me and my shadow grade 2 interdisciplinary connections · pdf filefundamental learning...

Fundamental Learning Experiences in Science

Me and My Shadow Teaching Guide Grade 2

Bridging II TAKS Science Center for Professional Development in Curriculum & Assessment - 2002

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Interdisciplinary Connections See pages 29-32 for a complete wording of the Texas Essential Knowledge & Skills for each content area addressed in this learning experience.

Properties, Patterns, &

Change

Physical Education TEKS Fundamental

movement patterns Strategies and

rules in games

Art TEKS Organizes

information from environment Creation of

artworks

Mathematics TEKS

Comparison of quantities & shapes Collect/organize

data Communicate

observations Measures length

Language Arts TEKS

Listening & speaking Vocabulary

development Writing Connecting reading,

writing, and inquiry




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2.5 The student knows that objects and events have properties and patterns. The student is expected to: (A) classify and sequence objects and events based on properties and patterns. 2.7 The student knows that many types of change occur. The student is expectedto: (A) observe, measure, record, analyze, predict, and illustrate changes in size and position.

To read complete TEKS student expectations for 2.5 and 2.6, see page 29.

TEKS

Students observe and describe shadows found around the schoolyard. Students manipulate their own bodies to discover that an object can block light

and form a shadow.

Students manipulate various materials to observe, classify, and sequence them

based upon their ability to transmit light and cast shadows.

Students communicate their observations from the Explore activity. By analyzing their results for patterns, students identify the relationship between the amount of light transmitted by an object and the darkness of its resulting shadow.

Students analyze the importance of conducting a fair test.

Explain

Students observe the change in position of the Sun in the daytime sky and measure and record its effect on shadows.

Students listen to a story and use manipulatives to model the change in size and position of shadows throughout the day.

Students play shadow tag, conduct a shadow puppet show, and make silhouettes.

Elab

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SUMMATIVE ASSESSMENT The student uses drawings and writing items to demonstrate his/her ability to

sequence and classify objects based on properties and to analyze the pattern of change in size and position of shadows throughout the day.

Evalua

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Overview of Learning Experiences

Explor

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MATERIALS (details p 26) For the class:

cutouts of Sun, animal, small object, Masters A-B

For each student:

1 small object made of either plastic or wood

ENGAGE Prior to taking students outside, preview the schoolyard area locating safety concerns that must be addressed with students. Remind students they must never look directly into the Sun. The Sun is so bright that it can hurt your eyes even if you are wearing sunglasses.

1. This learning experience requires a sunny day. Review with students safety issues involved in outdoor activities. Explain that you are going

outside for a “shadow hunt.” As students follow you around the schoolyard, ask the following:

Do you see any shadows? Let’s find as many as

we can. What are some things you are noticing about the shadows? (some are darker than others; shadow has shape similar to object in front of it; shadows are always on the same side of each object, etc.)

Have you looked closely at your own shadow? Can you make your shadow shake? Can you make your shadow stand very still?

What happens when you step on someone’s shadow? Does it hurt?

2. Have students spread out so that their shadows are not overlapping. Give the following instructions: Face the Sun but do not look at it directly.

Without moving your feet, find your shadow. Point to it. Turn to the right. Without moving your feet, find your shadow. Point to it. Where is the Sun? Point to it. Turn to the right again. Without moving your feet, find your shadow. Point to it. Where is the Sun? Point to it. Turn to the right again. Without moving your feet, find your shadow. Point to it. Where is the Sun? Point to it. Do you see a pattern forming? (shadows always point away from the Sun)

ENGA

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SAFETYFIRST ALERT




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Will the dog’s shadow cover the bone?

The dog must be lined up in between the Sun and the bone.

3. Pass out a small plastic or wooden object to each student.

Drop your object onto the ground. Can you move your body so that the shadow of your hand covers the object on the ground? (This may be difficult at first.)

