Grade 2 Chapter 1 Lesson Plans

© 2012 Alston Publishing House Pte Ltd Science SMART Teacher’s Guide Grade 2 Chapter 1 Lesson Plans
Lesson Plans
Chapter 1: Living Things and Their Environment
Total number of periods: 24 periods
Overview of Lesson Plans
What Living Things Can We Find Around Us? (2 periods)

Lesson Specific Instructional Objectives Cambridge Primary Scientific Enquiry Skills Process Skills 21st Century Number of
Skills Periods
1.1 Pupils should: Collect evidence by making observations when trying to answer Observing Be self-directed 2
- know the factors that affect a science question. (2Ep1) Inferring learners
living things in their
environments Use first hand experience, e.g. observe animals and plants.
(2Ep2)
What Can We Find in a Garden? (8 periods)

Skills Periods
1.2 Pupils should: Collect evidence by making observations when trying to answer Observing Apply 8
- be able to explore how a science question. (2Ep1) Communicating technology
different animals and plants effectively
inhabit local environments, Use first hand experience, e.g. observe animals and plants. Be self-directed
such as a garden (2Ep2) learners
Think creatively
What Can We Find in a Pond? (6 periods)

Skills Periods
1.3 Pupils should: Collect evidence by making observations when trying to answer Communicating Communicate 6
- be able to explore how a science question. (2Ep1) Observing clearly
different animals and plants Inferring Apply
inhabit local environments, Use first hand experience, e.g. observe animals and plants. technology
such as a pond (2Ep2) effectively
Reason
effectively
Page 1 of 19
Think creatively
Work
independently
What Can We Find on a Beach? (2 periods)

Skills Periods
1.4 Pupils should: Collect evidence by making observations when trying to answer Observing Environmental 2
- be able to explore how a science question. (2Ep1) Comparing literacy
different animals and plants Contrasting Make
inhabit local environments, Use first hand experience, e.g. observe animals and plants. judgements
such as a beach (2Ep2) and decisions
How Do Environments Affect Living Things? (4 periods)

Skills Periods
1.5 Pupils should: Collect evidence by making observations when trying to answer a Comparing Apply 4
- be able to identify science question. (2Ep1) Contrasting technology
similarities and differences Observing effectively
between local environments Make comparisons. (2Eo6) Inferring Use systems
- be able to know how Communicating thinking
environments affect animals Talk about predictions (orally and in text), the outcome and why Be self-directed
and plants this happened. (2Eo8) learners
Why Must We Care For the Environment? (2 periods)

Skills Periods
1.6 Pupils should: Collect evidence by making observations when trying to answer a Observing Environmental 2
- learn ways to care for the science question. (2Ep1) Communicating literacy
environment Inferring Use systems
Use first hand experience, e.g. observe animals and plants. thinking
(2Ep2) Communicate
clearly
Use simple information sources. (2Ep3) Apply
technology
Page 2 of 19
Talk about predictions (orally and in text), the outcome and why effectively
this happened. (2Eo8) Be self-
directed
Review and explain what happened. (2Eo9) learners
Think
creatively
Page 3 of 19
Main Lesson Plans
Lesson 1.1
BSCS 5E Lesson Notes Resources
Chapter opener Textbook page 1
Teaching Tip: Talk about the comic strip and what it is trying to illustrate, which is the impact of humans on the
environment.
What Will I Learn? Textbook page 2

Emphasise to pupils what their learning journey will be like for this chapter.
 Different animals and plants can be found in different environments.
 The factors in environments affect the animals and plants that live there.
 There are ways we can care for the environment.
What Living Things Can We Find Around Us?

Background: Factors that affect living things can be things that they need to stay alive such as air, water and food, or
conditions of the environment such as cleanliness, temperature, or other living things that share the same living space.
Ask pupils:
 What are some animals and plants found in our local environments? (Answer: Accept all possible answers.)
Engage: Teaching Tip: Look at the picture on Page 2. Tell pupils that some animals have left clues (i.e. the paw prints, web, nest
Pupils participate and hive) in Tom’s neighbourhood. Ask pupils what the animals are.
in an activity to
introduce the Tell pupils that by having an observant eye, we can often find traces that animals have left behind, e.g. the faeces of
section house lizards, the slimy trail of snails and the nest of ants.
Explore: Ask pupils:

