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Smarty Ants at Home Printable Activities for Young Readers Second Grade Level 15: Earth Science

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Page 1: Smarty Ants at Home - Achieve3000...Cards to review the letters/concepts together and review any writing prompts she has responded to. ... time working and playing with your child!

Smarty Ants at Home

Printable Activities for Young Readers

Second Grade

Level 15: Earth Science

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Smarty Ants at Home Tips for Parents

Welcome to Smarty Ants at Home!

We understand how challenging it can be when your young child can’t go to school for extended periods of time. However, your child does not need to stop learning just because school isn’t in session! We’re here to make it easier to help your child stay engaged in learning even when stuck at home. To help you manage this time, we’re providing you with this packet of printable early reading resources to help your child continue to strengthen her reading skills for the next few weeks.

Getting Started

Select the packet that most closely matches your child’s current grade and skill level. Look through the packet to make sure it’s a good match for your child. Then, print off the pages

you’d like your child to work on! You can print the entire booklet at once or just print one lesson at a time. Do whatever works best for your family. Your booklet will contain some or all of the following activities, depending on the packet selected:

- Guided Practice Activities - Resource Cards - Story Printouts - Oral Reading Activity (second grade only) - Writing Prompt (second grade only) - Hands-on Science Activities (second grade, Science curriculum only)

Find a quiet time and a good workspace so your child can focus. Depending on the age and attention span of your child, she may be able to work independently or you may need to join

her and help provide guidance. Keep in mind that it’s more fun to work together! Use the Resource Cards to review the letters/concepts together and review any writing prompts she has responded to. Make sure to provide positive feedback throughout to keep your child engaged and encouraged.

Once your child has completed the materials in the packet, have her show you her work! Ask her a few questions to help her review. Then, have her read you the story from the lesson. You may also want to extend the fun with some hands-on activities! Active learning with

games, puzzles, and craft activities help children make deeper connections to learning and help them retain more of what they’ve learned. Use the Hands-On Activities booklet on the website to find lots of fun activities that can be easily done with common household or office items.

Have Fun!

To help your child progress in her reading skills, we recommend at least three lessons per week. Be sure to spread these activities out over a few days. We understand how challenging this temporary change in routine can be for you and your child. We hope that these materials help you to enjoy the time working and playing with your child!

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Main Concept Rocks Fossils Measurement

Additional Concepts Identifying author’s purpose Asking and answering questions Exploring problem and solution in text Understanding the organizational structure of text

Details In Lessons 82, 83, and 84, students explore science concepts in an interactive format. Together with their ant friends, students help Professor Albert Antstein construct an outline of main ideas and important details related to the concepts. In each lesson, students learn scientific terms associated with the lesson’s main concept. Students strengthen their comprehension of the concepts in each lesson by reading a book and answering true/false and multiple-choice questions about the concepts. Next, they help summarize the information. Finally, they build and record a script that becomes part of a science show that concludes each lesson. A reinforcement lesson follows the three science lessons in this level. This lesson teaches new skills based upon concepts and skills that students have already explored, like common abbreviations, digraph wr and new vowel patterns. Additional personalized reinforcement lessons are available for students who experience difficulty with the skill areas presented in the three main lessons of the level.

LEVEL 15 PREVIEWING THE LEVEL - Earth Science 15

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Level 15 Lesson 82: Rocks

Oral Reading Fluency Passage

The Power of Water

Have you ever scooped small rocks from the bottom of a

stream? You may have noticed that some of the rocks were smooth.

Some were rough. They may have been different colors. These rocks

used to be part of much larger rocks. They were changed by water.

One way that water can change rocks is by flowing over them

for a long time. The water can make rough parts smooth. Over many

years, flowing water can also grind a rock into pieces.

You already know that ice can break apart rocks. Rain gets

into cracks in the rocks. When the air gets cold enough, it freezes

the water. The ice takes up more space than the water. It forces the

rock apart.

There’s another way that water changes rocks. You learned

that rocks are made up of one or more minerals. Over time, water

can change some of these into other minerals. For example, it can

change a mineral called “feldspar” into soft clay. Feldspar is found

in granite. When feldspar turns to clay, it washes out of the granite.

Then the rock breaks into smaller pieces. Water is more powerful

than we think!

