correct, the team earns one point. If theanswer is incorrect, no point is earned. Keep a tally of the pointsearned.Take turns until everyone has solved at least one problem. Which teamhas earned the most points?

CREATINGPROBLEMS

SUPPLIEScopies of Creating Problems Activity Sheets A

and B (see Step 1)scissorstapechalkboard and chalk (or chart paper

and markers)several calculators


62+19

81

CREATING PROBLEMSActivity Sheet A

0

1AnyDigit2 3

418JumpStart Advanced 2nd Grade © Knowledge Adventure, Inc. and its licensors.

All Rights Reserved.

CREATING PROBLEMSActivity Sheet C


5

6AnyDigit7 8

9

FOCUS

SOFTWARE CONNECTION

GROUPING

Math: Roman numerals,comparing numbers

Save the Penguins

student pairs

MORE OR LESS

SUPPLIEScopies of the More or Less Activity Sheet

(4 per student pair)scissors

ACTIVITY1. Talk about Roman numerals, making sure that students know what these three symbols represent:

I V X(one) (five) (ten)

1. Then review how these three symbols are combined to represent the remaining numbers up to ten.

2. Have students work in pairs. Give each pair a copy of the activity sheet. Have students cut thecards apart on the dashed lines, mix them up, and then lay them out in order from one to ten.When they are done, write the Roman numerals on the board so they can check their work:

I II III IV V VI VII VIII IX XIf students need more practice, have them shuffle their cards and arrange them in order again.

3. Tell students that they can play a card game using four sets of the Roman numeral cards.Give each student pair three more copies of the activity sheet. Have the student pairs cutthe cards apart and shuffle them together with their first set of cards.

4. Explain the rules of the game (similar to the popular card game of War).• Deal the shuffled cards facedown in two stacks, one for each player.• Each player removes the top card from his stack and turns it over on the playing surface.

Who turned over the larger Roman numeral?• The player with the larger Roman numeral captures the upturned cards and puts them

under his stack.• If the Roman numerals on the upturned cards match, each player takes a second card

from his stack and turns it over on the playing surface. The player with the larger Romannumeral can capture all four upturned cards.

• The game continues until one player runs out of cards, or until time runs out. The playerwith the most cards wins.


MORE OR LESSActivity Sheet


I II III

IV V VI

VII VIII IX

IXVIIIVII

VIVIV

IIIIII

XX

FOCUS

SOFTWARE CONNECTION

GROUPING

Math: fractions

Amazon River Hop

whole class, individuals

EVERYDAYFRACTIONS

SUPPLIEScopies of the Everyday Fractions Activity Sheet

(1 per student) pencils

ACTIVITY1. To review fractions with the class, draw some circles (“pizzas”) on the board and have

groups of student volunteers divide them into halves, fourths, thirds, and sixths.

2. Ask students to think of ways that fractions are used in everyday life:• We communicate time as 1⁄4 hour, 1⁄2 minute, etc.• We use thirds, halves, quarters, and eighths to measure ingredients for recipes.• We use fractions to divide foods or other things equally among people.• We measure distance as 3⁄4 mile, 1⁄2 inch, etc.

3. Have students use some everyday items to practice fractions:• Hold up 7⁄10 of your fingers. • Erase 1⁄3 of the board.• Hop 1⁄2 of the way to the door. • Set aside 1⁄4 of these markers.• Pull 2⁄7 of the shades (if you have 7 windows).• Tear off 3⁄8 of the sheet of paper.• Hold your breath for 1⁄4 minute.• Shake hands with 5⁄6 of the students in your row (if there

are 6 students).• Smile 5⁄5 of a smile!

4. Distribute the activity sheets. Explain that a fractional part isshown in each box. Students should read the clue in the boxand then draw the whole object or the whole amount. When students have finished, discuss the activity sheettogether as a class.


EVERYDAY FRACTIONSActivity Sheet


Here is 1⁄2 of a stoplight. Draw the other half.

5⁄8 of the steps are built. What will thestairs look like when they are done?

Here is 3⁄5 of a star. Draw the rest. Here is 1⁄4 of the fish. Draw the rest of the fish.