Pupils learn to be • What living things are found around your house? Where are they found? (Allow pupils to respond freely.)
more observant of • What must be present near the homes of these living things to keep them alive? (Allow pupils to respond freely.)
their surroundings
Process Skills: Observing, Inferring
Teaching Tips: Textbook page 3

1. Show pupils picture books featuring different types of environments, e.g. trees in forests, ponds, seas. Ask pupils to
name the animals and plants they can see in these environments.
Page 4 of 19

2. Use the two pictures in the Textbook as talking points.
Ask pupils:
 Why can’t a frog live high up in a tree hole like a squirrel? (Answer: There is no water there for the frog to keep its skin
wet.)
 What is each living thing (the tree, the bird and the chameleon) receiving that is important for its survival? (Answer:
The tree is receiving sunlight and fresh air, which it needs to make food. The bird is receiving water. The chameleon is
receiving food.)
Explain that:
 A frog is found near a pond but not high up on a tree because it needs water to keep its skin wet and feeds on
dragonflies and other insects found near a pond.
 A squirrel, on the other hand, lives up a tree where it can escape attack from its enemies. It feeds on nuts and seeds
which are found near trees.
 Living things need food and water to survive. The bird and the chameleon can find food and water in their
environment while the tree is receiving what it needs to make food in its environment.
Teaching Tip: Introduce the term ‘habitat’ to pupils.
Explain: Explain that:

New concept is  Different animals and plants live in different types of environments.
explained to pupils  A habitat is a place where a living thing lives. It is the natural environment in which a living thing is found.
 A habitat provides a living thing with what it needs to stay alive.
Teaching Tips:
1. Get pupils to recall what they have learnt in Grade 1 Chapter 4: Animals, and Grade 1 Chapter 5: Plants. Living things
need air, water and food to stay alive.
Ask pupils:
 What do living things need to stay alive? (Answer: Air, water and food)
Lead pupils to conclude that air, water and food are important factors that affect living things in their environment
since these are things they need to stay alive.
Elaborate: Discuss with pupils how these needs are met in the habitat. For example, the food animals eat may come from plants Workbook page 1
The concept is or from other animals sharing the same living space. Activity 1: Plant Hunt!
covered in more
Page 5 of 19

detail to get pupils 2. Ask pupils to name other factors which they think may affect living things in the environment that they live in. Workbook page 2
thinking Remind them that living things include plants, so sunlight is an important factor too. Activity 2: Counting
Time!
Evaluate: Activity: Pupils can play the interactive game at the suggested website. Get pupils to pick a suitable habitat for each alien.
Pupils play a game URL 1.1
to consolidate 21st Century Skill: Be self-directed learners
what they have Consolidation
learnt Worksheet 1
Internet link for Lesson 1.1
URL 1.1: Plant and animal habitats

http://www.bbc.co.uk/schools/ks2bitesize/science/living_things/plant_animal_habitats/play.shtml
Page 6 of 19
Lesson 1.2
What Can We Find in a Garden? Textbook page 4
Engage: Teaching Tip: Show pupils pictures of some flowers and butterflies or bees.
Pictures are shown
to pupils to Ask pupils:
introduce the  In which habitat are these living things likely to be found? (Answer: Garden)
section
Explain that:
 A garden is a place where many types of plants with flowers are grown. Hence it is a place where bees and butterflies,
which feed on the nectar of flowers, are often found as well.
Teaching Tip: Introduce plants commonly found in a garden. Point out that grass is also a plant commonly found
everywhere in fields, parks and gardens.
Background: The morning glory climbs up fences to reach for light as it has weak stems which would otherwise creep on Textbook page 5
the ground. Ixora and hibiscus, on the other hand, have woody stems that keep them upright.
Teaching Tip: The types of plants found in a garden may differ. Find some common plants in your local environment and
introduce them to pupils. Include plants with weak stems, such as the morning glory (which depend on a support to reach
for sunlight), shrubs with woody stems and many branches, such as the ixora and hibiscus, as well as trees, such as rain
trees, angsana and palm trees.
Evaluate: Activity: Provide pupils with a large background scene of a garden with different types of plants. Get pupils to draw or stick Textbook page 6
Pupils’ pictures of animals that belong to this habitat on the background scene.
understanding is
applied in an Process Skills: Observing, Communicating
activity
Ask pupils:
 What are some other living things that share this living space? (Answer: Bees, snails, grass, trees, grasshoppers,
squirrels etc. Accept all possible answers.)
 How do these living things affect one another? (Allow pupils to respond freely.)
Background: Caterpillars are the young of butterflies and they feed on the leaves of some plants. As caterpillars are the Textbook page 7
juicy meals of many predators, they have to camouflage themselves well by blending in with their surroundings so as to
escape their predators. Grasshoppers are green so as to blend in with grasses which they feed on. Bees and butterflies feed
on the nectar of flowers. Ladybirds feed on aphids, which are insects that feed on plant sap and destroy plants.
Page 7 of 19

