Overview

This 5-lesson series designed for Grade 2 students explores the characteristics, needs, local examples, growth, and habitats of living things, following the Alberta Science Curriculum (2007). Lessons are 30 minutes each, designed for a class of 19 mostly low readers, with differentiation for literacy levels. Activities integrate Daily Five ELA strategies and reflect insights from Acadience literacy data to support reading and comprehension.

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Curriculum Alignment (Alberta Science 2007)

General Learner Outcomes:

• Observe, explore, and describe living things and their basic needs
• Recognize characteristics of living things
• Understand plant and animal growth and habitats

Specific Learning Outcomes (Grade 2):

• Describe characteristics of living things (e.g., growth, movement, reproduction)
• Identify basic needs of plants and animals
• Identify habitats and adaptations of local plants and animals
• Demonstrate inquiry skills through observations and simple investigations

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Lesson 1: What Makes Something Living?

Objective

Students will identify and describe the characteristics of living things.

Materials

• Picture cards of living and non-living things (e.g., animals, plants, toys, rocks)
• Anchor chart paper & markers
• "Living Things" word wall with images
• Simple sentence strips with key vocabulary: living, grow, move, breathe, eat, reproduce

Activities

1. Engage - Think-Pair-Share (5 mins)
   Show picture cards. Ask: Which of these are living things? How do you know?
   Use paired sharing to support low readers verbally.

2. Explore - Sorting Game (10 mins)
   Students, in small groups (3-4), sort cards into "Living" and "Non-living." Groups will explain their thinking using sentence stems: "I think this is living because it ___."

3. Explain - Create an Anchor Chart (10 mins)
   Teacher records shared observations: All living things can grow, move, breathe, eat, and reproduce. Use pictures and sentence strips.

4. Extend - Daily Five Connection (5 mins)
   Read aloud a simple text on living things (shared reading). Highlight key vocabulary words in the text, pointing out sounds and phonemes for low readers based on Acadience data.

Assessment

• Observational notes during sorting and discussions.
• Sentence stems oral sharing, supported with visuals for comprehension.

Differentiation

• Low readers: Use picture cues and sentence strips for support; partner oral responses.
• Higher readers: Write one complete sentence about a living thing using new vocabulary.

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Lesson 2: Basic Needs of Living Things

Objective

Students will identify and describe the basic needs of plants and animals.

Materials

• Photos/posters of plants and animals in local environments
• Chart paper: Basic Needs table (water, food, air, shelter, space)
• "Needs of Living Things" labelled picture cards
• Sentence frames: "Plants/animals need ___ to live and grow."

Activities

1. Activate prior knowledge (5 mins)
   Ask: What do you think all living things need to live? List responses.

2. Group sorting (15 mins)
   In groups, students match picture cards (e.g., water, food, sun, air, shelter) to different plants and animals. Groups use sentence frames to share.

3. Class chart building (5 mins)
   Discuss group findings. Fill out the Basic Needs chart with examples.

4. Daily Five - Word Work (5 mins)
   Practice vocabulary words in small groups using magnetic letters or word building mats focusing on high-frequency and content-specific words aligned with Acadience needs.

Assessment

• Group presentation using sentence frames.
• Teacher checklist on participation and correct matches.

Differentiation

• Visual supports and vocabulary mats for low readers.
• Encourage higher readers to write a short explanation for one living thing’s needs.

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Lesson 3: Discovering Local Plants and Animals

Objective

Students will identify common local plants and animals and describe how they fit into their environment.

Materials

• Field trip pictures or local environment photos (school yard, park)
• Plant and animal picture matching cards
• Simple field observation chart
• Labels with names and pictures

Activities

1. Visual Introduction (5 mins)
   Show photos of local plants and animals. Point out habitat clues.

2. Hands-on Matching (15 mins)
   Students match picture cards of local plants and animals to habitats (water, forest, field). Use simple checklist to mark observations.

3. Small Group Discussion (5 mins)
   Discuss with partners: “Where do you see these plants and animals?”
   Use sentence starters: “I see ___ in the ___.”

4. Daily Five - Read to Self (5 mins)
   Provide differentiated picture books on local plants/animals for silent reading or buddy reading.

Assessment

• Completed observation charts.
• Oral sharing using sentence starters.

Differentiation

• Use tactile cards for low readers.
• Higher-level students can label pictures independently.

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Lesson 4: Growth and Change of Living Things

Objective

Students will explain how living things grow and change.

Materials

• Growth sequence pictures (seed to plant, caterpillar to butterfly)
• Growth journaling sheets with illustrated prompts
• Sample plant or butterfly life cycle models

Activities

1. Storytelling with Pictures (10 mins)
   Show sequence images of plant or animal growth. Narrate and have students retell stages orally.

2. Journaling Activity (15 mins)
   Students complete a simple growth story sheet by choosing one living thing and drawing/labeling at least 3 stages of growth. Use word banks and sentence frames: “First, ___; Then, ___; Finally, ___.”

3. Share (5 mins)
   Students share their drawings in small groups using oral sentences.

Assessment

• Growth story sheet completion.
• Oral retell assessment rubric.

Differentiation

• Provide sentence frame cards for low writers/readers.
• Extend by adding a written description for higher-level students.

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Lesson 5: Homes and Habitats

Objective

Students will identify different habitats and explain how living things use them.

Materials

• Habitat picture cards (pond, forest, grassland, city)
• Model habitats (constructed with natural materials or craft supplies)
• Living thing cards to place in habitats
• Habitat vocabulary cards

Activities

1. Interactive Habitat Sorting (10 mins)
   In groups, students place living things into correct habitat models/cards.

2. Class Discussion (10 mins)
   Ask: Why do animals/plants live in these places? What do they need there? Write main ideas on chart paper.

3. Daily Five – Listen to Reading (5 mins)
   Play audio reading of a story about animal habitats. Students follow along with pictures.

4. Wrap-up – Habitat Drawing (5 mins)
   Students draw their favourite habitat and one living thing that belongs there.

Assessment

• Habitat placement accuracy in sorting activity.
• Observation of participation and group discussion contributions.

Differentiation

• Use pictorial labels and word banks for low readers.
• Encourage higher readers to write one full sentence about their habitat drawing.

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Group Work & Language Support Strategies

• Mixed-ability grouping to encourage peer support, pairing low readers with stronger peers.
• Use graphic organisers and visual word walls to bridge vocabulary gaps.
• Sentence stems and frames scaffold oral and written language.
• Incorporate Daily Five elements (Read to Self, Word Work, Listen to Reading) in small, teacher-supported groups to align with literacy data from Acadience.
• Frequent check-ins and reteaching based on formative observations and student responses.

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Final Notes for Teachers

• Use ongoing Acadience literacy data to tailor reading and vocabulary supports within activities.
• Reinforce vocabulary daily via multiple modalities (oral, visual, tactile).
• Integrate technology if available (e.g., interactive story apps) for engagement of higher-level readers.
• Celebrate students’ drawings, stories, and oral contributions to build confidence and language skills.

This lesson series not only meets Alberta’s learning outcomes for Science but also emphasizes literacy development within a hands-on, inclusive framework—ideal for classrooms with diverse reading levels and language needs.