Week 12 — Printable Lesson Packet

Mathematics

Objective: Students review place value and skip-counting by 5s, 10s, and 100s from any number to prepare for the unit assessment (2.NBT.A.1, 2.NBT.A.2, 2.NBT.A.3).

1. 10 min — Warm-Up: Spiral from Week 11: your child reads their fridge index card explanation aloud, then solves 46 + 38 that way (84). Then skip-count by 5s from 35 to 100 while touching each number on the hundreds chart.
2. 15 min — Mini-Lesson: Write 627. Your child builds it with straw bundles (6 hundreds, 2 tens, 7 ones), writes it in expanded form (600 + 20 + 7), and in words (six hundred twenty-seven). Then skip-count by 10s from 627 to 727 and by 100s from 627 to 927, writing each number and circling the digit that changes.
3. 15 min — Practice: Your child completes three tasks: (1) draw 408 and 480 in base-ten pictures and explain the difference; (2) fill in the blanks 215, 220, ___, 230, ___, ___ and 340, 350, ___, ___, 380 and 150, 250, ___, ___, 550; (3) write 5 hundreds 13 tens 4 ones as a standard number (634).
4. 5 min — Wrap-Up: Ask, 'Why is 5 hundreds 13 tens 4 ones the same as 634?' Have your child show the 10 tens regrouping to a hundred with straws.

Materials: index cards, printed hundreds chart, straws bundled by ten, rubber bands, paper, pencil

English Language Arts

Objective: Students describe the connection between a series of scientific ideas in a text (cause and effect) and revise the All About book for clear order (RI.2.3, W.2.2, W.2.8).

1. 15 min — Read-Aloud: Say, 'Last week you saw how pictures and words connect. This week we look at how ideas connect: one thing causes another.' Read the first half of 'Where Do Polar Bears Live?' by Sarah L. Thomson from the Let's-Read-and-Find-Out Science series, through the pages about hunting seals on the ice. Each time you read a 'because' or 'so,' stop and say the two connected ideas out loud.
2. 10 min — Mini-Lesson: Draw a chain of three links on chart paper and label it 'Ideas that connect.' Fill it from the book: thick fur and fat keep the bear warm, so the bear can live on the ice, so the bear can hunt seals there. Explain that nonfiction authors link ideas with words like because, so, then, and as a result.
3. 15 min — Guided Reading: Reread the pages about the bear's body. Your child finds two more cause-and-effect pairs and writes each as a chain on an index card ('Wide paws' arrow 'walks on snow without sinking'). Read each card back as a full sentence using 'so' or 'because.'
4. 15 min — Writing Workshop: Begin revising the All About book. Your child reads all three sections aloud and decides on the best order (most books start with what the plant or animal looks like or where it lives). Number the pages, then add one connecting sentence between two sections using 'because' or 'so' ('Bees visit flowers because they need nectar.').
5. 10 min — Word Study: Reading with purpose starts with knowing the words. Preview and read these words from the polar bear book, discussing meaning: Arctic, seal, blubber, glacier, cub, den, ice, melt, hunt, tundra. Have your child use three of them in one sentence about a polar bear.

Materials: Where Do Polar Bears Live? by Sarah L. Thomson, chart paper, marker, index cards, pencil, folder

Science

Objective: Students review what plants need by comparing two seedlings grown under different conditions and restate evidence-based claims from the unit (2-LS2-1).

1. 5 min — Science Question of the Week: Say, 'This week we look back at everything we learned about plants, animals, and habitats. Our question: What can we prove about how living things get what they need?' Reread the four questions of the week from the notebook (Weeks 7 to 11).
2. 20 min — Investigation: Seedling Check-Up: Bring out the Week 7 soil cups (or start two fresh cups with bean sprouts from a bag, one watered and one not, if the old cups are gone). Measure each plant's height in centimeters, count the leaves, and describe the color. Read 'The Tiny Seed' by Eric Carle and pause at each danger the seed faces; ask which need was missing each time (too cold, no soil, no water, eaten).
3. 5 min — Wrap-Up: Your child writes the unit's first claim: 'Plants need water and light. My evidence is ______.'

Materials: science notebook, soil cups, ruler, The Tiny Seed by Eric Carle, pencil

Mathematics

Objective: Students review comparing three-digit numbers with >, <, and = and adding two-digit numbers fluently (2.NBT.A.4, 2.NBT.B.5).