Teaching Tips:
1. Emphasise that animals are found in habitats where they can find food and shelter. For example, bees and butterflies
feed on the nectar of flowers. The young of the butterfly, the caterpillar, feeds on the leaves of specific plants.
Grasshoppers feed on grasses. Ladybirds feed on aphids, which are insects that feed on plant sap.
Explain: 2. Share with pupils that some animals found in a garden have similar colours to leaves and stems so that they can hide
Concept is further well from animals which feed on them. Give examples of animals which use camouflage, such as grasshoppers,
explained to pupils caterpillars, stick insects and garden lizards.
Activity: Show pupils the video of a stick insect to show how some animals make use of their shape, behaviour and colour URL 1.2
to help them hide in their environment.
21st Century Skill: Apply technology effectively
Background: Trees are the homes of many animals, especially in rainforests where there are many trees. In a rainforest, Textbook page 8
animals and plants can be found in the different layers of the canopy. As trees have many branches and leaves, they give
shade and shelter to many animals. Some trees also bear fruit, which provide food for animals.
Explain that:
 Trees are commonly found in gardens.
 Trees have many branches and leaves and hence provide shade and shelter for many living things.
Teaching Tip: Get pupils to refer to the picture in the Textbook and name the living things which can be found in a tree.
Background: A bird’s nest fern is often found in the crook of a tree where it is damp and shady. Chameleons and spiders Textbook page 9
feed on insects. While a chameleon has a long tongue which it can flick out quickly to catch insects, a spider uses its sticky
web to trap insects.
Some chameleons are able to change their body colour for social signalling and camouflage. They have very long tongues
which they can extend out of their mouths very quickly to catch their prey.
Many birds perch in trees to rest, especially at night. They build their nests in trees where their eggs and chicks can be kept
out of harm’s way (as animals which cannot climb trees cannot reach the eggs or chicks).
Explore: Project Idea: Some birds build very interesting nests to lay and incubate their eggs. Get pupils to look for pictures and
Pupils find out information about different types of nests built by birds.
more about the
homes of birds 21st Century Skill: Be self-directed learners
Background: A rotting log can sometimes be found in a garden. The rotting log is a habitat for living things which feed on Textbook pages 10—
decaying wood or other organisms that live there. These include animals, plants, fungi and bacteria. The rotting log also 11
Page 8 of 19

provides shelter and shade for small living things. A rotting log habitat is cool, damp and dark.
Fungi such as bracket fungi, mushrooms and toadstools can be found on a rotting log. They feed on the decaying wood.
Beetles and woodlice feed on the decaying wood too. The moist conditions also support the growth of mosses.
Earthworms live in the soil and feed on rotting plant parts found in the soil. Centipedes, which live under rocks or logs, feed
on insects, spiders and other small animals which share this living space. Other examples of animal life in or on a rotting log
are bark beetles, click beetles, termites, carpenter ants, spiders and woodpeckers.
Activity: Ants also build their homes in soil. Show pupils the video that explores the inside of an ant nest. URL 1.3
Evaluate: Project Idea: Pupils may want to set up a ‘garden habitat’ in a shoebox. Pupils can first draw a sketch of their garden on a Workbook pages 3—4
Pupils apply what piece of paper. Cut the paper to fit the base of the shoebox. Place the shoebox on its side so that the base of the box (the Activity 3: Hide and
they have learnt in largest side) is now the main backdrop. Pupils are encouraged to decorate the sides of the shoebox to create a cohesive Seek
a project scene. Pupils may then add more details and animals to this habitat using playdough or printouts of animals.
Workbook page 5
21st Century Skill: Think creatively Activity 4: My Dream
Home
Workbook page 6
Activity 5: My
Favourite Corner!
Consolidation
Worksheet 2
Internet links for Lesson 1.2
URL 1.2: Documentary of a walking stick (corresponds with Internet Link 1.1 in Textbook)
http://www.youtube.com/watch?v=XoseL5KvHTE
URL 1.3: Discovery of underground structures in an ant’s nest (corresponds with Internet Link 1.2 in Textbook)
http://www.youtube.com/watch?v=ozkBd2p2piU
Page 9 of 19
Lesson 1.3
What Can We Find in a Pond? Textbook page 12
Background: Water hyacinths are floating water plants which have swollen leaf stalks filled with air to help them float.
Water lettuce and duckweed are floating plants too.
Engage: Teaching Tip: Read to pupils a short story about some pond animals, e.g. In the Small Small Pond by Denise Fleming or
Pupils’ interest is Jump Frog Jump by Robert Kalan. Alternatively, bring a hand puppet of a frog to class and generate a discussion on where
captured using a frogs can be found. Use the story or hand puppet to generate a discussion on what lives near or in a pond.
discussion
Process Skill: Communicating
21st Century Skill: Communicate clearly
Explore: Teaching Tips:

Pupils explore the 1. If the school has a pond, you can show pupils the conditions around a pond and the living things found there.
conditions of a real Alternatively, show pupils a picture of a pond.
pond
Ask pupils:
• What are the conditions around a pond? (Answer: Damp, muddy etc. Accept all possible answers.)
• What are some animals and plants commonly found near or in a pond? (Answer: Koi, frog, water lily, water hyacinth
etc. Accept all possible answers.)
Explain that:
 Living things which live in or near a pond include animals and plants.
2. Introduce some common water plants that are found in ponds. Examples of water plants are water hyacinth, water
lettuce, water lilies, water lotus and cattails.
Background: Mosses are non-flowering plants that can make their own food. They commonly grow close together in Textbook page 13
clumps or mats in damp and shady locations. They do not have flowers or seeds, and their simple leaves cover the thin wiry
stems.
Explain: Teaching Tip: Get pupils to refer to the Textbook for pictures of common plants seen growing beyond the pond surface,
Different plants e.g. water lilies, water lotus and cattail. Point out the showerhead-like fruit of the water lotus and the sausage-like flowers
found in a pond are of the cattail.
described
Ask pupils:
Page 10 of 19

• Why do most plants emerge from the pond surface rather than stay submerged in water? (Answer: Very little sunlight
can pass through water, so plants have to emerge from the water to get sunlight.)
• Why is sunlight important for plants? (Answer: It helps them make food.)
Explain that:
 Many plants grow from the bottom of ponds but have their leaves and flowers visible above the water surface.
 Mosses are commonly found near ponds because they like damp and shady conditions.
Common Misconception: The water lily is often mistaken as a floating plant as it has its round leaves floating on the water
surface and its flowers just above the water surface. Actually, water lilies grow from the bottom of a pond and are partially
submerged. Their leaves are held on the water surface by leaf stalks so that they can receive as much sunlight as possible
to make food.
Background: While fish are the most common life forms in a pond, there are many other animal species that live in and Textbook page 14
around ponds. Other common pond animals are snails, turtles, newts and salamanders. Frogs and toads also live near
ponds to lay their eggs and feed on mosquitoes, their larvae as well as dragonflies and water spiders. Birds that live near
ponds and feed on fish or pond plants and insects include ducks, geese, kingfishers and herons.
Explain that:
 Algae are often found on pond surfaces. Algae are the green substances often found growing on the sides of fish tanks.
 Many animals living in ponds feed on algae, e.g. water snails, fish and ducks.
Background: Insects found in or near a pond can find their food in this environment. Common insects found in or near a Textbook pages 15—
pond are dragonflies, mosquitoes and diving beetles. Some of the insects, such as dragonflies and mosquitoes, lay their 16
eggs in water too. Their young grow up in water before they develop into adults which can fly.
Frogs frequent ponds because of the insects that breed and live in the ponds. Also, frogs stay near water as they need to
keep their skin wet. They would die if their skin dries out. Frogs breathe through their moist skin as well as through lungs.
They also lay their eggs in water. Tadpoles are the young of frogs. They feed on plants, algae and other microscopic things
in water.
Teaching Tip: Introduce insects that are commonly found in or near ponds, i.e. pondskaters, dragonflies and mosquitoes.
More information and videos of pondskaters can be found at the website.
Process Skill: Observing
21st Century Skill: Apply technology effectively URL 1.4

