Grade 2 Science - By Lumos Learning
Transcript
| 00:11 | Yeah . Today you need your student tax pages 89 | |
| 00:15 | your bookmarks and a half A cup of mixed dried | |
| 00:18 | beans . Have you heard a whistle like this before | |
| 00:23 | ? What's happening ? Well , my tea kettle is | |
| 00:26 | hot . How do I know There's steam coming out | |
| 00:31 | of the tea kettle ? And I know from my | |
| 00:33 | experience of working in the kitchen , that steam is | |
| 00:37 | hot . Water boiling on the stove makes steam , | |
| 00:41 | and if my hand gets too close to it , | |
| 00:45 | I can get burned . But now my water is | |
| 00:47 | ready for tea and I'm ready to drink my tea | |
| 00:58 | . And this leads us to a science process skill | |
| 01:01 | that we're going to learn today . And that is | |
| 01:05 | inferring . You're inferring what ? When you use what | |
| 01:10 | you know , to tell why things happen now in | |
| 01:13 | for is a new word , but it really isn't | |
| 01:15 | a new idea . So how can we infer that | |
| 01:19 | the tea kettle was hot ? Well , we see | |
| 01:22 | that there was steam coming out of it . We | |
| 01:25 | know that steam is hot , so we know that | |
| 01:27 | the tea kettle is hot that you use what you | |
| 01:30 | have already learned to infer that the tea kettle is | |
| 01:33 | hot . Now in the last lesson , we were | |
| 01:35 | talking about science process skills . Do you remember what | |
| 01:39 | science process skills are ? Well , they are the | |
| 01:42 | skills that scientists use to gather and use information . | |
| 01:48 | So I want you to think about that as I | |
| 01:50 | use this candy to do a little science . Now | |
| 01:54 | I can separate this candy in a few different ways | |
| 01:59 | . First of all , I can separate the candy | |
| 02:01 | by color . I can put the red candy with | |
| 02:07 | red here and the brown candy here and the orange | |
| 02:14 | and yellow candy here . And I might have one | |
| 02:16 | that doesn't quite fit , so I can separate by | |
| 02:18 | color . I can separate by size and shape , | |
| 02:24 | so we have some longer , bigger pieces and some | |
| 02:27 | medium sized pieces and some smaller pieces . I can | |
| 02:32 | also separate the candy by shape . So I've got | |
| 02:37 | round and I've got pointed and I've got long . | |
| 02:43 | So I separated the candy by color and by size | |
| 02:50 | and by shape . Separating things into groups is a | |
| 02:55 | skill that scientists use , and today we're going to | |
| 02:57 | learn what scientists call this science process skills . First | |
| 03:02 | , let's read some words we have classify measure and | |
| 03:18 | in for now I want you to say these words | |
| 03:22 | with me . Read them with me . Classify , | |
| 03:26 | measure and in for I also want you to look | |
| 03:31 | for these words . As you read , you're going | |
| 03:33 | to be seeing them in darker , bold print . | |
| 03:35 | They are vocabulary words that you will be learning . | |
| 03:39 | Now , do you have your green and red bookmarks | |
| 03:42 | ready to help you ? Each time you read , | |
| 03:46 | you can put the green bookmark at the first page | |
| 03:49 | that you're going to read and then put the red | |
| 03:53 | bookmark at the place where you need to stop as | |
| 03:57 | you read . Look for the answer to this question | |
| 04:01 | . What do you do when you classify ? Get | |
| 04:14 | your handful of dried beans ready and I want you | |
| 04:17 | to put them in front of you and then take | |
| 04:19 | a few moments to separate the beans into groups according | |
| 04:22 | to how they are alike . And I'm going to | |
| 04:25 | do it , too , and I'm going to put | |
| 04:28 | these in the same colour groups . So I'll put | |
| 04:31 | my white together and my brown together and my sort | |
| 04:45 | of spotted ones together take a few moments to do | |
| 04:51 | it . But in this way we are grouping these | |
| 04:55 | according to how they are alike by color . Yeah | |
| 05:06 | , all right . How are years doing ? All | |
| 05:13 | right ? I've got three separate color groups . So | |
| 05:20 | when we are separating these according to how they are | |
| 05:24 | the same by colorful by color , we are classifying | |
| 05:28 | . So you classify when you group things and classifying | |
| 05:31 | can help scientists understand things better . Let's look at | |
| 05:36 | page eight in your book . How are these shells | |
| 05:40 | grouped or classified ? While the same kinds of shells | |
| 05:46 | have been grouped together , you can see that these | |
| 05:49 | have been organized so that ones that are just alike | |
| 05:53 | are grouped . We've got scallops , snails , starfish | |
| 05:58 | and many others . What are some other ways that | |
| 06:02 | these shells could be classified ? Well , they could | |
| 06:04 | just be classified by color or just by size . | |
| 06:09 | What if you wanted to classify a group of people | |