Describe what you are doing to make the shadow of your hand cover the object. (hand must be placed in between direct Sun and object)

Move between the student and the Sun so that you overshadow his/her shadow. Oh no! What happened? (Teacher blocked the light.)

To see a shadow, you need 4 things. Can you name them? (light, object to block light, surface for shadow to fall on, and your eye)

Can you make the shadow of your hand get darker? Show me. (place hand very close to ground)

Can you make the shadow of your hand get lighter? Show me. (place hand high in the air)

You did a great job helping me hunt for shadows. Please pick up your object and let's go back inside.

3. Back in the classroom, review with students what they just observed outside. Use simple cutouts of the Sun, a dog, and a bone. However, do not place the 3 things in the proper alignment for the animal to cast a shadow over the bone. Ask students: Will the dog’s shadow cover the bone on the ground? Why or why not? Turn to a neighbor and discuss what you think. Have students share their discussions with the large group. Ask students: How could you change the parts in the drawing so that the dog’s shadow would fall over the bone? Have volunteer move the cutouts and draw in the shadow. Draw an arrow to show that light travels from the Sun to the dog. To block the light from hitting the bone, the dog must be lined up in between the Sun and the bone.

ENGA

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Do you think that all things can make shadows if

they are placed in the light? (acknowledge all answers)

Do all shadows look the same? (acknowledge all answers)

How can we find out the answers to our questions? (acknowledge all answers; lead to testing)

What materials will you need to do your testing? During the discussion, make certain students do

not leave out the fact that they will need light.

ENGA

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MATERIALS (details p. 26) For the class:

transparencies, Let the Light Shine Through and Shades of Dark, Masters C-D

For each group of students:

flashlight, squares of wax paper, foil, index card, tissue paper, plastic

For each student:

Let the Light Shine Through and Shades of Dark, Masters C-D

EXPLORE

1. Provide groups of students with a container of materials including a flashlight, squares of foil, wax paper, index card, tissue paper, plastic, and data sheets. 2. Explain to students that their job is to test each one of the materials in the container to find out if it lets light go through it and how dark its shadow looks. Emphasize that in order

to compare the materials we must keep our testing fair. Remind students of how they made the shadow of their hand appear darker and lighter while on the playground by moving it closer and farther from the ground. 3. Using an overhead transparency, discuss the format of the student data sheets. Demonstrate how to record predictions and observations using check marks in the appropriate columns, and by writing names of the materials on the sequencing and classifying sections of the data chart. 4. Allow ample time for students to manipulate the materials and discuss observations. Closely monitor each group emphasizing the need to test each material the same way so that they will have a fair test. For example, the distance between the flashlight, the material, and the wall will have a large impact on results. Students should decide upon a method and consistently test each material with that method. Move through the working student groups, formatively assess, and when needed, reteach this concept.

EXPL

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Fairness develops as an intuitive principle as early as 7 to 8 years of age and provides a sound basis for understanding experimental design.

Benchmarks forScience Literacy, p. 360




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EXPL

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Let the Light Shine Through (See Master C) Data Sheet

Place a to show your predictions and observations about light. Predictions Actual Data

foil foil wax paper wax paper cardboard cardboard tissue paper tissue paper plastic square plastic square bright

light some light

no light

bright light

some light

no light

Here is the way I sequenced the 5 objects.

1.

2.

3.

4.

Most light goes through

No light goes through 5.




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EXPL

ORE

Shades of Dark (See Master D) Data Sheet

Place a to show your predictions and observations about shadows. Predictions Actual Data

foil foil wax paper wax paper cardboard cardboard tissue paper tissue paper plastic square plastic square almost no

shadow medium shadow

dark shadow almost no

shadow medium shadow

dark shadow

Here is the way I classified the 5 objects into 3 groups.

Group 1 Group 2 Group 3

Here is why I classified the objects this way.




