Science Unit Plan: Jenna Boyd

Science Unit Plan
Grade 2 Science: Topic E

Small Crawling & Flying Animals
Jenna Boyd
TABLE OF CONTENTS
Focusing Questions
.3
Unit Summary
.3
Rationale
........3
Graphic Organizer
.4
Learner Outcomes
.5
Unit Assessment Plan
.6
Unit Schedules: Unit At-A-Glance
.7
Unit Schedules: Day-By-Day (includes Materials List)
.8
Learning Resources
...21
FOCUSING QUESTIONS
1. What kinds of small crawling and flying animals are there and how are they
2.
3.
4.
different from each other?

Where do small crawling and flying animals live and how do they meet their
basic needs?
How do small crawling and flying animals affect the environment and animals
around them?
How do the environment and other animals affect small crawling and flying
animals?
UNIT SUMMARY/OVERVIEW
In this unit, students will be given a hands-on approach to small crawling and flying
animals. They will discover many different kinds and learn some ways to tell them apart.
They will find out where these animals live and how they survive. They will find out what
the animals eat, and what eats them. Students will also discover how helpful small
crawling and flying animals can be to humans and the environment.
RATIONALE
This unit is designed for a class of 20-30 students who attend a school in or near
Lethbridge (so they have access to the Helen Schuler Nature Centre). It is designed to
have sections that are hand-on for students who learn well that way, sections that are
written, for students who learn better that way and sections that are visual for students
who learn better that way. There is also a literary focus in many lessons because I
believe that students who are provided many opportunities for literacy will be more
literate and more interested in literacy, which I believe is an important part of life.
Because there are so many different resources and a hands-on approach, it should be
possible for this unit to be adjusted for gifted students and students with other
exceptionalities with little effort. The unit is designed so that each Specific Learner
Expectation from the Program of Study is touched on several times and in different
ways to allow students of all learning types to be able to acquire the knowledge. It is
assumed that students have access to a school yard that will have small crawling and
flying animals in it and that the class has the $45 and the parent support in order to
make the field trip possible. I believe that students should get out and experience
Science, not just learn about it in the classroom and I believe this unit shows that.
Graphic Organizer
Small Crawling and Flying Animals
Describing Small Crawling and Flying Animals
SLE 1: Recognize that there are many different kinds of small crawling and flying
animals, and identify a range of examples that are found locally.
SLE 2: Compare and contrast small animals that are found locally.
Describing How Small Crawling and Flying Animals Live
SLE 3: Recognize that small animals, like humans, have homes where they meet their
basic needs and describe any special characteristics that help the animal survive in its
home.
SLE 4: Identify each animal's role within the food chain.
SLE 6: Identify and give examples of ways that small animals avoid predators.
Caring for Small Crawling and Flying Animals
SLE 7: Describe conditions for the care of a small animal, and demonstrate responsible
care in maintaining the animal for a few days or weeks.
Describing How Small Crawling and Flying Animals Interact With Their
Ecosystem
SLE 5: Describe the relationships of these animals to other living and nonliving things in
their habitat, and to people.
SLE 8: Identify ways in which animals are considered helpful or harmful to humans and
to the environment. LEARNER OUTCOMES
General Learner Expectations
Students will:
2-10 Describe the general structure and life habits of small crawling and flying
animals; e.g., insects, spiders, worms, slugs; and apply this knowledge to interpret local
species that have been observed.
Specific Learner Expectations
Students will:
1. Recognize that there are many different kinds of small crawling and flying animals,
and identify a range of examples that are found locally.
2. Compare and contrast small animals that are found locally.
3. Recognize that small animals, like humans, have homes where they meet their
basic needs and describe any special characteristics that help the animal survive in
its home.
4. Identify each animal's role within the food chain.
5. Describe the relationships of these animals to other living and nonliving things in
their habitat, and to people.
6. Identify and give examples of ways that small animals avoid predators.
7. Describe conditions for the care of a small animal, and demonstrate responsible
care in maintaining the animal for a few days or weeks.
8. Identify ways in which animals are considered helpful or harmful to humans and to
the environment.
UNIT ASSESSMENT PLAN

Unit Formative/Summative Assessment Plan
Name: Jenna Boyd
Grade/Subject: Grade 2 Science
Topic E: Small Crawling and Flying Animals