1⁄2 of the crayons are in the box.Draw those that aren’t in the box.

The picture shows 1⁄3 of Fido’s snack.Draw the rest.

FOCUS

SOFTWARE CONNECTION

GROUPING

Social Studies: map skills,geographical locationsLanguage Arts: alphabetization,research skills

All Modules

student pairs, whole class

TRAVEL JOURNAL

SUPPLIEScopies of the Travel Journal Activity Sheet

(1 per student pair)globe and/or world mapencyclopedias, books about world destinations

(see Step 1)pencilscrayons or colored

pencils

ACTIVITY1. Use this lesson after students have had an opportunity to explore various JumpStart

Advanced 2nd Grade modules. Discuss the seven world destinations in the software andlocate them on a globe or a world map.

2.

Have students work in pairs and complete the travel journal entry on the activity sheet. Eachpair should choose one of the destinations, fill in the blanks on the activity sheet, and draw a“photo” of themselves at the destination. Students can gather information from encyclopediasor other resource books. (Review alphabetization skills if necessary so that students canlocate key words in the indexes.)

3. Provide time for students to share their work with the class. If you wish, the “photos” on theactivity sheets can be made into transparencies and the information can be presented as atravelogue. For example: “Here we are at McMurdo Station. It’s only 10 degrees, but thatis a warm day in Antarctica.”


SOFTWARE MODULE Louvre ExpeditionSerengeti Cave Code

New Orleans FleaCircus Piano

Outback Hovercraft TrekAmazon River HopRed Squares

Save the Penguins

DESTINATION Paris, FranceTanzania, Africa

New Orleans,Louisiana

AustraliaBrazilRussia

Antarctica

SITES OF INTEREST Louvre Museum Serengeti Animal Reserve,Mt. KilamanjaroFrench Quarter

Australian OutbackAmazon JungleRed Square, St. Paul’s

Cathedral, the KremlinMcMurdo Research Station,Mt. Erebus volcano

TRAVEL JOURNALActivity Sheet

Today’s date is ________________

We are at _____________________

A great thing about this place is _______________

_____________________________________________

_____________________________________________

The worst thing is ___________________________

_____________________________________________

_____________________________________________


In the photo, we are _______________________________________

The weather is

____ degrees and

FOCUS

SOFTWARE CONNECTION

GROUPING

Art: art styles, color, line, creativityLanguage Arts: reading comprehension

Louvre Expedition,Serengeti Cave Code


TRYING OUT ART

SUPPLIEScopies of the Trying Out Art Activity Sheet on

heavy paper (1 per student)children’s book (see Step 1)encyclopedias or books showing famous art-

workspencilswatercolors, markers, and/or crayons

ACTIVITY1. Introduce the lesson by reading an art-related children’s book:

Book Main CharactersOlivia by Ian Falconer Little pig who loves Degas and imitates Pollock Art Dog by Thacher Hurd Dog who guards the Dogopolis Museum of Art The First Starry Night Van Gogh and an orphaned boy

by Joan Shaddox Isom When Pigasso Met Mootisse Animal artists modeled after Picasso and Matisse

by Nina Laden

2. Discuss the artists and artworks in the book that you read. You can find additional information about the artists and their work in encyclopedias and art books.• Talk about the artists and their character traits.• What colors did the artist use? Are the colors bright or dull? • Are the lines smooth or angular?• Is the subject matter realistic or abstract?• If you wanted to try out this type of art, what kind of colors, lines, and subject matter

would you choose?

3. Explain that students will try out different types or styles of art as they create original draw-ings or paintings. Have each student select one of the artists from the book you read. Or letstudents imitate the style of the book’s illustrator. For example, a student could imitate theillustrations in Olivia, which are black and white with splashes of red.

4. Distribute the activity sheets. Have each student fill in the blanks at the top of the page andthen do an original drawing or painting. Give students an opportunity to show and talkabout their work before displaying it in the classroom.


TRYING OUT ARTActivity Sheet

The artist I chose is _____________________________________________________.