Page 11 of 19
Teaching Tips:
1. Ask pupils if they know what the young of the frog is called. Share with pupils that frogs spend the early part of their
life in water, and thereafter on land and in water.
2. Take pupils to visit the school pond or bring pictures of a pond to show pupils the living things found inside or near it.
Generate a discussion on how plants or animals living in or near a pond depend on one another.
Process Skills: Observing, Inferring
21st Century Skill: Reason effectively
Evaluate: Project Idea: Get pupils to draw a big oval shape on art paper to represent a pond and colour it blue or green. Pupils can URLs 1.5, 1.6
Pupils apply what then find pictures of different types of pond life and stick them in the pond or near the pond. Pupils may also make origami
they have learnt in fish, frogs, turtles etc. and stick them on the art paper. Consolidation
a project Worksheet 3
21st Century Skills: Think creatively; Work independently
URL 1.4: Pondskater

http://www.naturesraincoats.com/Animals_Pond%20Skater.html
URL 1.5: Easy Origami — Jumping frog

http://www.youtube.com/watch?v=1dTKcfPtr8w
URL 1.6: Origami fish

http://www.origamiway.com/easy-origami-fish.shtml
Page 12 of 19
Lesson 1.4
What Can We Find on a Beach? Textbook page 17
Background: The beach is covered in sand and rocks. In some parts of the beach, rock pools may be formed by tides filling the
rocky areas. Some living things such as sea urchins, starfish, shrimps, small fishes, mussels and seaweeds inhabit these rock
pools.
Teaching Tip: Show pupils some seashells. Ask pupils where these can be found.
Engage: Ask pupils:

Pupils relate • Have you been to the beach? (Allow pupils to respond freely.)
concepts to their • What can you see, hear, smell and feel at the beach? (Allow pupils to respond freely.)
personal • What plants and animals can you find there? (Answer: Seaweed, crabs, starfish, seagulls, etc.)
experiences to • What kind of environment does the beach have? (Answer: Hot and sunny, covered with sand, salty water.)
start the section
Teaching Strategy: Relating to real life

The conditions of  The beach is covered in sand, the seawater is salty and there are periodic waves that rush onto shore. It is also windy at the
the beach are beach.
explained  The plants on the beach have to cope with the salty seawater, waves, wind and sandy soil. Not many plants can survive in
these conditions.
Background: Some crabs burrow holes in sand and live in them. Some crabs live on the rocks. Shellfish are sometimes washed Textbook page 18
up onto the beach where they are eaten by animals such as seagulls, leaving only the shells behind.
Workbook pages 7—
Teaching Tip: Elicit from pupils animals that are found on the beach. These include crabs, shellfish which are washed up onto 8
the shore and seagulls which feed on these. Activity 6: Where Do
I Live?
Evaluate: Activity: Place pictures of a garden, a pond and a beach side by side. Ask pupils to compare the three environments and list as
Pupils’ many similarities and differences as they can think of. Workbook page 9
understanding of Activity 7: Sort Us
concepts covered Process Skills: Observing, Comparing, Contrasting Out!
are assessed in
the activity 21st Century Skills: Environmental literacy; Make judgements and decisions Workbook page 10
Activity 8: What Is
My Environment
Like?
Page 13 of 19
Consolidation
Worksheet 4
Page 14 of 19
Lesson 1.5
How Do Environments Affect Living Things? Textbook page 19
Background: A beach is covered in sand which supports very few types of living things. Very few plants can grow in sand
or in salty water. A garden, on the other hand, is usually covered in soil which is made up of finer particles, holds more
water and contains more nutrients. A greater diversity of living things can be found in a garden than on a beach.
Engage: Teaching Tip: Get pupils to talk about the similarities and differences between the two environments shown, i.e. a beach
Pupils participate versus a garden.
in discussion based
on previous Process Skills: Comparing, Contrasting
knowledge
Explain: Guide pupils to reach the conclusion that a garden and a beach are both bright and sunny places. However, a garden is
The differences covered in soil whereas a beach is covered in sand.
between a garden
and a beach are Share with pupils why soil is a better choice than sand as a medium for plant growth. Coconut trees, however, grow well Textbook page 20
explained in dry conditions.
Ask pupils:
 Are earthworms found in soil or sand? (Answer: They are found in soil.)
Teaching Tip: Brainstorm reasons why earthworms prefer a soil environment to a sandy environment.
Explain that:
 An earthworm breathes through its skin and needs to keep its skin moist so that air can enter its body.
Activity: Bring samples of sand and soil to class. Allow pupils to see the difference in grain size and feel the difference in
texture.
Process Skills: Observing, Comparing
Ask pupils: Textbook page 21