Learning Expectations
SLE 3 - Recognize that small animals
have homes where they meet their basic
needs.
SLE 5 - Describe the relationships of these
animals to other living and nonliving things
in their habitat, and to people.
SLE 7 - Describe conditions for the care of
a small animal, and demonstrate
responsible care in maintaining the animal
SLE 1 - Recognize that there are many
different kinds of small crawling and flying
animals, and identify a range of local
examples.
SLE 2 - Compare and contrast small
animals that are found locally.
needs.
SLE 4 - Identify each animals role within
the food chain.
SLE 6 - Identify and give examples of
ways that small animals avoid predators.
needs.
SLE 4 - Identify each animals role within
the food chain.
SLE 6 - Identify and give examples of
ways that small animals avoid predators.
SLE 8 - Identify ways in which animals are
considered helpful or harmful to humans
and to the environment.
Total
Assessment
Ant Care Journal
Weighting
25%
Date
Lesson
#12
Helen Schuler Journal

(Students who are unable to
attend the field trip should still
be able to fill out this journal
based on classroom learning)
35%
Lesson
#15
Final Project
40%
Lesson
#28
100%
UNIT SCHEDULES:
Unit At-A-Glance
Mon
Tue
Wed
Thu
Fri
Lesson #1 (30 min)

Introduction to Unit
Pre-assessment
Bugs, Bugs, Bugs
Lesson #2 (30 min)

Pre-assessment continued
grouping and journaling
Lesson #3 (30 min)

Pre-assessment continued
sorting with Venn diagrams
Lesson #4 (30 min)

Bugs R Us Field Trip
Lesson #6 (30 min)

Ant Cities
Make ant farm
Hand out Ant journals
Lesson # 11 (90 min)
Helen Schuler Field Trip
Helen Schuler Journals
Lesson #7 (30 min)

Collect ants
Ant journals
Lesson #9 (30 min)

Ant Journals
Identifying needs of small
animals
Lesson #14 (30 min)
Ant journals
Bugs for Lunch
What eats small crawling
and flying animals?
Lesson #16 (30 min)

Creature models
Lesson #17 (30 min)

MythBusters: How Do Ants
Know When Youre Having
a Picnic?
Lesson #22 (30 min)
Final Project Learning
Contracts and begin work
on Final Project
Lesson #27 (30 min)
Final project
Finish, either individually or
in groups
Lesson # 8 (30 min)

Ant journals
How animals care for their
offspring
Lesson #13 (30 min)
Ant journals
The Very Hungry
Caterpillar
What do small crawling and
flying animals eat?
Lesson #18 (30 min)
Animal Homes
Lesson #5 (30 min)

Review field trip
How do animals survive
and where are their
homes?
Lesson #10 (30 min)
Ant Journals
How small animals meet
their needs
Lesson #15 (30 min)
Ant journals due
How do small crawling and
flying animals avoid
predators?
Lesson #19 (30 min)

Small animals helping and
harming humans

Humans helping and
harming small animals
Lesson #23 (30 min)

Final Project
Group work in topic groups
Lesson #24 (30 min)

Final Project
Group work in type of
project groups
Lesson #29 (30 min)
Final Project
presentations
Lesson #25 (30 min)

Final Project
Individual work
Lesson #21 (30 min)

Final Project
Introduce Final Project
Final Project
Group work in topic
groups
Lesson #12 (30 min)

Ant journals
Helen Schuler journals
due
Lesson #28 (30 min)

Final Project due
Final Project Presentations
Lesson #30 (30 min)

Final Project presentations
#1
SLEs
Content
Time
Lesson
DAY-BY-DAY SCHEDULE:
SLE 1: Recognize that

there are many different
kinds of small crawling
30
min
Introduction to Unit
Begin by reading Bugs, Bugs, Bugs to the
Teaching
Strategies/Learning
Activities/ICT
Outcomes
Direct Instruction
Class Discussion/
Assessment
-check for
understanding
Materials &
Equipment
-scissors
-magazines
8
and flying animals, and

identify a range of
examples that are found
locally.
#2

identify a range of
locally.
30
min
SLE 2: Compare and

contrast small animals
that are found in the local
environment.
#3

identify a range of
locally.
SLE 2: Compare and
environment.
30
min
class (or watch at BookFlix)