Here are some things I noticed about my artist’s work:

________________________________________________________________________

________________________________________________________________________

Here is my drawing or painting:


FOCUS

SOFTWARE CONNECTION

GROUPING

Math: identifying and counting moneyArt: creativity

Amazon River Hop, Louvre Expedition


WHAT A DEAL!

SUPPLIEScopies of What a Deal! Activity Sheet A

on heavy paper (about 6 copies)copies of What a Deal! Activity Sheet B

on heavy paper (1 copy per 2 students)miscellaneous items (see Step 1)scissorstape4 shoeboxes or similar containers, marker

ACTIVITY1. Discuss the old saying, “One person’s trash is another person’s treasure.” Explain that the

class will be having a sale. Students can use play money to buy items that otherwise mightbe tossed out as trash. Possible items for the sale:

extra activity sheets stray puzzle pieces old folders old magazinescolored paper scraps old books stray stickers spare paper clips old posters or pictures stubby pencils short pieces of chalk old game pieces

You can gather sale items by cleaning up the classroom, cupboards, and desks. In addition,you can ask students, other teachers, and office staff to make contributions.

2. Have students cut apart the price tags on the copies of Activity Sheet A and tape them ontothe sale items. The prices do not need to reflect actual values in any way. Arrange thetagged items on tables for the sale. Students will also need to cut the coins on Activity SheetB on the dashed lines and sort them into boxes marked 1¢, 5¢, 10¢, and 25¢. Store theboxes at the “bank” (a designated table or desk).

3. Divide the class into sellers, bankers, and shoppers. Give each shopper three paper quar-ters, enough to make approximately one to three purchases. (If you wish, set a limit on thenumber of purchases.) Explain that everyone must pay for items with exact change. Shop-pers can exchange coins at the bank (turning in a quarter for two dimes and a nickel, forexample). The bankers will help with exchanging money at the bank, and the sellers willaccept exact change for the items that are purchased. Rotate roles until everyone has hadan opportunity to shop.

4. After the sale, provide free time for students to use their purchases. For example, they canleaf through their magazines, use chalk to draw on the board, or help create a giant col-lage with their paper scraps, old posters, puzzle pieces, and stickers.


WHAT A DEAL!Activity Sheet A


$.11

$.19

$.23

$.06

$.40

$.11

$.65

$.74

$.36

$.42

$.34

$.45

$.16

$.57 $.74 $.71

$.48

$.33

WHAT A DEAL!Activity Sheet B


1¢ 1¢ 5¢ 10¢ 25¢

1¢ 1¢ 5¢ 10¢ 25¢

1¢ 1¢ 5¢ 10¢ 25¢

1¢ 1¢ 5¢ 10¢ 25¢

1¢ 1¢ 5¢ 10¢ 25¢

1¢ 1¢ 5¢ 10¢ 25¢

1¢ 1¢ 5¢ 10¢ 25¢

FOCUS

SOFTWARE CONNECTION

GROUPING

Math: telling timeThinking Skills: patterns

Amazon River Hop

individuals, small groups

ACTIVITY1. Distribute the activity sheets and assist students as needed to make “Frankie Clocks.”

• Color Frankie. • Cut out the clock face on the dashed line and glue it to the center of a paper plate.

Write the clock numbers around the rim of the plate, next to the black dots on the clockface.

• Cut out the hour hand and the minute hand. Punch holes as indicated.• Use a brass paper fastener to attach the clock hands, with the minute hand on top.

2. Review how to tell time by having students set their clocks to different times. Try half-hourintervals (2:30, 9:30), then quarter-hour intervals (7:15, 1:45), and finally five-minute inter-vals (4:05, 11:55).

3. Arrange for the students to work in small groups and have them complete time patterns by set-ting the time on a row of clocks. For example, have the first student in each group set his clockto 1:00. Then instruct the remaining students in thegroup to set their clocks at half-hour intervals andarrange the clocks in a row. Check students’ work,and continue with other time patterns:• Start at 11:00 a.m. Set the remaining clocks

at half-hour intervals, ending in the p.m.• Start at 2:15 and set the clocks at quarter-hour

intervals. • Start at 5:05 and set the clocks at five-minute

intervals.• For a challenge, have students set the clocks at

45-minute intervals or 20-minute intervals.