 What is the difference between seawater and freshwater? (Answer: Seawater contains a lot more salt than
freshwater.)
Page 15 of 19

Elaborate: Teaching Tip: Get pupils to compare the living things found in a freshwater environment and a saltwater environment, URLs 1.7, 1.8
Pupils watch videos i.e. the sea. You can show pupils the videos of life in the sea and animals in freshwater.
to enhance
understanding 21st Century Skill: Apply technology effectively
Ask pupils:
 Compare the animals found in the sea with animals found in freshwater. Are they the same types of animals?
(Answer: No. The animals are adapted to survive in water with a suitable amount of salt. Thus, animals that live in
freshwater cannot survive in the sea. Likewise, animals that live in the sea cannot survive in freshwater.)
Evaluate: Activity: Carry out Build Your Skills! with the class. Get pupils to identify each environment and describe its conditions.
Pupils work out a
short activity Process Skills: Observing, Inferring, Communicating
Explore: Field Trip Idea: Take pupils to visit an aquarium that has both saltwater animals and freshwater animals. Compare plants
Pupils observe the grown in seawater and freshwater as well.
actual conditions Workbook pages 11—
of what they have Lead pupils to conclude that the environmental conditions such as the type of soil, the amount of moisture, the amount 12
learnt in a field trip of sunlight and whether the water is salty or not affect the type of living things living there. Activity 9: Which Place
Suits Me More?
Process Skills: Observing, Comparing, Contrasting
Consolidation
21st Century Skills: Use systems thinking; Be self-directed learners Worksheet 5
URL 1.7: Beautiful underwater life

http://www.youtube.com/watch?v=DndT9NW5r_g
URL 1.8: Freshwater life

http://www.youtube.com/watch?v=KJHFjEljbIk
Page 16 of 19
Lesson 1.6
Why Must We Care For the Environment? Textbook page 22
Background: Sea or water pollution can be caused by rubbish, chemicals, waste or oil spills. Animals such as
turtles and sea birds mistake floating plastic for jellyfish. They try to eat the plastic, and these items choke or
suffocate them. Birds and marine animals are also often entangled in discarded nets and fishing lines. Some
rubbish contains toxins which may either kill plants which some species rely on for food, or cause a slow
poisoning along food chains.
Engage: Activity: Get pupils to name some of the things that do not belong in the beach environment shown in the
The section begins Textbook.
with an interesting
scenario Show pupils more pictures of animals harmed by the rubbish left by humans.
Background: When trees are cut down, animals that depend on them for shelter lose their homes. They cannot Textbook page 23
hide from their enemies or find suitable places to have their young. Other living things that prey on these animals
are in turn affected. Deforestation also indirectly affects living things as it contributes to global warming and
climate changes.
Teaching Tip: Point out that since living things inhabit the different environments around us, we should take care
of the environment so that we do not harm the living things found in these environments.
Activity: Get pupils to identify ways in which people dirty or damage an environment. Then, brainstorm the
possible consequences of polluting or damaging an environment.
Process Skill: Observing
21st Century Skills: Environmental literacy; Use systems thinking; Communicate clearly

Concept is explained  Polluting an environment means dirtying an environment (may be air, water or land).
further  Consequences include living things dying or not being able to find food, keep safe or have young.
 In an environment where many living things share the same living space, one type of living thing can affect
other types of living things.
Page 17 of 19

Teaching Tips:
1. Show pupils the video on the importance of oceans. URL 1.9
2. Brainstorm with pupils the ways in which we could help to protect and care for the environment. Textbook page 24
Process Skill: Communicating
Explore: Activity: Get pupils to carry out Build Your Skills! to find out more about how activities around them affect the Textbook page 25
Pupils find out more homes of living things. Pupils may do an Internet search or do research at the library. Pupils can discuss their
about effects of findings in groups.
human activities
Process Skills: Inferring, Communicating
21st Century Skills: Apply technology effectively; Be self-directed learners
Elaborate: Project Idea: Get pupils to form groups and brainstorm what they can do to keep an environment safe for the Workbook pages 13—14
Pupils expand on what living things found there. They can then share their ideas with the class and, if possible, implement the ideas. Activity 10: Harmful or Not?
they have learnt in a
project 21st Century Skills: Think creatively, Communicate clearly Consolidation Worksheet 6
Wrap up the chapter with the following: Fun and Games
Talk It Out Textbook page 25