Discuss Bugs, Bugs, Bugs
Brainstorm small creatures that crawl or
fly and write them on the board
Have students draw or cut out pictures of
some of the creatures we brainstormed
and label the pictures
Hand out permission forms today
Have students group the pictures from
previous lesson as flying or crawling
Have students write and/or draw in
science journal which of the creatures
they have actually seen in Lethbridge
Have students pair and share what they
have written in their journals, then share
with the class
Using examples that students gave

yesterday, find similarities and differences
between several using Venn diagrams
(explain Venn diagrams briefly before
using them).
Once students have the hang of the
exercise, put them in groups and have
each group work on a chart, then move to
the next chart (graffiti activity)
Brainstorming
Group Work
-observation
-questioning
-index cards
-dry erase
marker/chalk
-Book: Bugs, Bugs,
Bugs
-Field trip
permission forms
-Bugs of Alberta
Direct Instruction
Hands-On
Investigation
Brainstorming
Group work
Class discussion
-observation
-questioning
-check for
understanding
-chart paper
-tape
-science journals
-Bugs of Alberta
Group work
Class discussion
Brainstorming
-observation
-questioning
-check for
understanding
-chart paper with

Venn diagrams
pre-drawn
-Bugs of Alberta
#4
#5
#6
SLE 2: Compare and

that are found locally.
small animals have
homes where they meet
their basic needs.
SLE 5: Describe the
relationships of these
animals to other living
and nonliving things in
their habitat, and to
people.
30
min
SLE 2: Compare and

that are found locally
small animals have
their basic needs.
SLE 5: Describe the
people.
30
min

small animals have
their basic needs.
SLE 5: Describe the
people.
SLE 7: Describe
conditions for the care of
a small animal, and
demonstrate responsible
care in maintaining the
animal for a few days or
weeks.
30
min
Bugs R Us 5-Min Field Trip (p. 32)

Students will explore the small animals in
the school yard and record the
information in their science journals
The teacher will take pictures of as many
animals as possible
Students will pay special attention to
where they find ants (if any) as we will
need this information for next week.
All animals will be released carefully back
into the school yard before the end of
class.
Students will go over what they found in
the last class, using the pictures to help
them remember if necessary
Ask students where they founds ants
Brainstorm how the different animals they
found have homes and meet their basic
needs like air, food, water, shelter and
space.
Look for any special characteristics in the
animals students found that will help the
animal survive in its home.
Read Ant Cities

Discuss how ants live and what they need
to survive.
Explain that we will make an ant farm and
watch it for the next few weeks
Make an ant farm with student
participation as a demo, discussing why it
is made the way it is and what the ants
will need.
Ask students again where they found ants
outside
Hand out ant journals and explain how
they will be used. Students may fill in
Hands-On
Investigation
Group work
-observation
-questioning
-check for
understanding
-White sheets or
chart paper
-science journals
-magnifying
glasses
-petri dishes or
insect containers of
some sort with a
clear lid
-camera
-Bugs of Alberta
Direct Instruction
Hands-On
Investigation
Brainstorming
Group work
Class discussion
-observation
-questioning
-check for
understanding
-science journals
-Bugs of Alberta
Direct Instruction
Hands-On
Investigation
Brainstorming
Class discussion
Demo
Journaling
-observation
-questioning
-check for
understanding
-Ant Journal
-small aquarium
-piece of wood that
fits inside the
aquarium but does
not touch any sides
-plenty of mesh (to
keep ants from
getting out while
allowing them to
breathe)
-ant journal
10
#7

small animals have
their basic needs.
30
min
SLE 5: Describe the

people.
SLE 7: Describe
a small animal, and
weeks.
#8
#9

small animals have
their basic needs.
SLE 5: Describe the
people.
SLE 7: Describe
a small animal, and
weeks.
small animals have
their basic needs.
SLE 5: Describe the
30
min
30
min
what they know.

Field trip to the school yard to collect ants
(carefully!)
Spread out garbage bag beside ant hill,
place petri dishes with cotton balls in
them on the garbage bag, shovel some
loose soil from the ant hill onto the
garbage bag.
Allow students to collect ants into their
containers using spoons, each student
should collect two ants if possible.
Collect soil from the ant hill into the
bucket for the ant farm
Alternate layers of soil and the light sand
in the ant farm and then place a cotton
ball soaked in plain water and some
bread crumbs and sugar on the top layer.
Add ants and close lid tightly before
coming indoors.
Have students add to ant journal
Students will begin by checking on the
ants and recording observations in their
ant journal
How animals care for their offspring
Watch up to 3:24 of The Incredible World
of Insects: Bees
Watch the first 18 seconds of The
Incredible World of insects: Ants
Brainstorm other social insects that take
care of their young
Do other insects take care of their young
based on what we have learned so far?
Write in their Science Journals
ant journal
Identifying needs of small animals
-observation
-questioning
-Ant Journal
Direct Instruction
Hands-On
Investigation
Group work
Journaling
-ant farm from last