PATTERNS IN TIME

SUPPLIEScopies of the Patterns in Time Activity Sheet

(1 per student)crayons or colored pencilsscissorshole punchgluepaper platesbrass paper fasteners


121

2

3

4

56

7

8

9

10

11

ACTIVITY NAMEActivity Sheet A


FOCUS

SOFTWARE CONNECTION

GROUPING

Language Arts: capitalization, readingcomprehension, punctuation, spelling

Serengeti Cave Code, Outback Hovercraft Trek,Amazon River Hop,Red Squares

individuals

ACTIVITY1. Provide old magazines and newspapers, and have each student select an illustration to use

as the basis for a story. (The student will write about what is happening in the illustration,what happened before, and what happened after.) If you wish, a panel from a comic stripcan be used.

2. Distribute the activity sheets (2 per student) and have students cut along the dashed lines.Then have them write and illustrate the pages as shown here, with the newspaper or maga-zine illustration taped on the third page.

3. Discuss the following checklist and write it on the board. Have students use the checklist asthey proofread their work and make corrections.• Capitalize 1) main words in the title, 2) proper names, and 3) the first word in each

sentence.• End each sentence with correct punctuation.• Use apostrophes in contractions. Use apostrophes to show possession.• Look up words you may have misspelled. Watch out for homophones (e.g., their/there,

our/are).

4. Staple the story pages together. Give students time to read each other’s stories.

BEFORE AND AFTER

SUPPLIEScopies of the Before and After Activity Sheet

(2 per student)pencils, crayons or colored pencils old magazines and newspaperstape, staplerstudent dictionaries


(Tell what happened after.)

(title)

By (author)

(hand-drawn illustration)

(Tell what happened before.)

(newspaper or magazine illustration)

(Tell what is happening in

the illustration.)

(hand-drawn illustration)

BEFORE AND AFTERActivity Sheet


FOCUS

SOFTWARE CONNECTION

GROUPING

Music: pitch, composition Thinking Skills: experimentationScience: sound, pitch

New Orleans Flea Circus Piano

student pairs

ACTIVITY1. Discuss the fact that sounds are caused by vibrations. Have students put their fingers on

their neck to feel the vibrations as they hum or talk.

2 Gather the students around a table and show them how to make a set of Musical Bottles.• Arrange the six bottles in a row. Fill the first bottle almost to the top with water. Tap it

with an unsharpened pencil to make a note.• Fill the next bottle with slightly less water. Tap it. Ask if the note is higher or lower in

pitch (higher). Explain that the water slows the vibrations. The more water, the slower thevibrations and the lower the pitch. (To remember, think slower is lower.)

• Fill the remaining bottles, adjusting the amount of water as necessary so that you havethe first six notes of the musical scale.

• Finally, use food coloring to make the water in each bottle a different color:

green blue red yellow orange purple

3. Let students work at the table in pairs throughout the day. Provide activity sheets andcrayons so that they can color the dots as indicated and play the familiar tune at the top ofthe page (“Mary Had a Little Lamb”). At the bottom of the activity sheets, students can“write music” for other familiar or invented songs.

MUSICAL BOTTLES

SUPPLIEScopies of the Musical Bottles Activity Sheet

(1 per student)6 single-serving glass juice bottlespitcher of waterfood coloringcrayonsunsharpened pencils


red

blue

red

red

red

blue

blue

orange

blue

blue

green

blue

orange

green

blue

blue

blue

red

red

red

blue

red

red

green

red

red

1.

2.

3.

4.

5.

MUSICAL BOTTLESActivity Sheet

Color these dots.

Now tap the Musical Bottles in the order of the colored dots, one line at a time. Do you recognize the tune?

Try creating another tune—a familiar tune or one of your own. Write the colored-dot music for it.


FOCUS

SOFTWARE CONNECTION

GROUPING

Science: animal life cyclesArt: origamiSocial Studies: cultures, geography

Louvre Expedition, Save the Penguins


ACTIVITY1. Lead a discussion about frogs and the life cycle of a frog:

• Like most amphibians, frogs spend part of their lives in water, and part on land. • Frogs live everywhere except Antarctica. There are many kinds of frogs, from 1/2” long

to 12” long (the African Goliath frog).• Most frogs have three life stages: egg, tadpole, and adult frog. • Frog eggs are covered with a jellylike substance and laid in large clumps in water.