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Materials (details p. 26) For the class:

overhead projector transparency of Master E testing materials from explore activity

flashlight

EXPLAIN

1. Have students demonstrate to class what they found out about doing a fair test. In the

discussion, make sure students demonstrate the need to place each material the same distance from the light and from the wall or floor.

2. Place samples of the 5 tested objects on the overhead transparency in the same order they are listed on the student data sheets.

Ask different groups to report on the following questions. After the discussion of each material, record results on transparency.

Based on your observations, what did you

learn about light passing through foil? Record “no light.”

How did you describe the light passing through the wax paper? Record “some light.”

Continue through the list recording “some light” for tissue paper; “bright light” for plastic square; and “no light” for cardboard.

Based on your observations, how did you describe the shadow formed by the foil? Record “dark shadow.”

Continue through the list recording “medium shadow” for tissue paper; “almost no shadow” for plastic square; “dark shadow” for cardboard.

2. Look at our data. Do you see any patterns? Acknowledge responses; lead students to

recognize a pattern: “dark shadows” are formed by objects that let “no light” go through; “medium shadows” are formed by objects that let “some light” go through; and almost no shadow is formed by objects that let bright light go through.

EXPL

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3. Remove the transparency from the overhead but leave the five objects. With input from students, sequence the objects based on shadows from lightest to darkest. Have students compare results to their own list of predictions and actual data. 4. As you point to objects being projected on the screen ask the following types of questions:

Why are these shadows the darkest? (objects do not let light go through)

Why are these shadows the lightest? (objects let much light go through)

Why are these shadows medium dark? (objects let some light go through)

Does anyone know a word to describe a property of an object that allows light to pass through it?

Reinforce the term “transparent.” In some cases, it may be appropriate to introduce the

terms “opaque” (does not let light go through) and “translucent” (lets some light go through).

5. Think about your experiences with shadows. Are there certain parts that we need to see a shadow? Let’s see if we can name those parts. (light, object that blocks light, something for shadow to form on such as wall, table, screen, and eye.) 6. As a class, generate sentences that describe the formation of shadows. Examples:

A shadow is made when an object blocks light. Shadows look like the shape of the object. Outside shadows point away from the Sun. Some shadows are darker than others. Changing the position of the light can change the shadow.

EXPL

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Class Transparency (See Master E)

Object Light Shadow

EX

PLAIN




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Materials (details p. 27) For each group of students:

colored chalk red, green, blue yarn safety scissors My Very Own Shadow Data Sheet, Master F

file folder label or masking tape

meter stick teddy bear counter flashlight Bear’s Shadow Map,

Master G Shadow Changes card set, Master H

Time Cards set, Master I hotel game piece tag board straws or craft sticks

For the class:

Me and My Shadow tape book, Moonbear’s Shadow tape recorder

ELABORATE Prior to taking students outside, preview the schoolyard area locating safety concerns that must be addressed with students. Remind students they must never look directly into the Sun. The Sun is so bright that it can hurt your eyes even if you are wearing sunglasses.

1. On a sunny morning, group students into threes and take them outside to a safe, paved area. Review with students the safety message above. Have them notice the general location of the Sun in the sky and record on their data sheet whether the Sun is low or high in the sky. 2. Have one student (the shadow maker) from each group stand in a location so that his/her shadow is falling on the pavement. Have the other two students (the shadow recorders) trace the outline of the shadow maker’s feet and record the names of the group members. In the box on the data sheet, have students draw the relative positions of the Sun, the shadow maker, and the shadow. Using an arrow, have students depict the movement of light from the Sun to the person.

3. As the shadow maker stands very still, have the other two students measure and record on the data sheet the length of the shadow using steps or some other form of nonstandard units.

4. Have the shadow recorders use safety scissors to cut a piece of red yarn the length of the shadow. Using a meter stick, have students measure the yarn and record results in centimeters on data sheet. Have students attach a label or piece of masking tape to the yarn with their names on it.