Teaching Tip: Read the new words out loud and have pupils repeat each word after you so they can learn to
pronounce the words correctly. Then, have pupils pair up to test each other on the meaning of the words.
Map It Out Textbook page 26

Teaching Tip: Go through the concepts with pupils after finishing the chapter. Trace the path of the mind map by
reading out loud. You may wish to draw the map as you speak.
 Living things are found in many environments, such as a garden, a beach and a pond.
 In a garden, we can find living things in places such as on plants, in soil and near a rotting log.
 In a pond, we can find living things nearby, on the surface or at the bottom of the pond.
 On a beach, we can find living things on the shore or in the sea.
Page 18 of 19

Science @ Work
Teaching Tip: To boost pupils’ reading and speaking confidence, have pupils take turns reading the passage, e.g.
each pupil could read one paragraph. Encourage pupils to read with enthusiasm and emotion.
Activity: Show pupils the video of male chameleons changing colour. URL 1.10
URL 1.9: Oceans: Why the Ocean Matters

http://video.nationalgeographic.com/video/environment/habitats-environment/habitats-oceans-env/why-ocean-matters/
URL 1.10: Fooled by Nature: Chameleon Colours (corresponds with Internet Link 1.3 in Textbook)
http://videos.howstuffworks.com/animal-planet/28369-fooled-by-nature-chameleon-colors-video.htm
Page 19 of 19

Grade 2 Chapter 1 Lesson Plans

Hochgeladen von

Dokumentinformationen

Originaltitel

Copyright

Verfügbare Formate

Dieses Dokument teilen

Dokument teilen oder einbetten

Freigabeoptionen

Stufen Sie dieses Dokument als nützlich ein?

Sind diese Inhalte unangemessen?

Copyright:

Verfügbare Formate

Grade 2 Chapter 1 Lesson Plans

Hochgeladen von

Copyright:

Verfügbare Formate

© 2012 Alston Publishing House Pte Ltd Science SMART Teacher’s Guide Grade 2 Chapter 1 Lesson Plans

Overview of Lesson Plans

What Living Things Can We Find Around Us? (2 periods)

What Can We Find in a Garden? (8 periods)

What Can We Find in a Pond? (6 periods)

What Can We Find on a Beach? (2 periods)

How Do Environments Affect Living Things? (4 periods)

Why Must We Care For the Environment? (2 periods)

Main Lesson Plans

What Will I Learn? Textbook page 2

What Living Things Can We Find Around Us?

Explore: Ask pupils:

Teaching Tips: Textbook page 3

BSCS 5E Lesson Notes Resources

Teaching Tip: Introduce the term ‘habitat’ to pupils.

Explain: Explain that:

BSCS 5E Lesson Notes Resources

Internet link for Lesson 1.1

URL 1.1: Plant and animal habitats

BSCS 5E Lesson Notes Resources

21st Century Skill: Apply technology effectively

BSCS 5E Lesson Notes Resources

Internet links for Lesson 1.2

21st Century Skill: Communicate clearly

Explore: Teaching Tips:

BSCS 5E Lesson Notes Resources

More information and videos of pondskaters can be found at the website.

Process Skill: Observing

21st Century Skill: Apply technology effectively URL 1.4

BSCS 5E Lesson Notes Resources

Process Skills: Observing, Inferring

21st Century Skill: Reason effectively

Internet links for Lesson 1.3

URL 1.4: Pondskater

URL 1.5: Easy Origami — Jumping frog

URL 1.6: Origami fish

Engage: Ask pupils:

Explain: Explain that:

BSCS 5E Lesson Notes Resources

Process Skills: Observing, Comparing

Ask pupils: Textbook page 21

BSCS 5E Lesson Notes Resources

Internet links for Lesson 1.5

URL 1.7: Beautiful underwater life

URL 1.8: Freshwater life

Process Skill: Observing

Explain: Explain that:

BSCS 5E Lesson Notes Resources

Process Skill: Communicating

21st Century Skills: Apply technology effectively; Be self-directed learners

Wrap up the chapter with the following: Fun and Games

Talk It Out Textbook page 25

Map It Out Textbook page 26

BSCS 5E Lesson Notes Resources

Internet links for Lesson 1.6

URL 1.9: Oceans: Why the Ocean Matters

Das könnte Ihnen auch gefallen