Newly hatched tadpoles have gills and resemble little fish. Later, lungs develop, legsgrow, and the tiny frog emerges from the water still with a stump of a tail.

• Frogs benefit us by eating great numbers of insect pests.

2. Tell students that they will use the ancient art of origami to make frogs that hop. The wordorigami is Japanese for “folded paper.” Usually origami is made from an uncut square ofpaper. The Japanese prefer a thin paper called washi, but other kinds of paper can beused. Locate Japan on a globe or a world map. Also locate China, the country whereorigami probably originated.

3. Demonstrate how to make an origami frog, following the directions on the activity sheet.Then give each student an activity sheet and a square of paper. Assist students as neededto make origami frogs.

4. Conclude the lesson by reading a story (or stories) from the Frog and Toad series by Arnold Lobel:

Frog and Toad Are FriendsFrog and Toad TogetherFrog and Toad Together

Days with Frog and Toad

HOPPIN’FROGS

SUPPLIEScopies of the Hoppin’ Frogs Activity Sheet

(1 per student)6-inch squares of thin paperglobe and/or world mapcrayonsbook from the Frog and Toad series

by Arnold Lobel (see Step 3)


HOPPIN’ FROGSActivity Sheet


1. Start with a square of paper. Fold diago-nally (Fold A).

2. Fold the top and bottom corners to thecenter (Folds B & C). Then fold the rightcorner (Fold D).

A AD

C

B

FG

H IE

Put finger here.

3. Now you have a shape like this. Fold thetop and bottom corners to the center (FoldsE & F). Fold the left corner (Fold G).

4. Now you have a shape like this. Make twolast folds, accordion style (Folds H & I). Turnyour frog over. Draw 2 big eyes.

5. Put your finger on top. Release to makeyour fog hop!

FOCUS

SOFTWARE CONNECTION

GROUPING

Language Arts: spelling and phonics(common letter combinations), partsof speech, present and past tense

Outback Hovercraft Trek, RedSquares

small groups

ACTIVITY1. Divide the class into small groups of about five students each. Each group will need to be

near a section of chalkboard (or substitute chart paper and markers). Explain that eachgroup will play the game Word Play.

2. Have each group designate a game show host. The other students will be contestants. Giveeach game show host an activity sheet. Have each host copy the clue box from the activitysheet onto the chalkboard.

3. Explain the rules of the game:• The game show host secretly selects a word from the activity sheet (small, for example).

Then he checks the word’s box on the activity sheet, counts the number of letters in theword, and draws that number boxes on the board, under the clue box. The host shouldalso mark the appropriate clue in the clue box (“Adjective or Adverb” in this example):

• Contestants take turns, naming one letter at a time and trying to guess the secret word. Ifthe letter named is in the word, the host writes it in the appropriate box(es), and the con-testant has an opportunity to guess the word. Continue until a contestant guesses theword and earns a point.

• Then the host erases the word and begins with a new word. The winner is the playerwith the most points when time is up. Tip: Save the activity sheets and play another daywith different hosts and different words.

WORD PLAY

SUPPLIEScopies of the Word Play Activity Sheets

(1 per small group)pencils chalkboard and chalk

(or chart paper and markers)