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Directions: You will read the story “The Power of Water” out loud. Try to read each word in order. If you do not know a word, ask for help. Start reading when your teacher tells you to begin. You may use your finger to mark your place as you read.

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Level 15 Lesson 82: Rocks

Student Writing

Directions: Read the prompt in the box below. Then write your story on a separate sheet of paper.

• Read the prompt carefully. Look for clue words that tell you what kind of story to write. This prompt asks you to write a story that tells about a very special rock you find.

• Be sure to include details in your story. Answer questions such as these: What size is the rock? What color is the rock? Why do you put the rock in your pocket? What happens after you put the rock in your pocket?

• Your story should have a beginning, a middle, and an end.

Suppose you are taking a walk. Suddenly, you see a rock near the sidewalk. When you put the rock in your pocket, all sorts of strange things begin to happen.

Write a story about the special rock you find. Describe the rock. Tell what happens when you put the rock in your pocket.

WRITING TIPS

My story tells about a very special rock.

My story has a beginning, a middle, and an end.

I used details that tell who, what, when, where, why, and how.

Each sentence in my story tells a complete thought.

I used correct spelling, capital letters, and punctuation.

WRITING CHECKLIST

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Make a Crystal

Hands-on Science ActivityRocks

ConCepts

1. Rocks are made of minerals.

2. Minerals are one kind of substance.

3. Minerals form crystals.

4. Each mineral’s crystals are one specific shape, like cubes.

Materials Needed

Small container, such as a jar; salt; hot water; tablespoon; dark paper; paper plate, pan, or tray; magnifying glass (if possible).

Activity StepS

1. Pour hot water into the jar so it’s about 3 __ 4 full.

2. Add 1 tablespoon of table salt to the hot water and stir.

3. Add and stir a second tablespoon of salt into your hot water.

4. Keep adding tablespoons of salt until a little bit of solid salt is at the bottom of your jar.

5. Cut out a black or dark piece of paper and put it in a small paper plate, pan, or tray. Put one tablespoon of your salt water onto the dark piece of paper. If there is room on your paper, put more tablespoons of salt water on the paper. Each spoonful should have its own space.

6. Put your plate, pan, or tray with the paper in a place where it will not be disturbed and where the temperature is even.

7. The next day, look closely at the salt crystals that formed on your paper.

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Questions

What shape are the crystals that formed on the paper?

Do they look like little cubes?

More InforMatIon

Salt is a mineral. Scientists call table salt halite.

You eat minerals! You may sprinkle the mineral halite on your food. Halite is a common ingredient in many of the foods we eat.

We sprinkle halite on icy streets and sidewalks to melt ice.

Minerals grow in specific shapes and usually crystallize into one of six crystal systems. Halite crystal shape is cubic.

Pyrite is sometimes called “fool’s gold” because it is gold colored.

Color is another characteristic scientists use to identify crystals.

Hands-on Science ActivityRocks

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Level 15 Lesson 83: Fossils

Oral Reading Fluency Passage

Fossil Energy

Indra and her mother were looking at pictures of fossils in a

book. “Would you please turn on the light?” asked Indra’s mother.

Indra got up and turned on the light next to them. Then her mother

said something surprising. “The light you see is from fossils.”

Indra gave her mother a puzzled look. “Fossils are from dead

plants and animals,” Indra said. “How can they make light?”

“The power plant in our town burns fossil fuels to make

electricity,” said Indra’s mother. “These fuels come from plants and

animals that died millions of years ago and turned into coal, oil,

and gas.”

“How does this happen, though?” Indra asked.

“Many fossils are deep down inside the earth,” said Indra’s

mother. “Pressure and heat change them into fuels we can use in

many ways.”

“So, when we use coal to warm our house in winter, we are

using fossils,” said Indra. “When we put gas in our car to go places,

we are using fossils.”

“That’s right!” said her mother.

“Just think of it,” Indra said. “Even though fossils are no longer

living things, they are helping us live!”

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Directions: You will read the story “Fossil Energy” out loud. Try to read each word in order. If you do not know a word, ask for help. Start reading when your teacher tells you to begin. You may use your finger to mark your place as you read.

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Level 15 Lesson 83: Fossils

Student Writing

Directions: Read the prompt in the box below. Then write your story on a separate sheet of paper.

• Read the prompt carefully. Look for clue words that tell you what kind of story to write. This prompt asks you to write a story that tells about finding the parts of an animal that no one has seen before.