1. 10 min — Warm-Up: Compare pairs on index cards: 356 and 365, 809 and 798, 470 and 470, 512 and 521. Your child writes the symbol and says which place decided it (tens, hundreds, equal, tens).
2. 15 min — Mini-Lesson: Connect comparing to adding: solve 47 + 36 (83) and 29 + 55 (84), then compare the sums (83 < 84). Ask which strategy your child used for each. Then compare 3 sums from four-addend problems: 12 + 18 + 25 + 35 (90), 41 + 19 + 22 + 8 (90), 33 + 27 + 16 + 14 (90), and write 90 = 90 = 90.
3. 15 min — Practice: Your child solves 6 pairs and writes the comparison symbol between the sums: 38 + 45 and 29 + 56 (83 < 85), 61 + 27 and 44 + 44 (88 = 88), 19 + 73 and 58 + 33 (92 > 91), 26 + 24 + 30 and 15 + 35 + 25 (80 > 75), 52 + 39 and 47 + 46 (91 < 93), 33 + 33 + 33 and 50 + 49 (99 = 99).
4. 5 min — Wrap-Up: Ask, 'Can you tell which sum is bigger without finishing the addition?' Try it on 60 + 25 versus 60 + 29 and let your child explain.

Materials: index cards, pencil, paper

English Language Arts

Objective: Students describe how a change in one part of a habitat connects to changes for an animal and revise the All About book by adding an introduction and conclusion (RI.2.3, W.2.2).

1. 15 min — Read-Aloud: Finish 'Where Do Polar Bears Live?', including the pages about the Arctic getting warmer and the ice melting earlier each year. Ask, 'What happens to the bear's hunting when the ice melts sooner?' and build a new chain on the chart: warmer air, ice melts earlier, bears have less time to hunt, bears get thinner.
2. 10 min — Mini-Lesson: Teach the sentence frame for describing connections: 'When ______ happens, ______ happens, and that is why ______.' Model with the melting-ice chain, then have your child say the frame for the fur-and-fat chain from Monday.
3. 15 min — Guided Reading: Your child reads a page from one of their research sources looking for a connection between two ideas (for example, a plant needs sunlight, so it grows toward the window; a monarch needs milkweed, so it lays eggs on milkweed). Write the connection in the frame and add it to the All About notes if it fits.
4. 15 min — Writing Workshop: Your child writes an introduction page for the All About book (a hook question and a topic sentence, as in Week 7) and a conclusion page that tells the most important thing to remember and one reason the plant or animal matters to people or to other living things. Use the reflexive pronoun frame 'I taught myself a lot about ______' in the conclusion if it fits.
5. 10 min — Word Study: Cumulative suffix review from Week 7. Read and give a meaning for each: helpful, careless, quickly, kindness, useful, fearless, softly, darkness, cheerful, restless. Then your child finds two words in the polar bear book that could take -less or -ful (for example, 'ice' to 'iceless') and decides whether they make sense.

Materials: Where Do Polar Bears Live? by Sarah L. Thomson, chart paper, marker, library book on the research topic, folder, pencil, plain paper, index cards

Social Studies

Objective: Students review map skills, continents and oceans, landforms, and community types through a read-aloud and a mapping game (D2.Geo.1.K-2, D2.Geo.2.K-2, D2.Geo.3.K-2, D2.Geo.4.K-2).

1. 10 min — Read-Aloud and Discussion: Read 'As the Crow Flies: A First Book of Maps' by Gail Hartman. After each animal's map, ask what landforms or bodies of water it shows and whether the place looks urban, suburban, or rural. On the last big map, have your child find every animal's home.
2. 15 min — Hands-On Activity: Geography Bingo: Make a 3-by-3 bingo card with your child, writing one vocabulary word in each square: globe, key, compass rose, continent, ocean, mountain, river, urban, rural. Call out clues ('I am flat and show the whole Earth,' 'I tell what the symbols mean,' 'I am the biggest ocean') and your child covers the matching square with a bean. Play twice, switching who calls.
3. 5 min — Quick Write: Your child writes the three map parts every good map needs and one sentence about what each does.