ELABO

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SAFETYFIRST ALERT

By observing the day and night sky, children in Grades K-4 will learn to identify sequences of change and to look for patterns in these changes. As they observe changes, such as the movement of an object’s shadow during the course of a day, and the positions of the sun and the moon, they will find the patterns in these movements.

National ScienceEducation Standards, p. 130




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5. Return to the classroom. Have students hang their pieces of yarn on a chart and discuss the following: To make our shadow, what did we use for light?

(Sun) What did we use as an object to block the light?

(student’s body) Where was the Sun located in the sky? (low) If we go back out later today, around noon, do you

think the Sun will be positioned in the same place in the sky? ( acknowledge responses)

If we go back outside at noon, and you stand in the same spot, will your shadow look the same as it did this morning? (acknowledge responses)

Were all of your shadows the same length? How do you know? (pieces of yarn are different lengths)

6. Later in the day, around noon, return students to the same location outside and have them perform the same task. For this part, students will need green yarn. Discuss the importance of using the same student to stand in the same location and using the same student to step-off the length of the shadow. This will help ensure a fair test. After returning to the classroom and hanging the new pieces of yarn, discuss the following:

Had the position of the Sun in the sky changed?

(yes; higher up) Did your shadow change? How? (acknowledge

responses) If we go back out later today in the afternoon,

where do you think the Sun will be in the sky? (acknowledge responses)

If we go back outside this afternoon, and you stand in the same spot, will your shadow look the same as it did at noon? (acknowledge responses)

ELABO

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K through Grade 2: During these years, learning about objects in the sky should be entirely observational and qualitative, for the children are far from ready to understand the magnitudes involved or to make sense out of explanations. The priority is to get the students noticing and describing what the sky looks like to them at different times.





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7. In the afternoon, return students to the same location outside and have them perform the same task. For this part, students will need blue yarn.

Discuss the importance of using the same student to stand in the same location and using the same student to step-off the length of the shadow. After returning to the classroom and hanging the new pieces of yarn, discuss the following:

Had the position of the Sun in the sky changed?

(yes; lower and on other side from the morning) Did your shadow change? How? (acknowledge

responses) How did the length of shadow change during the

day? (got shorter; then got longer) Can you see a pattern for how shadows change

from morning to afternoon by looking at our pieces of yarn? (long-short-long)

Would you like to read a book about a little bear that did not know about this pattern of shadows?

8. Gather students into a reading circle. After reading Moonbear’s Shadow aloud and sharing the illustrations, ask students the following questions:

At the beginning of the story when Bear’s shadow

scared away the fish where was the Sun? (behind the bear)

At what time of day did Bear lose his shadow? (noon)

Can you explain why? (when Sun is above your head, the shadow is very short and hard to find)

At the end of the story when Bear’s shadow did not scare away the fish where was the Sun? (in front of the bear)

Did you enjoy the story? What part did you think was funny? Why ?

ELABO

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Stories sometimes give plants and animals attributes they do not have, but promoting student interest in reading is more important than giving students rigidly correct impressions in their reading.





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9. Tell students that they are going to work together to make a model to help explain why the Bear’s shadow scared the big fish away in the beginning of the story but did not scare the big fish away at the end of the story. Using a teddy bear counter and a flashlight, have students demonstrate to each other how the bear’s shadow changes as the position of the light changes. Students need to experiment with the objects to determine the best distance to hold the flashlight so that a sharp shadow of the bear is formed. Demonstrate to students how to use a piece of yarn attached to the flashlight to help control the distance they hold the light from the table surface. Allow students ample time to investigate and discuss their observations. Conduct a formative assessment by visiting each group and having students demonstrate and discuss what they know about how the Sun changes position in the sky throughout the day and how this changes shadows. 10. Have students work in small groups to sequence the 6 Changing Shadow cards and match each picture with a Time Card. Conduct a formative assessment by visiting each group and checking for understanding. 11. Using a flashlight and hotel game piece from a Monopoly set, have students model how a building’s shadow changes as the Sun’s position changes throughout the day. Have students demonstrate the changing of the hotel’s shadow as the position of the flashlight is changed. Challenge students to position their hotel and flashlight so that shadows form that are similar to the pictures on the Changing Shadow cards.