class
-black garbage bag
-cotton balls
soaked in sugar
water
-pail or ice cream
bucket
-shovel
-petri dishes
-plastic spoons
-bug collecting
containers of some
sort
-light coloured
sand
-ant journal
Direct Instruction
Brainstorming
Group work
Class discussion
Journaling
-observation
-questioning
-Ant Journal
-ant journal
-camera
-food for ants if
necessary
-video link
http://player.discov
eryeducation.com/i
ndex.cfm?
guidAssetId=CDF0
1E9D-89A0-4E169E9FE5868F31BE52
Direct Instruction
Hands-On
Investigation
Brainstorming
-Ant Journal
-observing
-questioning
-groupwork
-ant journal
-camera
-food for ants if
necessary
11
#10
#11
people.
SLE 7: Describe
a small animal, and
weeks.
small animals have
their basic needs.
SLE 5: Describe the
people.
SLE 7: Describe
a small animal, and
weeks.
identify a range of
locally.
SLE 2: Compare and
environment.
small animals have
their basic needs.
SLE 4: Identify each
animals role within the
food chain.
SLE 5: Describe the
30
min
90
min
Ask students what they remember about

basic needs (from Social Studies)
Brainstorm what a small animals basic
needs might be
Group work
Class discussion
Journaling

ant journal
How small animals meet their needs
Divide students into groups and have
each group brainstorm what different
small animals do to meet their basic
needs and write it on the chart paper
Have students move to a new group and
see what they can add about that animal
to the chart paper there
Direct Instruction
Hands-On
Investigation
Brainstorming
Group work
Class discussion
Journaling
-observation
-questioning
-check for
understanding
-Ant Journal
-ant journal
-camera
-food for ants if
necessary
-chart paper
Field trip to Helen Schuler Nature Centre

with parent drivers for their 90 min
Creepers and Flyers school tour for
Grade 2
Have students fill in their Helen Schuler
journals as they learn
Direct Instruction
Class Discussion
-observation
-questioning
-check for
understanding
- Helen Schuler
journals
-camera
-food for ants if
necessary
12
#12
#13
people.
SLE 6: Identify and give
examples of ways that
small animals avoid
predators.
identify a range of
locally.
SLE 2: Compare and
environment.
small animals have
their basic needs.
food chain.
SLE 5: Describe the
people.
small animals avoid
predators.
small animals have
their basic needs.
food chain.
SLE 5: Describe the
30
min
30
min
Review the field trip from last class

Have students finish filling in their Helen
Schuler journals and then hand them in
Anchor activities for those who have
finished
Class discussion
Journaling
-observation
-questioning
-Helen Schuler
Journals
-Helen Schuler
journals
-food for ants if
necessary

ant journal
Brainstorm/Class
Discussion
Think-Pair-Share
Class Discussion
-observation
-check for
understanding
-questioning
-ant journal
-The Very Hungry
Caterpillar
The Very Hungry Caterpillar

Brainstorm what small creatures eat
13
#14
#15
#16

people.
SLE 5: Describe the
people.
SLE 8: Identify ways in
which animals are
considered helpful or
harmful to humans and to
the environment
SLE 5: Describe the
people.
which animals are
the environment
identify a range of
locally.
SLE 2: Compare and
environment.
30
min
30
min
30
min

ant journal
Bugs for Lunch
Centipede video ( 33 sec)

ant journal
How small animals avoid predators
Moth/butterfly video (38 sec)
Show students the model you have made

Have students pick a creature that they
have observed thus far in the unit, or from
a book in the classroom and create a
model of it, they should replicate it as
closely as they can using any materials in
the room (or specify which materials they
may use)
Whole Group
discussion
Direct Instruction
Individual work
-observation
-check for
understanding
-questioning
-ant journal
-Bugs for Lunch
http://www.learnalb
erta.ca/content/ngs
/index.html?
ID1=&action=v&vid
eo=backyardbugs_
centipede.smil
Direct Instruction
Partner work
-observation
-questioning
-class
discussion
-ant journal
http://www.learnalb
erta.ca/content/ngs
/index.html?
ID1=&action=v&vid
eo=animalclassesi
nsects_butterflies.s
mil
Direct Instruction
Hands-On Activity
-observation
-check for
understanding
-questioning
-a model of a small
crawling or flying
animal
(homemade)
-pipe cleaners
-toothpicks
-macaroni/corn
kernels
-paint/ brushes
-cloth scraps
-paintbrushes
-buttons
-clay/plasticine/play
dough
-glue
-markers
-cotton batting/balls
-old nylons/socks
-string
14
#17 SLE 1: Recognize that
#18