Materials: As the Crow Flies: A First Book of Maps by Gail Hartman, paper, pencil, dried beans, notebook

Mathematics

Objective: Students practice adding and subtracting within 1000 with regrouping and mental jumps of 10 and 100 (2.NBT.B.7, 2.NBT.B.8).

1. 10 min — Warm-Up: Mental math ladder: start at 384. Your child adds 10 (394), adds 100 (494), subtracts 10 (484), adds 10 (494), adds 10 (504), subtracts 100 (404). Then a new ladder from 296: add 10, add 10, add 100, subtract 10 (306, 316, 416, 406).
2. 15 min — Mini-Lesson: Mixed model: solve 458 + 367 with a base-ten drawing (825, two regroupings) and 703 - 456 (247, unbundle a hundred and then a ten). Talk through each trade and ask your child to write the 'because' sentence for one of them.
3. 15 min — Practice: Your child solves 6 problems with drawings: 274 + 358 (632), 519 + 286 (805), 646 + 197 (843), 832 - 375 (457), 500 - 264 (236), 961 - 583 (378). They check 500 - 264 by adding 236 + 264 and drawing it. Support: build the first subtraction with straws before drawing. Stretch: solve 646 + 197 with compensation (646 + 200 - 3).
4. 5 min — Wrap-Up: Ask, 'Which problem needed the most trades? How did you keep track?' Point out that neat drawings make trades easy to see.

Materials: paper, pencil, straws bundled by ten, loose straws

English Language Arts

Objective: Students describe the connection between steps in a natural process across two texts and edit the All About book for capitals, end marks, and spelling (RI.2.3, W.2.2, L.2.2d).

1. 15 min — Shared Reading: Read 'The Tiny Seed' by Eric Carle. As the seeds travel, have your child say what happens to each one and why (the seed that lands on ice cannot grow because it is too cold; the seed that lands in the desert is too hot). Ask how this story connects to 'From Seed to Plant' from Week 7.
2. 10 min — Mini-Lesson: Teach that steps in a process are also connections: each step has to happen before the next. Build a chain for the tiny seed's year (autumn wind carries it, winter it rests, spring it sprouts, summer it blooms, autumn it makes new seeds). Note that this chain is a circle, and draw it that way.
3. 15 min — Independent Reading: Your child reads a self-chosen nonfiction book for 12 minutes with the purpose 'find one chain of connected ideas.' They draw the chain on a sticky note with arrows and read it to you as sentences.
4. 15 min — Writing Workshop: Editing day. Give your child a three-item checklist on an index card: every sentence starts with a capital, every sentence ends with a mark, and every word from the word wall is spelled right. Your child reads each page with a colored pencil, fixing as they go, and you check the last page together. Support: Edit one page together first, saying each rule aloud as you check it. Stretch: Replace two plain verbs with stronger ones (goes to zooms, eats to munches) and explain the shade of meaning.
5. 10 min — Word Study: Multisyllable review from Week 9 using unit words. Divide and read: sunflower, butterfly, caterpillar, chrysalis, habitat, animal, seedling, blossom, pollen, nectar. Your child claps the syllables and names the type of the first syllable in five of the words (open, closed, or silent-e).

Materials: The Tiny Seed by Eric Carle, From Seed to Plant by Gail Gibbons, chart paper, marker, library nonfiction book, sticky notes, pencil, folder, index card, colored pencils, whiteboard or paper

Science

Objective: Students review habitats and interdependence by tracing food and seed connections in a real outdoor space (2-LS4-1, 2-LS2-2).

1. 5 min — Review: Set the shoebox habitat from Week 9 and the seed comic from Week 10 side by side. Ask, 'What does the animal in your box eat? Where does that food come from? What might that animal carry away?'
2. 20 min — Deeper Investigation: Connection Walk: Walk around the yard, block, or a park with a clipboard. Your child looks for three connections and sketches each with an arrow: an animal or insect near a plant it might eat (aphid on a leaf, squirrel by an acorn, bird at a berry bush), a seed that could travel (dandelion, maple, burr), and a shelter made from plants (nest, hole under a root, ant hill by grass). Support: Find one connection with adult hints. Stretch: Draw a chain of three links, such as sun to grass to rabbit.
3. 5 min — Data Discussion: Ask, 'Which connection was easiest to find? Which was hardest? What would happen to the animal if that plant disappeared?' Record the last answer.