• Be sure to include details in your story. Answer questions such as these: What do the animal parts look like? What can you tell about the animal from its bones and teeth? How long ago did the animal live? What will you do with the animal parts?

• Your story should have a beginning, a middle, and an end.

Suppose you are digging in the ground for fossils and bones.

Suddenly, you find bones, teeth, and other parts of an animal that no one has ever seen before!

Write a story about your amazing discovery.

WRITING TIPS

My story tells about finding parts of an unknown animal.

My story has a beginning, a middle, and an end.

I used details that tell who, what, when, where, why, and how.

Each sentence in my story tells a complete thought.

I used correct spelling, capital letters, and punctuation.

WRITING CHECKLIST

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Make an Imprint

ConCepts

1. Fossils are evidence of life long ago.

2. Fossils are formed in different ways, including imprints.

3. Fossils give us clues about the plants and animals that lived long ago.

4. Fossils help us understand how the Earth has changed over time.

Materials Needed

Clay or other type of modeling compound; petroleum jelly, lotion, or liquid soap; a seashell with lots of texture.

Activity StepS

1. Spread a very thin layer of lotion, petroleum jelly, or liquid soap on the shell. A thin layer is important so you can still see the shape of your shell in the clay.

2. Roll a ball of clay (or other type of modeling compound) large enough for your shell. Gently push down on the ball to flatten it.

3. Press your shell into the clay, leaving a little of the shell out of the clay.

4. Carefully remove your shell from the clay by lifting the part of the shell you left out of the clay.

5. Look at the impression your shell left behind.

Hands-on Science ActivityFossils

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Hands-on Science ActivityFossils

More InforMatIon

You have just made an impression of the outside of your shell. Scientists call this an external (outside) mold. External molds of shell fossils are common fossils found in rock. Your clay represents rock. Fossil impressions reveal how the outside of seashells millions of years old looked.

Questions

How is the impression of the shell the same as the shell?

How is the impression the shell left different from the actual shell?

What does the clay represent for real fossils?

Shells are common fossils. Why?

Do shell impressions tell you what the inside of the shell was like?

Would comparing fossils shells with modern shells help us know how life was different or the same long ago?

Where do you find shells today?

What parts of animals are likely to become fossils? Why?

Summary

Fossils are evidence of life from long ago. The shape of a fossil impression can help us find out if an animal was like animals living today. Scientists assume that because shells are found in water today, fossil shells were parts of animals that lived in a water environment, too.

Hard parts of animals, like shells, bones, and teeth, are easier to preserve in rock. Soft parts of animals, such as the stomach, heart, or skin, or soft-bodied animals like jellyfish are rarely preserved in rock.

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Level 15 Lesson 84: Measurement

Oral Reading Fluency Passage

Hands, Blocks, Cords, and Jiffies

Most of the time we measure things in usual ways, such as in

inches and ounces. These are standard units of measurement. There

are other ways to measure the things around us. For example, the

height of a horse is often measured in hands. A hand is about four

inches. This is about the width of a man’s hand. If you ask a cowgirl

how tall her horse is, she might answer, “Fifteen hands.”

We often measure distance in a neighborhood by blocks. A city

block can be about an eighth of a mile long. How many blocks is your

home from your school?

People who burn wood in a fireplace often buy wood by the

cord. A cord of wood is about four feet high, eight feet long, and four

feet deep. If you live in a place with long, cold winters, you might

burn several of cords of wood each winter.

Has anyone ever said to you, “I’ll be back in a jiffy”? A jiffy is a

small unit of time. This story is not very long. You can read it in a jiffy!

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Directions: You will read the story “Hands, Blocks, Cords, and Jiffies” out loud. Try to read each word in order. If you do not know a word, ask for help. Start reading when your teacher tells you to begin. You may use your finger to mark your place as you read.

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Level 15 Lesson 84: Measurement

Student Writing

Directions: Read the prompt in the box below. Then write your story on a separate sheet of paper.

• Read the prompt carefully. Look for clue words that tell you what kind of story to write. This prompt asks you to write a story that tells how to make a great mud pie and what measurement tools to use.

• Be sure to include details in your story. Answer questions such as these: What things are needed to make a mud pie? What measuring tools should be used? How much of each ingredient goes into making a mud pie? How long should the pie bake in the sun?

