Ahava~Love Assembly

Grade 2 Science Week 6 | Teacher Guide

Grade 2 | SCIENCE

WEEK 6 • TEACHER GUIDE AND ANSWER KEY • DAYS 26–30

Read each lesson aloud with the child and model the worked example before practice. Do not show this key during practice. Accept oral, drawn or written answers where the child cannot yet write the whole answer. On Day 30, read aloud if needed but give no hints.

Week 6 Student Textbook | Week 6 Practice Workbook | Week 6 Teacher Guide | Week 5 Student Textbook | Grade 2 index

Day 26: Flowers and Pollen

Standard: Grade 2 Science Standard 6, 2.6

Practice record: Flower to fruit, printed on the Week 6 Practice Workbook.

Worked example: An apple tree’s flowers were never pollinated. What will be missing in the fall? Worked answer: There will be few or no apples.

  1. Pollen.
  2. The flower can make seeds.
  3. Without pollination, many plants cannot make seeds, and the fruit grows around the seeds. Fruit growers need their flowers pollinated to get a crop. Accept any answer linking pollination to seeds and fruit.

Teaching note: The sticky top of the seed-making part, where pollen must land, is called the stigma. Naming it is optional at Grade 2. Some plants, like many grasses, are pollinated by the wind; this week focuses on animal pollinators.

Day 27: Bees and Butterflies

Standard: Grade 2 Science Standard 6, 2.6

Practice record: Garden count, printed on the Week 6 Practice Workbook.

Worked example: Why does pollen stick to a bee better than to a smooth beetle shell? Worked answer: The bee’s fuzzy hairs catch and hold the pollen.

  1. The honeybee.
  2. 41.
  3. The bee comes for nectar and pollen to eat, but pollen sticks to its fuzzy body and rubs off on the next flower. That moves pollen so the flowers can make seeds. Accept any answer that links feeding to moving pollen.

Teaching note: Teach children to watch bees calmly from a distance and never to swat at them.

Day 28: Other Pollinators

Standard: Grade 2 Science Standard 6, 2.6

Practice record: Pollinator chart, printed on the Week 6 Practice Workbook.

Worked example: A long red tube-shaped flower is visited by a bird with a long beak. Which pollinator is it? Worked answer: A hummingbird.

  1. The bat and the moth.
  2. On its head and feathers.
  3. The chart shows bats and moths visit at night, while butterflies visit in the daytime. A flower open only at night would be visited by night pollinators. Accept any answer that uses the When it visits column.

Teaching note: Look closely at real flowers this week and talk about which visitors their color and shape might attract.

Day 29: Build a Pollinator Model

Standard: Grade 2 Science Standard 6, 2.6

Practice record: Model results, printed on the Week 6 Practice Workbook.

Worked example: In a model, colored chalk dust stands for pollen. What could a fuzzy pom-pom stand for? Worked answer: The pom-pom stands for a fuzzy pollinator, like a bee.

  1. The fuzzy pipe cleaner.
  2. The smooth plastic spoon.
  3. Fuzzy models carried the most powder, just as a real bee’s fuzzy body catches pollen and carries it to the next flower. Smooth surfaces carry very little. Accept any answer linking fuzziness to carrying pollen.

Teaching note: Use cornstarch, flour or chalk dust for the powder. Avoid real pollen if anyone has allergies.

Hands-on task observation checklist (Build and test your own pollinator model). Check each item you observe. Four or five items shows the child met the model-building goal; two or three means repeat the task with support.

  • ☐ Child drew or described a plan before building.
  • ☐ Model includes a part designed to carry pollen.
  • ☐ Child tested by moving from the powder cup to the clean cup.
  • ☐ Child recorded what happened in the clean cup.
  • ☐ Child explained how the model shows pollen moving from one flower to another.

Day 30: Independent Check: Pollinators

Standard: Grade 2 Science Standard 6, 2.6

Practice record: Squash garden, printed on the Week 6 Practice Workbook.

Worked example: What is pollination? Worked answer: Moving pollen to the part of a flower that makes seeds, often from one flower to another of the same kind.

  1. Bees.
  2. 22.
  3. Two reasons: fewer bees visited, and the spring was cold and rainy, which can also slow plant growth. Squash flowers need pollen carried from other squash flowers, and bees do that work, so with fewer bees fewer flowers were pollinated and fewer squash grew. Accept two reasons from the text with a pollination explanation for the bees.

Teaching note: Independent check: read the text aloud if needed, but do not give the answers.

Week 6 Student Textbook | Week 6 Practice Workbook | Week 6 Teacher Guide | Week 5 Student Textbook | Grade 2 index