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Grade 2: Data Management & Probability
Grade 2: Data Management & Probability
Organizing objects into categories using two attributes; collecting and organizing categorical and discrete data; reading and displaying data using line plots and simple bar graphs; describing probability, in simple games and experiments, as the likelihood that an event will occur.
Organizing objects into categories using two attributes; collecting and organizing categorical and discrete data; reading and displaying data using line plots and simple bar graphs; describing probability, in simple games and experiments, as the likelihood that an event will occur.
Nature Journaler: Aspen Orr
Nature Journaling: I Notice..., I Wonder...?, It Reminds me of...
Nature Journaling: I Notice..., I Wonder...?, It Reminds me of...
Nature Journaling is an incredible tool for students to collect data based on what they are observing. Graphs can be added to a journal displaying the data they have collected and how they would sort and organize their observations.
Nature Journaling is an incredible tool for students to collect data based on what they are observing. Graphs can be added to a journal displaying the data they have collected and how they would sort and organize their observations.
At this age all three prompts "I notice..., I wonder...?, and It reminds me of..." become very intuitive. However, the last statement becomes very important for making the connections. Encourage students to begin writing using single words or simple sentences. Please note that spelling is not the focus in a nature journal. At this age you may start to see art fears - ensure you are re-iterating it is not about a pretty picture. It is about their observations. Please see the link below for tips on giving feedback. Using a combination of words, pictures and numbers allows the students multiple tools to document their observations. With permission Bethan Burton has allowed us to link to her website as she has written a blog post for Teaching nature journaling at all ages.
At this age all three prompts "I notice..., I wonder...?, and It reminds me of..." become very intuitive. However, the last statement becomes very important for making the connections. Encourage students to begin writing using single words or simple sentences. Please note that spelling is not the focus in a nature journal. At this age you may start to see art fears - ensure you are re-iterating it is not about a pretty picture. It is about their observations. Please see the link below for tips on giving feedback. Using a combination of words, pictures and numbers allows the students multiple tools to document their observations. With permission Bethan Burton has allowed us to link to her website as she has written a blog post for Teaching nature journaling at all ages.
Here are some more ideas to get you started.
Engage the fives senses (whenever possible)
Make leaf prints ( paint the leaf and press the print into the journal)
Make leaf rubbings
Trace the items they are looking at
Add leaves into the journal using tape
Count the birds/squirrels/insects etc.
Measure as much of the phenomena as the students can using non standard and standard units of measurement.
Here is a downloadable lesson from John (Jack) Muir Laws and Emilie Lygren book: How to Teach Nature Journaling. All resources shared with permission. "I Notice..., I Wonder...?, It Reminds me of..."
GIVING FEEDBACK here is a fantastic resource from Jack and Emilie
NOTE: You are encouraged to spend time in the outdoors Nature Journaling. However, you can also bring nature inside, look out your wonder window, have a refrigerator Safari or even observe a house plant or pet.
Photo by: @baxterperson
Categories
Categories
Get outside and collect natural objects that you find on the ground or look out a window and draw the items you can see. Using sticks, create a grid. Place objects in different sections of your grid based on two different attributes. Example: colour, size, shape, texture, etc.
Get outside and collect natural objects that you find on the ground or look out a window and draw the items you can see. Using sticks, create a grid. Place objects in different sections of your grid based on two different attributes. Example: colour, size, shape, texture, etc.
Try arranging each of the colours from lightest to darkest, does this remind you of anything? #rainbowhunt
Where can we see bright colours in nature? Where are we less likely to see bright colours in nature? Why?
NOTE: This can be used with the Nature Journaling activity at the top of the page.
Photo by: @baxterperson
Line of Symmetry
Line of Symmetry
Go for a walk, explore a green space or look out the window. Look for examples of lines of symmetry. Keep track of the examples (take pictures if possible).
Go for a walk, explore a green space or look out the window. Look for examples of lines of symmetry. Keep track of the examples (take pictures if possible).
Which examples are natural and which are unnatural (made by a person)?
Use a 'T' chart to keep a tally of all the different natural vs unnatural examples of items where you can find a line of symmetry
Create a line graph and then a bar graph for the data you found. Which graph is best to use for your data? Why?
Curriculum Link:
NOTE: This can be used with the Nature Journaling activity at the top of the page.
Photo by: @billiejooutdoors
Nature Journaling: Collection or Field Guide
Nature Journaling: Collection or Field Guide
In the activity Collection or Field Guide from John (Jack) Muir Laws and Emilie Lygren's book: How to Teach Nature Journaling. "Students make a field guide or “collection” of things within a focused category, such as leaf types, rocks in a stream, things that are red, or tracks."
In the activity Collection or Field Guide from John (Jack) Muir Laws and Emilie Lygren's book: How to Teach Nature Journaling. "Students make a field guide or “collection” of things within a focused category, such as leaf types, rocks in a stream, things that are red, or tracks."
All resources shared with permission.
Curriculum Link:
Photo by: @billiejooutdoors
Planting
Planting
Go outside into the garden or use containers indoors to plant some seeds. As your seeds begin to sprout keep track of the following information in a journal:
Go outside into the garden or use containers indoors to plant some seeds. As your seeds begin to sprout keep track of the following information in a journal:
Measure their height everyday using centimeters or millimeters
Which day of the week did they sprout on?
How many days did they take to sprout?
Keep track of the seeds that did not sprout
What else do you notice?
Once you have a few weeks of data put it into a line graph or a simple bar graph for each category of data collected.
Curriculum Link:
See Writing
See Measurement
NOTE: This can be used with the Nature Journaling activity at the top of the page.
Photo by: @baxterperson
Shapes Walk
Shapes Walk
Go for a walk or look out the window. What geometric shapes (circles, squares, rectangles, triangles, etc.) can you find outside and what shapes can you find that are not geometric?
Go for a walk or look out the window. What geometric shapes (circles, squares, rectangles, triangles, etc.) can you find outside and what shapes can you find that are not geometric?
Do a tally of the geometric shapes you find.
How many of each kind did you find?
Create a line graph and then a bar graph for the data you found. Which graph is best to use for your data? Why?
Curriculum Link:
NOTE: This can be used with the Nature Journaling activity at the top of the page.
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