Grade 2 | SCIENCE
WEEK 8 • TEACHER GUIDE AND ANSWER KEY • DAYS 36–40
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 40, read aloud if needed but give no hints.
Week 8 Student Textbook | Week 8 Practice Workbook | Week 8 Teacher Guide | Week 7 Student Textbook | Week 9 Student Textbook | Grade 2 index
Day 36: Pond Habitats
Standard: Grade 2 Science Standard 7, 2.7
Practice record: Pond living things, printed on the Week 8 Practice Workbook.
Worked example: Is the water in a pond fresh or salty? Worked answer: Fresh.
- Along the edge of the pond.
- The lily pad.
- A pond gives a frog water to swim in and keep its skin wet, a bank to rest on, and insects to eat. Accept any answer naming water plus another need.
Teaching note: If there is a pond nearby, observe from a safe distance with an adult.
Day 37: Ocean Habitats
Standard: Grade 2 Science Standard 7, 2.7
Practice record: Ocean living things, printed on the Week 8 Practice Workbook.
Worked example: How is ocean water different from pond water? Worked answer: Ocean water is salty; pond water is fresh.
- The dolphin.
- To rocks.
- Ocean water is salty, but pond water is fresh. A fish built for fresh water cannot live in salt water. Accept any answer about salt water versus fresh water.
Teaching note: Teacher background: seaweeds are algae, not true plants, which is why the table says plant-like.
Day 38: River and Stream Habitats
Standard: Grade 2 Science Standard 7, 2.7
Practice record: Comparing water habitats, printed on the Week 8 Practice Workbook.
Worked example: What is the difference between a pond and a river? Worked answer: Pond water is still, and river water moves.
- The pond and the river.
- The river.
- River water keeps moving. If the snail did not hold on, the current could carry it away. Accept any answer about the moving water.
Teaching note: Find the Tennessee River on a map of Alabama. It flows across the north part of the state.
Day 39: Build a Habitat Model
Standard: Grade 2 Science Standard 7, 2.7
Worked example: Should a cactus go in a pond model? Worked answer: No. A cactus belongs in a desert model.
- Answers vary: forest, desert, pond, river or ocean.
- Answers vary. Both animals must really live in that habitat.
- Answers vary. The child should point to food, water or shelter in the model for one animal.
Teaching note: Check that every living thing in the model belongs in the chosen habitat. Use the observation checklist below.
Hands-on task observation checklist (Build a habitat model). Check each item you observe. Four or five items shows the child met the task goal; two or three means repeat the task with support.
- ☐ Child chose a habitat and planned before building.
- ☐ The model shows land and water features that match the habitat.
- ☐ At least two real plants and two real animals of that habitat are shown.
- ☐ Child explained how the habitat meets the animals’ needs.
- ☐ Child named one way this habitat is different from another habitat.
Day 40: Independent Check: Water Habitats
Standard: Grade 2 Science Standard 7, 2.7
Practice record: Text: The Marsh, printed on the Week 8 Practice Workbook.
Worked example: Is a river fresh or salty? Worked answer: Fresh.
- Tall grasses.
- To catch fish.
- Like a pond, a marsh has shallow water and plants and animals that need water. It is different because tall grasses grow in the water, water covers the ground only part of the year, and some marshes are salty. Accept one likeness and one difference from the text.
Teaching note: Independent check: read the text aloud if needed, but give no hints.
Week 8 Student Textbook | Week 8 Practice Workbook | Week 8 Teacher Guide | Week 7 Student Textbook | Week 9 Student Textbook | Grade 2 index