identify a range of
locally.
SLE 2: Compare and
environment.
small animals have
their basic needs.
SLE 5: Describe the
people.
small animals avoid
predators.
SLE 7: Describe
a small animal, and
weeks.
which animals are
the environment.
small animals have
their basic needs.
SLE 5: Describe the
30
min
30
min
MythBusters
Ask students questions and have them
vote and then see if they can work out the
correct answer and why it is the correct
answer, before you tell them
Do insects have blood? p.7
How do grasshoppers hop? p. 30
Are all Ladybugs female? p. 48
Why doesnt a spider get stuck in its
web? p. 73
Does a millipede really have a million
legs? p. 77
Can an earthworm live if its cut in half? p.
83
Any other questions that you think will
interest students or have come up thus
far
Animal Homes
Brainstorm small creatures homes based
on what we have learned so far
Direct instruction
Group discussion
-questioning
-check for
understanding
-balloons of all
shapes and sizes
-How Do Ants
Know When Youre
Having A Picnic?
Brainstorm/Class
Discussion
Class Discussion
-observation
-check for
understanding
-questioning
-spiders web
collected using
spray enamel and
a piece of paper
15
#19
#20
#21

people.
SLE 5: Describe the
people.
which animals are
the environment
SLE 5: Describe the
people.
which animals are
the environment
small animals have
their basic needs.
food chain.
SLE 5: Describe the
people.
small animals avoid
predators.
which animals are
the environment.
30
min
30
min
30
min
Small animals helping and harming

humans and the environment
Worms decomposers video (44 sec)
Brainstorm what other creatures help
people or the environment (think-pairshare)
Brainstorm what creatures harm people
or the environment
Whole Group
discussion
Think-Pair-Share
Brainstorming
-observation
-check for
understanding
-questioning
http://www.learnalb
erta.ca/content/ngs
/index.html?
ID1=&action=v&vid
eo=letsexploreame
adow_decomposer
s.smil
Humans helping and harming small

animals
What are some ways that humans harm
animals?
Direct Instruction
Brainstorming
-observation
-questioning
video
Final Project
Introduce the final project and explain
what it involves. Make sure students
know they can choose from any of the
animals we have looked at, or they can
come and talk to the teacher if they have
another idea.
Students can write and illustrate a book,
create a video, create a pamphlet, write
and perform a song, create a game, write
a skit, write and perform a puppet show,
write a poem or anything else they
choose as long as it is approved by the
teacher first.
Students will spend the period looking
through classroom materials to determine
which animal they would like to do their
final project on and what form it will take.
Students who are ready will start!
Direct Instruction
Hands-On
Investigation
Brainstorming
Group work
Class discussion
-observation
-check for
understanding
-questioning
-Notebook
presentation
explaining Final
Project
-Some examples
for students who
need them
-full bookshelf (see
resources)
16
#22 SLE 3: Recognize that
#23
#24
small animals have

their basic needs.
food chain.
SLE 5: Describe the
people.
small animals avoid
predators.
which animals are
the environment.
small animals have
their basic needs.
food chain
SLE 5: Describe the
people.
small animals avoid
predators.
which animals are
the environment.
small animals have
their basic needs.
30
min
30
min
30
min
Students will work with the teacher or on

their own to fill in a learning contract that
includes what their project will be on and
the form it will take. The learning contract
will also include things like a timeline to
keep students on track and a rubric or
checklist so they know when they have
met all of the requirements.
Any students who have not begun their
projects will begin work on their projects,
individually for today.
Today students will be put into groups

based on what their project is on. If no
one is doing a project on the same
animal, students will be grouped with
students doing similar animals.
Students will share resources they have
found and information they have found
and work together to find more
resources/information.
Today students will be grouped by the