ELABO

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K through Grade 2: Students should know that the sun, moon, and stars all appear to move slowly across the sky.


K through Grade 2: Students should know that amodel of something is differentfrom the real thing but can beused to learn something aboutthe real thing.





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11. During physical education time, have students play shadow tag to the tune of Me and My Shadow. The person who is “it” can tag other children by

stepping on their shadow. Tagged children must stand in the spot where they were tagged until everyone is caught.

Is it easier to catch a person’s shadow if they are

running toward or away from the Sun? (toward because his/her shadow is behind them)

Would it be easier to catch a person’s shadow early in the morning or at noon? (morning when shadow is longer)

Would it be easier to catch a person’s shadow at noon or in afternoon? (afternoon when shadow is

longer)

12. Have students make shadow puppets to dramatize stories. Characters can be drawn on tag

board, cut out, and attached to craft sticks. The characters will look more lifelike if holes are cut out for eyes. Have students perform their puppet show in front of a flashlight or overhead projector. Allow students to experiment with the light to decide how far they should be from the light source to cast sharp shadows.

13. Make silhouettes of students by tracing their shadows onto white paper and transferring it onto black paper. Mount the silhouettes on the wall and have students match the shapes to their

classmates.

ELABO

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Students need to acquire images and understandings that come from drawing, painting, sculpting, playing music, acting in plays, listening to and telling stories, reading, participating in games and sports, doing work, and living life.





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My Morning Shadow

My Noon Shadow

My Afternoon Shadow EL

ABO

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My Very Own Shadow (See Master F) Data Sheet

Draw shadow and Sun in the box.

Time: ______________________

The Sun is (high or low) in the sky.

My shadow is __________steps long. Cut a piece of red yarn that reaches from head to toe on your shadow.

Measure the string with a meter stick.

My shadow is _________ cm long.

Time: ______________________


My shadow is __________steps long. Cut a piece of green yarn that reaches from head to toe on your shadow.



Time: ______________________


My shadow is __________steps long. Cut a piece of blue yarn that reaches from head to toe on your shadow.






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Bear’s Shadow Map (See Master G)

Place Bear here

ELABO

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Shadow Changes Card Set (See Master H)

ELABO

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Time Cards (See Master I)

Time Cards

midnight

noon

evening

afternoon

late morning

early morning

ELABO

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midnight

noon

evening

afternoon

late morning

early morning




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Materials (details p. 27) For the class:

overhead projector transparency of Master J plastic square coin gauze fabric wax paper

For each student:

Me and My Shadow Assessment, Masters K-L

EVALUATE 1. Using a transparency of Master J, place the 4 objects in the boxes on the overhead projector. Place a piece of paper over the classification box. 2. Distribute the student assessment sheets. Turn on the overhead projector and read the sequencing instructions to students. Have students complete the sequencing task by writing the letters in the correct order on their paper. 3. Move the piece of paper to cover the sequencing box. Read the instructions for the classifying task. Have students complete the classifying task by writing the letters on the correct line of their paper. 3. Have students complete the drawing and writing tasks. Read instructions aloud if needed.

EVALU

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Me and My Shadow (See Master J) Class Transparency for Assessment

A B C D

Sequence the shadows fromdarkest to lightest.

Darkest: ___________ ___________ ___________ Lightest: ___________

Classify the objects into 3 groups:

Lets NO light go through: _______________________

Lets SOME light go through: _______________________

Lets ALMOST ALL light go through: _______________________

EVALU

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Me and My Shadow (See Masters K-L) Assessment

Draw how the shadow of the tree would look in boxes 1 and 2. Draw where the Sun would be to make the shadow of the tree in box 3.

