Recall information from experiences or gather information from provided sources to answer a question.
| Course Number1111 |
Course Title222 |
| 5020030: | Science - Grade Two (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current)) |
| 5008040: | Health - Grade 2 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current)) |
| 5002000: | Introduction to Computers (Specifically in versions: 2014 - 2015, 2015 - 2019 (course terminated)) |
| 5010010: | English for Speakers of Other Languages-Elementary (Specifically in versions: 2014 - 2015, 2015 - 2022 (course terminated)) |
| 5010020: | Basic Skills in Reading-K-2 (Specifically in versions: 2014 - 2015, 2015 - 2021, 2021 - 2024, 2024 and beyond (current)) |
| 5010030: | Functional Basic Skills in Communications-Elementary (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current)) |
| 5010043: | Language Arts - Grade Two (Specifically in versions: 2014 - 2015, 2015 - 2021, 2021 - 2024, 2024 and beyond (current)) |
| 7720030: | Access Science Grade 2 (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 - 2023, 2023 and beyond (current)) |
| 7710013: | Access Language Arts - Grade 2 (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 - 2022, 2022 and beyond (current)) |
| 5011020: | Library Skills/Information Literacy Grade 2 (Specifically in versions: 2016 - 2022, 2022 - 2023, 2023 - 2024, 2024 and beyond (current)) |
| 7708020: | Access Health Grade 2 (Specifically in versions: 2020 - 2023, 2023 and beyond (current)) |
| 5010102: | Introduction to Debate Grade 2 (Specifically in versions: 2020 - 2022, 2022 - 2024, 2024 and beyond (current)) |
| Name |
Description |
| Gr. 2 Lesson 3-Wet Season-Dry Season Fish Relay | Students will run a relay race imitating parent Wood Storks feeding their babies; one team during the wet season, the second team during the dry season. Students will draw connections from this relay to what happens to aquatic life as the waters in the Everglades dry. |
| Home is Where the Heart Is: Researching Habitats | In this lesson, students will learn about different types of habitats as they gather information based on research questions. Students will summarize the information from their research in an expository paragraph and create a diorama to present their habitat to their peers. |
| Digging for Differences | In this lesson, students will use the book Stellaluna, along with informational text, to create a Venn diagram comparing and contrasting bats and birds. They will then compare and contrast two other similar animals using the text A Whale Is Not a Fish and Other Animal Mix-ups, completing a Venn diagram and writing an expository paragraph that describes the similarities and differences between the two animals. |
| Choosing a Host City for the Olympic Games | In this model eliciting activity (MEA), students are asked to help the International Olympic Committee rank prospective host cities for upcoming Summer Olympic Games. Students are provided with data about a list of applicant cities and then must rank the cities and write a proposal to the IOC explaining their rankings. At the end of the MEA, the students will write an opinion piece for the International Olympic Committee that tells their final decision about which city should be the next host of the Summer Olympic Games.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought processes. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEAs visit: https://www.cpalms.org/cpalms/mea.aspx |
| Cookie Contest | In this Model Eliciting Activity, MEA, students are asked to decide which factors are important in choosing the best cookie in a cookie contest. Students will take on the role of cookie critics to provide feedback to a teacher whose grade level is deciding which cookie to use for a fundraiser. They will rank order their choices from the best to worst cookie. Students will provide a detailed written explanation for how they decided to rank factors and their solution. They will show their work while adding up to 4 two-digit numbers to calculate the total number of votes.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx |
| Better Building Blocks | Students will help choose the best value of connecting blocks by developing a procedure based on the following criteria: color, ease of use, variety of blocks, and number of blocks per set. They will reassess these blocks during the twist incorporating a new type of block. They will need to calculate the total costs of each set of blocks.
Students may arrange the criteria based on their teams’ interpretation of most important to least important. Students may have to make trade-offs based on these interpretations (i.e., price versus the other criteria in the data sets). Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom. |
| Chocolate Delight | In this Model Eliciting Activity, MEA, Chocolate Delight, a chocolate bar company, wants to improve its sales to elementary students by creating a healthy chocolate bar. They have tested 5 new recipes and need to determine which candy bar is best for children. The students will determine a procedure for ranking the recipes from best to worst based on the following criteria: healthiness, taste, and nut allergies and make a recommendation of the healthiest recipe to Chocolate Delight.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx |
| Compare/Contrast Life Cycle Texts | Students will learn to compare and contrast texts about life cycles using a Venn diagram. Then, using the Venn diagram, students will write an expository paragraph including an introductory sentence, comparing/contrasting sentences, and a concluding sentence. |
| States of Matter | In this 2-3 part session, students will manipulate printable objects and sort them into the three states of matter-solid, liquid and gas. They will also participate in a hands-on group investigation and record their observations into their Science Notebooks. A quiz on the content is also provided. |
| Insects Everywhere! | This resource was completed on a general lesson plan template, but also includes the 5E lesson model. It is an interactive lesson that includes an outdoor exploration. If you do not have the ability of taking your students outdoors you can complete the lesson by having an ant farm in the classroom available for student observations. |
| Ants in Your Pants! - Part 1 | This is the first lesson in a series about ants. In this lesson, students will create a KWL chart. New learning will occur as the students read an informational text about ants and talk about how text features help readers while they highlight important details. Students will complete an exit ticket to show their knowledge at the end of this lesson. |
| Ants in your Pants! - Part 3 | Now that your students have become interested in this amazing animal, it is time to learn more by starting a research project. Students will use multiple sources and a graphic organizer to record new facts about ants in preparation to complete an expository writing piece in the next lesson. |
| Cover Your Mouth and Wash Your Hands: Informational Text on Germs | In this multi-day lesson, students will read informational texts on germs, learn how germs are spread, and ways to avoid getting sick. The students will create a detail web using relevant details from each text and will then write an expository paper explaining what they have learned. The students will also participate in a guided class discussion. |
| Footsteps that Changed Society | Students will learn various contributions made by famous African Americans throughout history. They will answer questions about informational text while identifying the central idea and relevant details in the text. They will then write about two famous African Americans and the contributions they made, using information from the text. |
| Once Upon a Time | In this lesson, students will identify and describe story elements and compare and contrast two versions of fairy tale Cinderella. Students will write an expository paragraph describing the similarities and differences of the two texts and provide textual evidence for support. |
