The Cycle of Water

This week in science we will be discussing the water cycle.

§112.4. Science, Grade 2. Section 10(A). This link will take you to see that this lesson is a concept your child has to know.

The water cycle takes place every day, whether we see it happening or not.

• Accumulation - the process in which water pools in large bodies (like oceans, seas and lakes).

• Condensation - the process in which water vapor (a gas) in the air turns into liquid water. Condensing water forms clouds in the sky. Water drops that form on the outside of a glass of icy water are condensed water.

• Evaporation - the process in which liquid water becomes water vapor (a gas). Water vaporizes from the surfaces of oceans and lakes, from the surface of the land, and from melts in snow fields.

• Precipitation - the process in which water (in the form of rain, snow, sleet, or hail) falls from clouds in the sky.

• Subsurface Runoff - rain, snow melt, or other water that flows in underground streams, drains, or sewers.

• Surface Runoff - rain, snow melt, or other water that flows in surface streams, rivers, or canals.

• Transpiration - the process in which some water within plants evaporates into the atmosphere. Water is first absorbed by the plant's roots, then later exits by evaporating through pores in the plant.

For fun read “The Magic School Bus Wet All Over” by Pat Relf and review the terms.

Then watch the video version of “The Magic School Bus Wet All Over.” Click the link to watch it on your computer.

To test your knowledge, fill out the water cycle worksheet. You don't need to join the site, just print the worksheet off.

Now have some fun and play Droplet and the Water Cycle.

Plant Parts

This week in our science class, we will be talking about the parts of plants and their funtions.

§112.4. Science, Grade 2. Section 6C. This link will take you to see that this lesson is a concept your child has to know.

We will be going over the basic parts of a plant;

1) Roots
take in water and food
2) Stems
transports water through plant
3) Leaves
make food for the plant
4) Flowers
produce fruit
5) Fruit
poduces and carries the seeds
6) Seeds
what all plants start out as

To check for your understnding, try this Plant Parts Activity Sheet.

Now go and enjoy Case #1 of the Great Plant Escape. It's fun way to increase your knowledge of plants and their parts.

Just for fun why not play Growing Plants.

What’s the Difference Between Living and Non-living Things?

This week in our class we will be discussing living and nonliving organisms.

§112.4. Science, Grade 2. Section 8. This link will take you to see that this lesson is a concept your child has to know.

To start out we are surrounded every day by living and nonliving things; people, animals, trees, flowers, rocks, toys, furniture, and the list could go on! But to be considered alive, an object must exhibit all of the following six characteristics of living things.

Living things are made of cells. Animals have animal cells that look like small spheres. Plants have plant cells that look like little cubes.

Living things obtain and use energy. Animals need food to eat and water to drink to gain energy. They use this energy to run and play. Plants need food and water to gain energy as well. They use this energy to grow.

Living things grow and develop. Animals grow and change. Example: A human baby grows into a human adult. Plants grow and change too. Example: A small seed grows into a flower or a tree.

Living things reproduce. Animals produce young. Example: Dogs produce puppies. Plants produce seeds. Example: An apple tree grows apples, which have apple seeds inside them.

Living things respond to their environment. Animals respond to winter by gathering food or hibernating. Plants respond to winter by going dormant, which is like hibernating.

Living things adapt to their environment. When animals adapt, they pass on traits that their young will need to survive. When plants adapt, they pass on traits to the seeds they produce so they will be strong enough to grow.

To test your knowledge take the Living vs. Non-living Quiz!

Now that you know all about living and nonliving things relax and play Ourselves.

Safe Science

This week in our class we will be discussing home and school safety procedures, because safety is our first priority. The school will be providing all of the safety materials we will be using; lab coats and safety goggles.

§112.4. Science, Grade 2. Section 1. This link will take you to see that this lesson is a process your child has to know.

The very thing that makes science so fun--its surprises--also makes it potentially dangerous. Conducting a science experiment doesn't have to incite terror in the minds of both parents and children.

The following is a list of basic, safe laboratory practices which are expected of all students to ensure the experiment is performed safely:

1.) Eye protection (minimum: chemical splash goggles) must be worn at all times in the laboratory.

2.) Students should wear durable clothing that covers the arms, legs, torso and feet. (note: sandals, shorts, tank-tops etc. have no place in the lab. Students inappropriately dressed for lab, could be denied access)

3.) To protect clothing from chemical damage, wear a lab apron or lab coat. Long hair should be tied back to keep it from coming into contact with lab chemicals or flames.

4.) An open flame may be ignited only when no flammable solvents are in the vicinity. The person lighting the flame must check with students in the vicinity to see if they are working with flammable solvents.

5.) Exercise great caution in handling volatile, flammable solvents such as ether,acetone and methanol. Never evaporate these solvents on a hot plate in an open system. An efficient condenser system must be used.

6.) In case of injury (cut, burn, fire etc.) notify the instructor immediately

7.) In case of a fire or imminently dangerous situation, notify everyone who may be affected immediately, be sure the lab instructor is also notified.

8.) If chemicals splash into someone's eyes, act quickly and get them into the eye wash station, do not wait for the instructor.

9.) In case of a serious cut, stop blood flow using direct pressure using a clean towel, notify the lab instructor immediately.

10.) Know the location and operation of :
Fire Extinguishers (click to learn more about exstinguishers)
Safety showers and Eye Wash Stations (click here to know the importance of safety showers and eye wash stations)
Fire Alarm Boxes
Exit Doors (click here to learn more about emergency exit doors)
Telephones

11.) Eating, drinking and smoking are prohibited in the laboratory at all times

12.) Never work in the laboratory without proper supervision by an instructor.

13.) Never carry out unauthorized experiments. Come to the laboratory prepared. If you are unsure about what to do, please ask the instructor.

14.) Never pipette using mouth suction. Avoid inhaling and never taste any chemical in the lab.

15.) Never force glass tubing through a rubber stopper. If glass tubing must beinserted into a rubber stopper, be sure to lubricate both the stopper and the tubing (glycerol or soapy water). Protect your hands, wrap the glass tubing in a towel while inserting.

16.) Always remember, HOT glassware looks exactly the same as COLD glassware, be careful what you touch. 100°C = 212°F (boiling point of water).

WELCOME!

Dear Parents,
Welcome to Ms. Garcia's second grade science blog. This science edublog allows you, the parents, to find out what your child is doing in our class. It also allows your child to play some fun games, and look at informational sites that will supplement their leaning in the classroom. Please look around and check out the different games and activities. I hope you enjoy this blog and learn something new along with your child.

Thank you,
Ms. Garcia