Materials: shoebox habitat, seed comic, clipboard, paper, pencil, hand lens, notebook

Mathematics

Objective: Students apply all Unit 2 skills to solve multi-part word problems and explain their thinking (2.OA.A.1, 2.NBT.B.6, 2.NBT.B.7, 2.NBT.B.9).

1. 10 min — Warm-Up: Think fast: 25 + 25 + 25 + 25 (100), 100 - 45 (55), 350 + 100 + 10 (460), 68 + 32 (100), 91 - 19 (72). Ask which strategy came to mind for each.
2. 15 min — Mini-Lesson: Read aloud: 'A toy store had 425 stuffed animals. On Saturday it sold 138 and on Sunday it sold 96. How many are left?' Draw a bar model with 425 on top and three parts below (138, 96, ?). Solve two ways: 425 - 138 = 287, then 287 - 96 = 191; or 138 + 96 = 234, then 425 - 234 = 191. Ask, 'Why do both paths work?'
3. 15 min — Practice: Your child solves three story problems with a bar model, equation, and one-sentence explanation: 'Three bins hold 24, 38, and 29 blocks, then 45 blocks are taken out, how many left?' (46); 'A zoo has 316 birds and gets 100 more, then 10 fly to a new home, how many now?' (406); 'Nia read 147 pages last week and 268 this week, how many more pages until she reaches 500?' (85).
4. 5 min — Wrap-Up: Your child chooses their best work from Weeks 7 through 11 (the saved Friday papers) to put in a portfolio folder and says one sentence about what they learned in Unit 2.

Materials: paper, pencil, folder, saved assessment papers

English Language Arts

Objective: Students describe connections within a text in writing and assemble the All About book with a cover, contents, and glossary (RI.2.3, RI.2.5, W.2.2).

1. 15 min — Read-Aloud: Reread the last four pages of 'Where Do Polar Bears Live?' where the book tells what people can do. Ask, 'How does something a person does far away connect to a polar bear?' and have your child add a final link to the melting-ice chain on the chart.
2. 10 min — Mini-Lesson: Model writing a connection paragraph: three sentences that follow one chain from the book, using 'because,' 'so,' and 'then.' Write it on the chart, then cross out the linking words and read it again to hear how the ideas fall apart without them.
3. 15 min — Guided Reading: Your child writes their own connection paragraph about the fur-and-fat chain or the wide-paws chain, checking each fact against the page. Read it aloud and underline the linking words.
4. 15 min — Writing Workshop: Assemble the book: your child makes a cover with the title 'All About ______' and their name as author, a table of contents listing the three section headings with page numbers, and a glossary page defining three important words from the sections. Staple in order: cover, contents, introduction, sections, conclusion, glossary.
5. 10 min — Word Study: High-frequency review from Week 8. Dictate and have your child write: because, their, would, which, write, always, been, does, gave, those. Then your child checks the All About book for any of these words and fixes any misspellings.

Materials: Where Do Polar Bears Live? by Sarah L. Thomson, chart paper, marker, writing notebook, pencil, folder, plain paper, crayons, stapler

Social Studies

Objective: Students demonstrate the unit's geography learning by completing a neighborhood map project that includes map parts, landforms, community type, and a natural resource (D2.Geo.1.K-2, D2.Geo.2.K-2, D2.Geo.3.K-2, D2.Geo.4.K-2, D2.Geo.5.K-2).

1. 10 min — Review and Extend: Check the conservation tally from last week and count the total. Then take a 5-minute walk to the corner and back, noting what your child sees: houses or buildings, any hill or creek, trees, a store. Say, 'Today you make a map of what we just walked.'
2. 15 min — Project Work: Neighborhood Map: On a large sheet, your child draws your street from above with your home, at least three other places, and any landform or water nearby. Required parts: title, compass rose, key with at least three symbols, a label saying urban, suburban, or rural, and a star on one natural resource people use (a tree, a river, a garden).
3. 5 min — Share Progress: Your child presents the map to the family, naming each required part and answering, 'Which continent and ocean is this neighborhood near?'

Materials: conservation poster, clipboard, pencil, large paper, crayons, ruler

Assessment: Neighborhood map includes a title, compass rose, key, community label, and a marked natural resource, and child names the continent and nearest ocean.