form they are choosing to do their final
project in. If no other student is doing
Direct Instruction
Hands-On
Investigation
Brainstorming
Group work
Class discussion
-observation
-check for
understanding
-questioning
Direct Instruction
Hands-On
Investigation
Brainstorming
Group work
Class discussion
-observation
-check for
understanding
-questioning
Hands-On
Investigation
Brainstorming
-groupwork
-observation
-check for
-video recording
devices
-materials to make
puppets
-puppets
-loose leaf paper
-poster board
-glue
-markers
-computers/
iPads/iPods
-shelves stocked
with books about
crawling and flying
animals (see
resources)
-learning contracts
for each student
-video recording
devices
-materials to make
puppets
-puppets
-loose leaf paper
-poster board
-glue
-markers
-computers/
iPads/iPods
-shelves stocked
with books about
crawling and flying
animals (see
resources)
-video recording
devices
-materials to make
17
#25
#26

food chain
SLE 5: Describe the
people.
small animals avoid
predators.
which animals are
the environment.
small animals have
their basic needs.
food chain
SLE 5: Describe the
people.
small animals avoid
predators.
which animals are
the environment.
small animals have
their basic needs.
food chain
SLE 5: Describe the
Group work
Class discussion
understanding
puppets
-puppets
-loose leaf paper
-poster board
-glue
-markers
-computers/
iPads/iPods
-shelves stocked
with books about
crawling and flying
animals (see
resources for
ideas)
Today students will work individually on

their own project, but may approach the
teacher or other students for help,
questions or ideas.
Students will take home their project over
the weekend to give them more time and
different people to collaborate with (family
and friends).
Before they take their projects home, a
photocopy will be taken of their learning
contract so they have something to work
from if they accidentally forget their
project at home on Monday.
Hands-On
Investigation
Brainstorming
Group work
Class discussion
-observation
-check for
understanding
-questioning
-video recording
devices
-materials to make
puppets
-puppets
-loose leaf paper
-poster board
-glue
-markers
-computers/
iPads/iPods
-shelves stocked
with books about
crawling and flying
animals (see
resources)
Hands-On
Investigation
Brainstorming
Group work
Class discussion
-observation
-check for
understanding
-questioning
-video recording
devices
-materials to make
puppets
-puppets
-loose leaf paper
30
min
30
min
exactly the same thing, students will be

grouped with others doing similar
projects.
Students will share ideas and resources
for their particular format of final project
and will work together on
creating/improving their project.
Students will continue to work on their

final project, but will do so in groups
based on the subject of their
presentation, again sharing resources,
information and ideas.
18
#27
#28
people.
small animals avoid
predators.
which animals are
the environment.
small animals have
their basic needs.
food chain
SLE 5: Describe the
people.
small animals avoid
predators.
which animals are
the environment.
small animals have
their basic needs.
food chain
SLE 5: Describe the
-poster board
-glue
-markers
-computers/
iPads/iPods
-shelves stocked
with books about
crawling and flying
animals (see
resources)
30
min
30
min
Any students who are not finished their

project will work on it either individually or
in groups with others who chose the
same or a similar form to do their project
Students will share their presentations;

they will have only a few minutes.
Students will not be marked on their
presentations, only their actual projects.
The presentations are just to benefit the
class.
The students who are watching the
presentation will have a worksheet to fill
out as they watch, and will have a minute
Hands-On
Investigation
Brainstorming
Group work
Class discussion
-observation
-check for
understanding
-questioning
-video recording
devices
-materials to make
puppets
-puppets
-loose leaf paper
-poster board
-glue
-markers
-computers/
iPads/iPods
-shelves stocked
with books about
crawling and flying
animals (see
resources)
Presentations
Student
questioning
-observation
-check for
understanding
-questioning
-Final projects
-presentation
worksheets
19
#29
#30
people.
small animals avoid
predators.
which animals are
the environment.
small animals have
their basic needs.
food chain
SLE 5: Describe the
people.
small animals avoid
predators.
which animals are
the environment.
small animals have
their basic needs.
food chain
SLE 5: Describe the
people.
30
min
or so to ask questions.
Student presentations will be grouped
according to what animal they did their
project on.

class.
project on.
Presentations
Student
questioning
-observation
-check for
understanding
-questioning
-Final projects
-presentation
worksheets

class.
Presentations
Student
questioning
-observation
-check for
understanding
-questioning
-Final projects
-presentation
worksheets
20
small animals avoid

