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Hands-On Science for Manitoba, Grade 2

An Inquiry Approach

By Jennifer E. Lawson
Contributions by Susan Atcheson, Lynda Matchullis, and Marlene Gallagher
Series: Hands-On Science for Manitoba
Imprint: Portage & Main Press

Categories: Education, Elementary, Science & Technology
Softcover, coil bound : 9781553793106, 430 pages, September 2015

Table of contents

Introduction to Hands-On Science for Manitoba, Grade 21

  • Program Introduction 2
  • The Foundations of Scientific Literacy 2
  • Program Principles 2
  • Program Implementation 3
  • Program Resources 3
  • Classroom Environment 6
  • Timelines 6
  • Classroom Management 6
  • Classroom Safety 7
  • Scientific Inquiry Skills: Guidelines for Teachers 7
  • Observing 7
  • Exploring 7
  • Classifying 7
  • Measuring 8
  • Communicating, Analyzing, and Interpreting 8
  • Predicting 9
  • Inferring 10
  • Inquiry Through Investigating and Experimenting 10
  • Inquiry Through Research 10
  • Addressing Students’ Early Literacy Needs 11
  • Using the Design Process 11
  • Developing Attitudes Related to Science, Technology, and Society 11
  • Cultural Connections 12
  • Indigenous Connections 12
  • Technology 13
  • Sustainability 13

The Hands-On Science Assessment Plan 14

  • Assessment for Learning 14
  • Assessment as Learning 14
  • Assessment of Learning 15
  • Performance Assessment 15
  • Portfolios 16
  • An Important Note to Teachers 16
  • Assessment Reproducibles 17

Unit 1: Growth and Changes in Animals 29

  • Introduction 30
  • Curriculum Correlation Chart: Knowledge and Understanding Outcomes 33
  • Curriculum Correlation Chart: Scientific Inquiry and Design Process Outcomes 34
  • Books for Students 36
  • Websites 38
  • 1 What Do We Know About Growth and Changes in Animals? 40
  • 2 How Do Humans Grow and Change? 48
  • 3 What Is Healthy Eating? 53
  • 4 How Can We Use the Canada Food Guide for Healthy Eating? 56
  • 5 How Can We Create Healthy Menus? 70
  • 6 How Can Animals Be Grouped by Observable Characteristics? 73
  • 7 What Are Some Other Ways to Group Animals? 83
  • 8 How Do Animals Change Throughout Their Lives? 91
  • 9 What More Can We Learn About Life Cycles? 100
  • 10 What More Can We Learn About Mealworms? 110
  • 11 How Can We Compare Adult Animals With Their Offspring? 117
  • 12 How Do Animals Care for Their Offspring? 126
  • 13 How Do Humans Help Other Animals? 135
  • 14 Inquiry Project: What More Do I Want to Know About How Animals Grow and Change? 140

Unit 2: Properties of Solids, Liquids, and Gases 145

  • Introduction 146
  • Curriculum Correlation Chart: Knowledge
  • and Understanding Outcomes 148
  • Curriculum Correlation Chart: Scientific Inquiry and Design Process Outcomes 150
  • Books for Students 152
  • Websites and Online Videos 153
  • 1 What Do We Know About Matter? 155
  • 2 What Are Solids and Liquids? 162
  • 3 What Are Some Properties of Liquids? 171
  • 4 Can Liquids Mix and Stay Mixed? 180
  • 5 What Happens to Sugar When It Is Mixed With a Liquid? 188
  • 6 Do All Solids Dissolve in Liquids? 193
  • 7 Which Materials Are Best for Absorbing Liquids? 198
  • 8 How Can We Combine Solids and Liquids to Make Useful Products? 206
  • 9 How Do We Stay Safe When Using Liquids and Solids? 211
  • 10 What Are the Properties of Air? 218
  • 11 How Does Water Change States? 225
  • 12 Why Do Some Objects Float? 235
  • 13 How Can I Design an Object That Floats? 243
  • 14 Inquiry Project: What More Do I Want to Learn About Solids, Liquids, and Gases? 251

Unit 3: Position and Motion 257

  • Introduction 258
  • Curriculum Correlation Chart: Knowledge and Understanding Outcomes 260
  • Curriculum Correlation Chart: Scientific Inquiry and Design Process Outcomes 261
  • Books for Students 263
  • Websites and Online Videos 264
  • 1 What Do We Want to Learn About Position and Motion? 265
  • 2 How Can We Describe the Position of an Object? 273
  • 3 How Does My Position Change? 284
  • 4 How Did That Object Move? 292
  • 5 How Do Balls Move? 298
  • 6 How Can We Move an Object? 305
  • 7 How Does Friction Affect Moving Objects? 310
  • 8 How Do Ramps Make Motion Easier? 318
  • 9 How Can We Move Loads More Easily? 324
  • 10 How Do Wheels and Axles Work Together? 329
  • 11 How Will I Design and Build a Toy Truck? 335
  • 12 Inquiry Project: What Else Do I Want to Know About Position and Motion? 338

Unit 4: Air and Water in the Environment 343

  • Introduction 344
  • Curriculum Correlation Chart: Knowledge and Understanding Outcomes 346
  • Curriculum Correlation Chart: Scientific Inquiry and Design Process Outcomes 347
  • Books for Students 349
  • Websites and Online Videos 350
  • 1 What Do We Know About Air and Water? 352
  • 2 How Does Air Move Objects? 360
  • 3 How Do Wind-Powered Devices Work? 368
  • 4 What Are the Effects of Changes in Air Temperature? 374
  • 5 What Forms of Water Are Found on Earth? 381
  • 6 How Does Water Move Through the Water Cycle? 385
  • 7 What Factors Help Things to Dry More Quickly? 391
  • 8 What Are Sources of Safe Drinking Water? 397
  • 9 How Can We Use Water Wisely? 403
  • 10 How Can We Keep Our Air and Water Clean? 410
  • 11 Inquiry Project: What Else Do I Want to Learn About Air and Water? 416

References for Teachers 421
About the Contributors 423
Access Digital Resources 424

Description

Hands-On Science for Manitoba is filled with a year’s worth of classroom-tested activities. The grade-two book is divided into four units:

  • Growth and Changes in Animals
  • Properties of Solids, Liquids, and Gases
  • Position and Motion
  • Air and Water in the Environment

This new edition includes many familiar features for both teachers and students: curriculum correlation charts; background information on the science topics; complete, easy-to-follow lesson plans; digital reproducible student materials; materials lists; and hands-on, student-centred activities. Useful new features include:

  • the components of an inquiry-based approach
  • a four-part instructional process—engage, explore, embed, and enhance
  • ideas for embedding Indigenous knowledge, multicultural connections, and real-world application
  • an emphasis on technology and sustainability infused into all units
  • a fully developed assessment plan that includes opportunities for assessment for, as, and of learning
  • a focus on the design process to solve real-life practical problems
  • inclusion of learning centres that focus on multiple intelligences and universal design for learning (UDL)

Download the FREE digital resources that accompany this book by following the instructions printed on the first page of the Access Digital Resources page.