| 06:12 | according to their eye color ? Well , you could | |
| 06:15 | put people with brown eyes in one group and then | |
| 06:19 | blue eyes in one group and green eyes in one | |
| 06:22 | group . So we use that science process skill , | |
| 06:26 | classify when we group things . The second science process | |
| 06:31 | skills you read about is measure . Why do we | |
| 06:35 | measure things ? Well , we want to find out | |
| 06:38 | how many , How big , how heavy , how | |
| 06:43 | long , or how hot or cold something is . | |
| 06:47 | So decide with me how we could measure something that | |
| 06:50 | you could see at home , for example , with | |
| 06:53 | jelly beans , we could count them to find out | |
| 06:56 | how many . We could also weigh them to find | |
| 06:59 | out how much a glass of water we could find | |
| 07:04 | out . How much with a measuring cup ? Is | |
| 07:07 | there another thing we could measure ? We could find | |
| 07:10 | out its temperature to see whether it was hot or | |
| 07:12 | cold or how hot or cold . How could we | |
| 07:16 | measure a plant ? Well , we could weigh it | |
| 07:19 | and find out how much , and we could measure | |
| 07:22 | its height and find out how long and you'll be | |
| 07:26 | doing some measuring activities soon . Besides , classify and | |
| 07:32 | measure . You also read the word in for and | |
| 07:36 | we've already talked about that , haven't we ? We | |
| 07:39 | inferred that the kettle was hot . So what does | |
| 07:42 | it mean to infer ? Well , you in for | |
| 07:45 | when you use what you know to tell why , | |
| 07:49 | why things happen . Look at page nine and you | |
| 07:53 | see the pot here . What color is the pot | |
| 07:56 | ? It's red and what is coming from the top | |
| 07:59 | of the pot . You see it steam . So | |
| 08:03 | the color of the pot and that it has steam | |
| 08:06 | are things that we know from looking at the picture | |
| 08:10 | . What can you tell about the pot that is | |
| 08:12 | not pictured ? Now I want you to put on | |
| 08:14 | your thinking cap . Well , if this pot has | |
| 08:17 | steam coming from it , it is hot . What | |
| 08:21 | makes us think that it's hot , It has steamed | |
| 08:24 | . So knowing that the pot is hot because it | |
| 08:27 | is steaming is inferring So what does it mean to | |
| 08:31 | infer ? Remember , when you use what you know | |
| 08:35 | to tell why things happen , what is one of | |
| 08:38 | the ways that you know that steaming pots are hot | |
| 08:42 | ? You know this by now you've seen a pot | |
| 08:45 | pot on the stove before . Maybe your mother has | |
| 08:48 | cooked spaghetti noodles and you've seen that . I want | |
| 08:51 | you to think about this example . If you look | |
| 08:53 | outside and you see people wearing coats and hats and | |
| 08:57 | gloves , what can you infer about the weather ? | |
| 09:02 | Right ? It's cold outside . And even though you | |
| 09:05 | may not be able to feel the weather , you | |
| 09:08 | can infer that it's cold outside because you know that | |
| 09:11 | people wear clothing like that when it is cold outside | |
| 09:16 | . Have you ever seen a sign like this ? | |
| 09:20 | Why do people put signs up like this ? Well | |
| 09:24 | , they do it to keep us safe . Since | |
| 09:26 | a wet floor is slippery , you can infer from | |
| 09:30 | the sign that the floor may be slippery even though | |
| 09:35 | that sign doesn't say that . Listen to this . | |
| 09:39 | Sam did not do schoolwork today . He stayed in | |
| 09:42 | bed all day . He had soup for lunch . | |
| 09:46 | Why did Sam not do schoolwork today ? Why do | |
| 09:49 | you think ? Well , he was sick . How | |
| 09:54 | do you know ? I didn't tell you ? Well | |
| 09:57 | , he didn't do schoolwork and he stayed in bed | |
| 10:00 | . He even had soup . And when we're sick | |
| 10:03 | , that's usually something that we like to eat . | |
| 10:06 | Now , I didn't tell you that Sam was sick | |
| 10:08 | , but you inferred it from what I told you | |
| 10:11 | about what he did . Now it's time for quick | |
| 10:15 | check . Why do we measure ? Think about it | |
| 10:21 | . We measure to find out how much how many | |
| 10:26 | . How heavy , How big , How long , | |
| 10:29 | How hot or how cold . In the next lesson | |
| 10:34 | , we'll be learning about two more science process skills | |
| 10:38 | . There's no assignment today . |
Summarizer
DESCRIPTION:
Sample lesson from BJU Press Distance Learning curriculum. Mrs. Overly packs each lesson in this one-semester course with video clips and pictures of real world science. To learn more about this course, visit: http://www.bjupresshomeschool.com/pro...
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Grade 2 Science is a free educational video by Lumos Learning.
This page not only allows students and teachers view Grade 2 Science videos but also find engaging Sample Questions, Apps, Pins, Worksheets, Books related to the following topics.
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