Sequence the shadows from darkest to lightest.

Darkest: _________ _________ _________

Lightest: _________

Classify the objects into 3 groups.

Lets NO light go through:

_____________________

Lets SOME light go through:

__________________

Lets ALMOST ALL light go through:

_____________________

box 2

box 3

box 1

EVALU

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EVALU

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What’s wrong with this picture?

Circle the things that are wrong about shadows in the picture. What wouldyou do to make the picture right? Write your ideas below.




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EVALU

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Me and My Shadow Scoring Rubric

Task Criteria Points

Sequences shadows coin 1 fabric 1 wax paper 1

darkest

lightest plastic 1

Classifies objects lets no light through coin 1

fabric 1 lets some light through wax paper 1

TEKS 2.5

Sequencing and classifying based on properties

lets almost all light through plastic 1

Analyzing pattern of change in a shadow system Box 1 longer shadow drawn from base of tree

out to the right 1

Box 2 shorter shadow drawn from base of tree out to the right

1

Box 3 Sun drawn above top of tree 1 no shadow to right of boy 1 no shadow to right of umbrella 1 no shadow to right of beach ball 1

TEKS 2.7

Analyzing change in position and size

What’s wrong with this picture?

shadow on wrong side of palm tree 1

Total Points Possible 15 15-13 points Advanced (Superior performance) 12-11 points Proficient (Solid academic performance) ≤ 10 points Basic (Partial mastery of knowledge and skills)




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Materials Detail Sheet

ENGAGE For the class:

cut outs of Sun, dog, bone Copy Masters A-B, cut out the 3 pieces, and laminate.

For each student:

1 small object made of plastic, wood or other unbreakable material Suggested items: toy blocks, game pieces from board games, Math counters, checkers, erasers, jumbo plastic paperclips, etc.

EXPLORE For the class:

transparencies, Let the Light Shine Through and Shades of Dark, Masters C-D

For each group of students:

flashlight 1 square of wax paper (6cm x 6cm) 1 square of foil (6cm x 6cm) 1 square of index card (6cm x 6cm) 1 square of tissue paper (6cm x 6cm) 1 square of clear plastic (6cm x 6cm)

Suggested items: clear transparency sheets, tops of clear plastic containers, etc. For each student:

Let the Light Shine Through and Shades of Dark Copy Masters C-D

EXPLAIN For the class:

overhead projector transparency of Master E testing materials from explore activity flashlight




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Materials Detail Sheet ELABORATE For each group of students:

colored chalk red, green, blue yarn (cut in approximate lengths of 2 meters each) safety scissors My Very Own Shadow Data Sheet; Copy Master F. file folder label or piece of masking tape meter stick teddy bear counter flashlight Bear’s Shadow Map; Copy Master G. Shadow Changes card set Copy Master H, cut into sections, laminate, and place each set in a plastic bag.

Time Cards set Copy Master I, cut into sections, laminate and place each set in a plastic bag.

hotel game piece; red game piece from a Monopoly board game tag board (assortment for making puppets) straws or craft sticks (assortment for making puppets)

For the class:

Me and My Shadow tape book, Moonbear’s Shadow tape recorder

EVALUATE For the class:

overhead projector transparency of Master J 1 plastic square (3cm x 3 cm) 1 coin (3cm x 3 cm) 1 gauze fabric (3cm x 3 cm) 1 wax paper (3cm x 3 cm)

For each student:

Me and My Shadow Assessment; Copy Masters K-L




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Background Information for Teachers Sorting or classifying objects by observable characteristics continues to be an important skill for children in the second grade. Most second graders are still in a stage of cognitive development that focuses on sorting objects in a set by one property or pattern. Children should be given the opportunity to sort a variety of materials that have different properties to maximize observation and classification skill development. After sorting and grouping objects, students should be encouraged to communicate their classification system verbally, and in drawings, charts, and graphs. In this learning experience, students will classify and sequence materials based upon whether or not light can pass through them. At this stage, teachers may choose to use the words transparent, translucent, and opaque, but students should not be expected to memorize these vocabulary words or be assessed based on their ability to recognize the terms. The properties of an object determine the amount of light it allows to pass through it. Transparent objects allow light to pass through easily and thus cast little or no shadow. Translucent objects let some light pass through, but it is scattered and thus a slight shadow is cast. Opaque objects do not allow light to pass through and this produces a dark shadow. Through concrete experiences, students learn that a shadow is an area of darkness caused by light rays being blocked by an object. The shape and size of a shadow can change if the position or the angle of the light source changes. The change in the Sun’s position in the sky from morning to evening affects the size and shape of the shadows that are produced. For example, shadows are long in the morning and afternoon, but are small when the Sun reaches its highest position in the sky during the day. During these learning experiences, students are given many opportunities to recognize that the Sun changes position in the sky throughout the day. Based upon information from both the Benchmarks for Science Literacy and the National Science Education Standards, students at this age are not ready to understand explanations about our sun-centered system. Instead, students should be engaged with what they can readily observe in the sky and learn to recognize the patterns involved. The idea that the earth orbits the Sun appears counter-intuitive to younger students and is not likely to be believed or understood by them. These concepts should be approached at a later and more appropriate time in the student’s schooling.




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Targeted Texas Essential Knowledge & Skills

Science TEKS

2.1 The student conducts classroom and field investigations following home and school safety procedures. The student is expected to: (A) demonstrate safe practices during classroom and field investigations.

2.2 The student develops abilities to do scientific inquiry in the field and the classroom. The student is expected to: (A) ask questions about organisms, objects, and events; (B) plan and conduct simple descriptive investigations;

(C) compare results of investigations with what students and scientists know about the world; (D) gather information using simple equipment and tools to extend the senses; (E) construct reasonable explanations and draw conclusions using information and prior knowledge; (F) communicate explanations about investigations.

2.4 The student uses age-appropriate tools and models to verify that organisms and objects and parts of organisms and objects can be observed, described, and measured. The student is expected to: (A) collect information using tools including rulers, meter sticks, measuring

cups, clocks, hand lenses, computers, thermometers, and balances; and (B) measure and compare organisms and objects and parts of organisms and

objects using standard and non-standard units.

2.5 The student knows that organisms, objects, and events have properties and patterns. The student is expected to:

(A) classify and sequence organisms, objects, and events based on properties and patterns; and (B) identify, predict, replicate and create patterns including those seen in charts, graphs, and numbers.

2.7 The student knows that many types of change occur. The student is expected to: (A) observe, measure, record, analyze, predict, and illustrate changes in size, mass, temperature, color, position, quantity, sound, and movement.




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Language Arts TEKS

2.1 Listening/speaking/purposes. The student listens attentively and engages in a variety of oral language experiences. The student is expected to:

(A) determine the purposes for listening such as to get information, to solve problems, and to enjoy and appreciate

(C) participate in rhymes, songs, conversations, and discussions (D) listen critically to interpret and evaluate

2.4 Listening/speaking/communication. The student communicates clearly by putting thoughts and feelings into spoken words. The student is expected to:

(A) use vocabulary to describe clearly ideas, feelings, and experiences (B) clarify and support spoken messages using appropriate props such as objects,

pictures, and props.

2.7 Reading/vocabulary development. The student develops an extensive vocabulary. The student is expected to:

(A) discuss meanings of words and develop vocabulary through meaningful/concrete experiences.