• Your story should have a beginning, a middle, and an end.

Suppose you are the best mud pie maker in the world.

Many people have asked you how to make great mud pies.

Write a story that tells how to make the best mud pie ever! Be sure to tell how to use measurement tools to make your pie.

WRITING TIPS

My story tells about making a great mud pie.

My story has a beginning, a middle, and an end.

I used details that tell what, when, where, why, how, and how much.

Each sentence in my story tells a complete thought.

I used correct spelling, capital letters, and punctuation.

WRITING CHECKLIST

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Get Measuring

Hands-on Science ActivityMeasurement

ConCepts

1. We measure many different things, including temperature, volume (amount of space something takes up), length, weight, and mass (how heavy something is).

2. To make different measurements, we use different tools. Examples include thermometers for temperature; cups, eyedroppers, and spoons for liquid volume; rulers for length, width, and height; scales for weight; and balances for mass.

3. Common standard units of measuring include metric and English units. Scientists and most of the world use the metric system as a measurement standard.

Materials Needed

Clear containers of different diameters (i.e., tall and narrow, short and wide); food coloring; water; liquid metric measuring device, preferably with both English and metric units; 1 __ 3 cup and 1 __ 2 cup measures (optional); thermometer, preferably with both centigrade and Fahrenheit scales; ruler, preferably with both English and metric units; three bowls large enough to put your hand in; hot water; cold water; ice (optional); lukewarm water; and two books of different sizes.

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Activity StEPS

Part 1 - Volume and Container Shapes

1. Put 100 ml of water (any temperature) into each container along with a drop or two of food coloring.

2. Look carefully at each container. Does it look like the same amount of water is in each container? Which type of container seems to have more water in it? Why?

3. Do our eyes accurately “measure” the amount of water in the containers?

Part 2 - Water Temperature

1. Fill a bowl with cold water. Add some ice, if available.

2. Fill a bowl with lukewarm water.

3. Fill a bowl with hot tap water.

4. Place the bowls so the middle bowl of water has lukewarm water.

5. Put one of your hands in the hot water and the other hand in the cold water.

6. After about 1 __ 2 minute, put the hand that was in hot water into the lukewarm water. How does your hand feel? Does the water feel hotter or colder?

7. Next put the hand in the cold water into the lukewarm water. How does this hand feel? Does the water feel hotter or colder?

8. With a thermometer, measure the temperature of the lukewarm water in degrees centigrade. Can your body accurately tell the temperature of the lukewarm water? Why?

Hands-on Science ActivityMeasurement

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Part 3 - Length

1. Using a metric ruler, measure the length of the larger book in centimeters. Now, measure the length of the same book in millimeters. What do you notice about these numbers? Which metric unit, centimeters or millimeters, covers a smaller distance?

2. Using an English ruler, measure the length of the same book in inches. How do the numbers compare? Which is longer—a centimeter or an inch?

3. Using a metric ruler, measure the length of the smaller book in centimeters. How much longer is the larger book than the smaller book, in centimeters?

4. Measure the length of the smaller book in inches. How much longer is the larger book than the smaller book, in inches? Look at your ruler. Is it easy to decide how much of a foot this measurement is? Why do you think scientists and most other people in the world use the metric system?

QUESTIONS

What are some other substances and objects that can be measured? What tools do you need to measure them?

What does a food scale measure?

What units are used for weight and mass in the metric system?

What units are used for weight and mass in the English system?

Hands-on Science ActivityMeasurement

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Summary

Since we can’t accurately measure with our eyes and skin, scientists use tools to accurately measure things like volume and temperature.

When you looked at 100 ml of water in a tall, slender container, it most likely looked like more liquid than 100 ml of water in a short, wide container, but each container contained the same amount of water.

Lukewarm water feels cold to a hand that has been in hot water. The same lukewarm water feels hot to a hand that has been in cold water. The temperature of the lukewarm water did not change during the experiment, but our body experienced it as either cold or hot. We can measure temperature accurately with a thermometer. Temperature can be measured in degrees centigrade or Fahrenheit.

Rulers measure the length, width, and thickness or height of an object. Either English and metric units can be used, but most countries and all scientists use the metric system. It is much easier to convert units in the metric system because all units are based upon tens.

Hands-on Science ActivityMeasurement