Clue Box❑ Noun❑ Verb, present tense❑ Verb, past tense❑ Adjective or Adverb✔

WORD PLAYActivity Sheet


Silent E❑ smiled❑ spoke❑ late❑ wrote❑ pure❑ stove

ER, IR, UR❑ germ❑ first❑ serve❑ stir❑ shirt❑ curl

BL, SL, FL❑ blue❑ flute❑ slow❑ flower❑ sleeps❑ bloomed

Soft C❑ danced❑ races❑ pencil❑ circus❑ circled❑ cities

SM, SC, SP❑ spun❑ scout❑ small❑ scooter❑ spelled❑ smelled

BR, CR, TR❑ brick❑ brown❑ trunk❑ crayon❑ cry❑ tried

OY, OI❑ enjoys❑ joined❑ moist❑ pointed❑ soil❑ joy

OO❑ shook❑ brook❑ stood❑ foolish❑ noon❑ school

AU, AW❑ yawns❑ caught❑ sauce❑ straw❑ crawled❑ lawn

AL, ALL, ALK❑ salt❑ bald❑ calm❑ stalled❑ chalk❑ walks

EI, IE❑ eighth❑ field❑ neighs❑ sleigh❑ weighed❑ piece

EA❑ leave❑ clean❑ beach❑ east❑ screamed❑ bean

ARE, AIR❑ shared❑ rare❑ stairs❑ hair❑ cared❑ glare

EW, UE❑ drew❑ glue❑ threw❑ blue❑ stew❑ true

Silent Letters ❑ knits❑ wrong❑ ghost❑ combed❑ gnaw❑ knot

OW❑ brown❑ growled❑ crowd❑ down❑ gown❑ drown

OU❑ snout❑ proud❑ couch❑ count❑ shouted❑ round

EAR❑ hear❑ beard❑ near❑ clear❑ feared❑ year

Soft G❑ fudge❑ large❑ change❑ gem❑ huge❑ dangerous

GL, PL, CL❑ globe❑ clapped❑ play❑ plain❑ clock❑ glad

Clue Box❑ Noun❑ Verb, present tense❑ Verb, past tense❑ Adjective or Adverb

FOCUS

SOFTWARE CONNECTION

GROUPING

Math: rounding off numbers, sizesestimation, addition, measuring

Amazon River Hop, Save the Penguins

individuals or student pairs

ACTIVITY1. Review how to round off numbers to the nearest 5 or 10. Call out different numbers for

student volunteers to round off, continuing until students understand the concept.

2. Distribute the activity sheets. Have students cut out the ruler at the left of the page (or substitute wood or plastic rulers and measuring tapes).

3. Have students work singly or in pairs. (In either case, each student should fill out an activitysheet.) Tell students to measure in inches, in centimeters, or in both. Explain how to completethe activity sheet:• Without measuring, estimate the dimension and record your estimate. • Measure the object and record the actual dimension. In some cases, your ruler will not be

long enough, so you will need to measure one segment at a time and total the measure-ments. Tip: To measure your ankle, wrap your paper ruler around your ankle (or use a measuring tape).

• Round off the measurement to the nearest 5 or 10 and record the answer.

• For the last box on the page, select an object to measure. If you are working with a partner, each person can select a different object, and you can work together to complete the measurements.

4. When students are done, discuss their activity sheets. Were students’ estimates relatively accurate? Were some dimensions harder to estimate than others (the ankle, for example)? Did students round off their measurements correctly?

ROUND OFF

SUPPLIEScopies of the Round Off Activity Sheet

(1 per student) scissorspencils


________________________(item to measure)

How ____________________ is it?

My estimate: ____________________

My measurement: ____________________

My rounded-off measurement: ____________________

My AnkleHow far around is it?

My estimate: ____________________

My measurement: ____________________


A WindowHow wide is it?

My estimate: ____________________

My measurement: ____________________


My DeskHow long is it?

My estimate: ____________________

My measurement: ____________________


20 inches24 inches

25 inches

50 inches48 inches

50 inches

15 cm21 cm

20 cm

250 cm186 cm

185 cm

tallMy Teacher

ROUND OFFActivity Sheet

42 © Knowledge Adventure, Inc. and its licensors.All Rights Reserved.

1

12

34

56

78

910

1112

1314

1516

1718

1920

2122

2324

25

23

45

67

89

10in

ches

cm

________________________(item to measure)

How ____________________ is it?

My estimate: ____________________

My measurement: ____________________


My AnkleHow far around is it?

My estimate: ____________________

My measurement: ____________________


A WindowHow wide is it?

My estimate: ____________________

My measurement: ____________________


My DeskHow long is it?

My estimate: ____________________

My measurement: ____________________


js1st gr tg - images.knowledgeadventure.com

Documents