predators.
which animals are
the environment.
project on.
21
LEARNING RESOURCES:
Teacher Resources:
Acorn, J. (2000). Bugs of Alberta. Edmonton, AB: Lone Pine Publishing.
Clarke, C. & Cook, S. (1990). Innovations in Science: Process and Inquiry: Level 2.
Toronto, ON: Holt, Rinehart and Winston of Canada.
Edmonton Public Schools. (1996). Grade 2 Topic E: Small Crawling and Flying Animals.
Edmonton, AB: Edmonton Public Schools.
Global, Environmental & Outdoor Education Council. (2002). Five Minute Field Trips:
teaching about nature in your school yard. http://www.geoec.org/lessons/5minfieldtrips.pdf
Harlow, R. & Morgan, G. (1991). Observing Minibeasts. New York, NY: Warwick Press.
Lawson, J. (2000). Hands-on Science: Level Two. Winnipeg, MB: Peguis Publishers.
Science Albertas Lets Do Science Grade 2: Small Crawling and Flying Animals
http://letsdoscience.com/content_pdf/Grade2SmallCrawling.pdf
Settel, J. & Baggett, N. (1986). How Do Ants Know When Youre Having a Picnic? (And
Other Questions Kids Ask About Insects and Other Crawly Things). New York,
NY: Atheneum
Wortzman, R. (1992). Explorations in Science: Level Two. Don Mills, ON: AddisonWesley Publishers.
Supplemental Resources:
(Check the 590s in the Curr Lab or Public Libraries for even more!)
Avi. (2004). The End of the Beginning: Being the Adventures of a Small Snail (and an
Even Smaller Ant). Toronto, ON: Harcourt Books.
Barner, B. (1999). Bugs, Bugs, Bugs. Vancouver, BC: Raincoast Books. (Also online at
http://bkflix.grolier.com/sw/node-32748/bk0082pr)
Bowman, L. (2007). Bugs. London: Usborne Publishing.
Burton, M. (1984). The World of Science: Insects and Their Relatives. New York, NY:
Facts on File Publications
Campbell, S. C. (2008). Wolfsnail: A Backyard Predator. Honesdale, PN: Boyds Mills
Press.
Cannon, J. (2000). Crickwing. Toronto, ON: First Voyager Books.
Carle, E. (1987). The Very Hungry Caterpillar. New York, NY: Philomel Books
Cox, R. K. & Cork, B. (2002). Butterflies and Moths. London: Usborne Publishing.
Cronin, D. (2003). Diary of a Worm. New York, NY: Joanna Colter Books. (Also online at
http://bkflix.grolier.com/sw/node-32748/bk0027pr and
http://www.tumblebooks.com/library/asp/full_book.asp?ProductID=2253)
Dickens, R. (2008). Discovery: Bugs. London: Usborne Publishing.
Dorros, A. (1987). Ant Cities. New York, NY: HarperCollins.
22
Drew, D. (1993). Animal Clues. (Also available oversized in Curr Lab which includes
audiotape)
Drew, D. (1993). Caterpillar Diary. Crystal Lake, IL: Rigby Education (Also available
oversized in Curr Lab which includes audiotape and Teachers Guide)
Drew, D. (1992). Creature Features. Crystal Lake, IL: Rigby Education (Also available
oversized in Curr Lab which includes audiotape)
Drew, D. (1993). Hidden Animals. Crystal Lake, IL: Rigby Education (Also available
oversized in Curr Lab which includes audiotape)
Drew, D. (1993).Mystery Monsters: A Game for Two or More Players. Crystal Lake, IL:
Rigby Education (Also available oversized in Curr Lab which includes audiotape)
Drew, D. (1994). The Life of the Butterfly. Crystal Lake, IL: Rigby Education (Also
available oversized in Curr Lab which includes audiotape)
Elhert, L. (2001). Waiting for Wings. New York, NY: Harcourt, Inc. (Also available online,
with music, at http://bkflix.grolier.com/sw/node-32748/bk0072pr)
Facklam, M. (1999). Bugs for Lunch. Watertown, MA: Charlesbridge Publishing. (Also
online at http://reader.follettebooks.com/books/75633?resv=3847EE54-68FC48CE-B7FF-EA0719634BE8&div=2&cust=6022320&interfaceId=1)
Fowler, A. (1996). It Could Still Be A Worm. Danbury, CT: Childrens Press Inc. (Also
online at http://bkflix.grolier.com/b/node-32748/bk0027pr)
Helbrough, E. (2005). 1001 Bugs to Spot. London: Usborne Publishing.
Hoberman, M. (1978). A House Is a House for Me. Richmond Hill, ON: Scholastic-TAB
Publications Ltd.
Kalman, B. (2004). The Life Cycle of an Earthworm. St. Catherines, ON: Crabtree
Publishing Company
Kalman, B. & Smithyman, K. (2002). The Life Cycle of a Spider. St. Catherines, ON:
Crabtree Publishing Company
Kent, J. (1985). The Caterpillar and the Polliwog. (Also available online at
http://bkflix.grolier.com/sw/node-32748/bk0011pr)
Marsico, K. (2007). A Ladybug Larva Grows Up. New York, NY: Scholastic Inc. (Also
online at http://bkflix.grolier.com/b/node-32748/bk0082pr)
Salas, L. P. (2009). From Mealworm to Beetle. Minneapolis: Picture Window Books.
(Also online at http://reader.follettebooks.com/books/74909?resv=A1BE0BF741EF-4E4E-8803-846A1BCDE5E1&div=2&cust=6022320&interfaceId=1)
Sayre, A. P. (2009). The Bumblebee Queen. Watertown, MA: Charlesbridge Publishing.
(Also online at http://www.tumblebooks.com/library/asp/full_book.asp?
ProductID=3313)
Unstead, S. (2005). The Beautiful Beatle Book. Columbus, OH: Waterbird Books.
Unstead, S. (2006). The Beautiful Bee Book. Columbus, OH: School Specialty
Publishing.
Wilkinson, V. (1994). Flies are Fascinating. Toronto, ON: Scholastic Publishing. (Also
available online at http://bkflix.grolier.com/b/node-32748/bk0081pr)
Zollman, P. (2005). A Spiderling Grows Up. New York, NY: Scholastic Inc. (Also online
at http://bkflix.grolier.com/b/node-32748/bk0008pr)
Web Resources:
23
The Bumblebee Queen Crossword