2.9 Reading/Comprehension. The student uses a variety of strategies to comprehend selections to be read aloud and selections read independently. The student is expected to: (A) use prior knowledge to anticipate meaning and make sense of texts

(B) establish purposes for reading and listening such as to be informed, to follow directions, and to be entertained

2.10 Reading/literary/response. The student responds to various texts. The student is expected to:

(A) respond to stories and poems in ways that reflect understanding and interpretation in discussion (speculating, questioning) in writing, and through movement, music, art, and drama (B) demonstrate understanding of informational text in various ways such as through writing, illustrating, developing demonstrations, and using available technology (C) support interpretations or conclusions with examples drawn from text




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Mathematics TEKS

2.6 Patterns, relationships, and algebraic thinking. The student uses patterns to describe relationships and make predictions. The student is expected to: (C) identify, describe, and extend patterns to make predictions and solve problems

2.9 Measurement. The student recognizes and uses models that approximate standard units (metric and customary) of length, weight, capacity, and time. The student is expected to:

(A) measure length, capacity, and weight using concrete models that approximate standard units

2.13 Underlying processes and mathematical tools. The student communicates about Grade 2 mathematics using informal language. The student is expected to:

(A) explain and record observations using objects, words, pictures, numbers and technology

Art TEKS 2.1 Perception. The student develops and organizes ideas from the environment. The student is expected to:

(A) identify variations in objects and subjects from the environment, using the senses

(B) identify color, texture, form, line, and emphasis in nature and in the human-made environment

2.2 Creative expression/performance. The student expresses ideas through original artworks, using a variety of media with appropriate skill. The student is expected to:

(C) identify and practice skills necessary for producing drawings, paintings, prints, constructions, and modeled forms, using a variety of materials.




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Physical Education TEKS 2.1 Movement. The student demonstrates competency in fundamental movement patterns and proficiency in a few specialized movement forms. The student is expected to:

(A) travel independently in a large group while safely and quickly changing speed and direction (B) demonstrate skills of chasing, fleeing, and dodging to avoid or catch others

2.6 Social development. The student understands basic components such as strategies and rules of structured physical activities including, but not limited to, games, sports, dance and gymnastics. The student is expected to:

(A) identify goals to be accomplished during simple games such as not getting tagged (B) identify strategies in simple games and activities such as dodging to avoid being tagged.




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Reading Connections The following books are recommended as literary resources for teachers to share with grade 2 students. Teachers are cautioned, however, to remember that “reading about science” is not “doing science.” These books can enhance students’ study of light and shadows but cannot replace the learning that occurs by active engagement in the learning experiences. Shadows are About. Paul, Ann Whitford. Scholastic, 1992. Shadows and Reflections. Hoban, Tana. Greenwillow Publishers, 1990. Shadowville. Bartalos, Michael. The Penguin Group, 1998. Sun. Davies, Kay and Oldfield, Wendy. Steck-Vaughn Company, Austin, Texas, 1996. Sun Song. Marzollo, Jean. Harper Collins, 1995. The Shadow Book. DeRegniers, Bernice. Harcourt Publishers, 1960.




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References Ardley, Neil. The Science Book of Light. Gulliver Books, New York, 1991. Atlas of Science Literacy. American Association for the Advancement of Science, Washington, D.C., 2001. Flagg, Ann, and Ory, Teri. Teaching Science with Favorite Picture Books. Scholastic Professional Books, New York, 1998. Norris, Jill. Science Experiments for Young Learners. Evan Moor Publishers, Monterey, CA, 2000.5799-779-9 Orii, Eiji and Masako. Simple Science Experiments with Light. Gareth Stevens Children’s Books, Milwaukee, 1989. Wood, Robert. Light Fundamentals. Chelsea House Publishers, Philadelphia, 1999. Websites Websites http://www.owu.edu/~mggrote/pp/physics/c_introduction.html http://www.colorado.edu/physics/2000/tomography/projections.html http://www.timss.org http://nces.ed.gov/nationsreportcard/science/achieveall.asp

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