http://www.tumblebooks.com/library/asp/full_book.asp?ProductID=3376
The Bumblebee Queen Quiz
http://www.tumblebooks.com/library/asp/audio_quiz/quiz.asp?PID=3313
The Bumblebee Queen Jigsaw Puzzle
Diary of a Worm Wordsearch Game
Diary of a Worm Quiz
http://www.tumblebooks.com/library/asp/audio_quiz/quiz.asp?PID=2253
Helen Schuler Nature Centre School Tour brochure (you can also call for more
detailed info) http://www.lethbridge.ca/Things-To-Do/NatureCentre/Documents/School%20Groups_inside.pdf
The Franklin Institute, Resources for Science Learning
http://www.fi.edu/tfi/units/life/life.html
University of Kansas, Monarch Watch http://monarchwatch.org/
The Incredible World of Insects video
http://player.discoveryeducation.com/index.cfm?guidAssetId=CDF01E9D89A0-4E16-9E9F-E5868F31BE52
Learn Alberta website http://www.learnalberta.ca
24

Science Unit Plan: Jenna Boyd

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Science Unit Plan

Grade 2 Science: Topic E

different from each other?

UNIT ASSESSMENT PLAN

Grade/Subject: Grade 2 Science

Topic E: Small Crawling and Flying Animals

Helen Schuler Journal

Lesson #1 (30 min)

Lesson #2 (30 min)

Lesson #3 (30 min)

Lesson #4 (30 min)

Lesson #6 (30 min)

Lesson #7 (30 min)

Lesson #9 (30 min)

Lesson #16 (30 min)

Lesson #17 (30 min)

Lesson # 8 (30 min)

Lesson #5 (30 min)

Lesson #19 (30 min)

Lesson # 20 (30 min)

Lesson #23 (30 min)

Lesson #24 (30 min)

Lesson #25 (30 min)

Lesson #21 (30 min)

Lesson #12 (30 min)

Lesson #28 (30 min)

Lesson #30 (30 min)

SLE 1: Recognize that

and flying animals, and

SLE 1: Recognize that

SLE 2: Compare and

SLE 1: Recognize that

class (or watch at BookFlix)

Using examples that students gave

-chart paper with

SLE 2: Compare and

SLE 2: Compare and

SLE 3: Recognize that

Bugs R Us 5-Min Field Trip (p. 32)

Read Ant Cities

SLE 3: Recognize that

SLE 5: Describe the

SLE 3: Recognize that

what they know.

-ant farm from last

Ask students what they remember about

Students will begin by checking on the

Field trip to Helen Schuler Nature Centre

Review the field trip from last class

Students will begin by checking on the

The Very Hungry Caterpillar

their habitat, and to

Students will begin by checking on the

Students will begin by checking on the

Show students the model you have made

#17 SLE 1: Recognize that

there are many different

their habitat, and to

Small animals helping and harming

Humans helping and harming small

#22 SLE 3: Recognize that

small animals have