Mathematics

Objective: Students complete a mixed Unit 2 assessment covering skip-counting, comparing, and adding and subtracting within 1000 (2.NBT.A.2, 2.NBT.A.4, 2.NBT.B.5, 2.NBT.B.7, 2.NBT.B.8).

1. 10 min — Warm-Up: Confidence check: your child rates each Unit 2 skill from 1 to 3 (skip-counting, comparing, adding within 100, adding four numbers, adding and subtracting within 1000, 10 and 100 more or less, explaining). Spend the remaining minutes on the skill rated lowest with one example problem.
2. 15 min — Review Mini-Lesson: Rapid review of one example per skill: skip-count by 5s from 65 to 100; compare 738 and 783; solve 57 + 29 (86) with any strategy; add 21 + 19 + 33 + 27 (100); solve 624 - 258 (366) with a drawing; find 10 less and 100 more than 495 (485, 595). Your child leads, you coach.
3. 15 min — Weekly Assessment: Mixed assessment in four parts: (1) skip-count by 10s from 463 to 523 and by 100s from 218 to 718; (2) compare 604 and 640, 951 and 915, 377 and 377 with symbols; (3) solve 48 + 37, 83 - 46, 16 + 24 + 35 + 25, 367 + 458, 802 - 359 showing strategies or drawings; (4) write 10 more, 10 less, 100 more, 100 less for 596 and 305.
4. 5 min — Wrap-Up: Check together (part 3: 85, 37, 100, 825, 443; part 4: 606, 586, 696, 496 and 315, 295, 405, 205). Add the paper to the portfolio folder and celebrate the end of Unit 2. Preview next week: word problems with drawings and equations.

Materials: paper, pencil, printed hundreds chart, straws bundled by ten, loose straws, folder

Assessment: Mixed assessment: skip-counting, comparing, adding and subtracting within 1000

English Language Arts

Objective: Students describe connections between ideas in a text on a unit assessment and publish and present the All About book (RI.2.3, W.2.2, W.2.7).

1. 10 min — Reading Celebration: Lay out all six weeks of mentor texts and have your child pick a favorite, then name one skill from the unit it helped with (questions, main topic, text features, purpose, images, or connections). Look back at last week's diagram feedback sticky note and check that the revision happened.
2. 15 min — Reading Response or Assessment: Your child reads the melting-ice spread of 'Where Do Polar Bears Live?' independently and answers in writing: What is the main topic of these pages? Write the chain of connected ideas using 'because' and 'so.' What is the author's purpose? Which picture helped most and what did it add? Score for a complete chain with at least three links and a correct purpose.
3. 15 min — Publishing and Author's Chair: Your child reads the whole All About book from the Author's Chair to the family, showing each diagram. The audience uses the table of contents to ask for one section to be read again and asks one question that the glossary answers. Place the book on a shelf with the mentor texts.
4. 10 min — Phonics Check: Unit check: dictate ten words that mix the unit's patterns and have your child write and read them: careful, sadness, because, tiger, candle, sunflower, migrated, through, buzzed, habitat. Record results for planning Unit 3.
5. 15 min — Independent Reading: Your child reads a self-chosen book for 15 minutes with a purpose they name before starting ('I want to find out how ______'). At the end they say whether the purpose was met and what they will read next week when the unit changes to stories and poems.

Materials: From Seed to Plant by Gail Gibbons, What Do You Do with a Tail Like This? by Steve Jenkins and Robin Page, National Geographic Kids Readers: Sharks by Anne Schreiber, Monarch Butterfly by Gail Gibbons, The Honey Makers by Gail Gibbons, Where Do Polar Bears Live? by Sarah L. Thomson, writing notebook, pencil, finished All About book, self-chosen book

Assessment: Unit 2 assessment: read the melting-ice spread of Where Do Polar Bears Live? and write the main topic, a chain of connected ideas, the author's purpose, and how an image helped; publish and present the All About research book; ten-word cumulative phonics check.

Science

Objective: Students summarize the unit by stating three claims with evidence about plant needs, habitats, and interdependence, and celebrate with a plant and animal poster (2-LS2-1, 2-LS2-2, 2-LS4-1).

1. 10 min — Drawing Conclusions: Your child completes three claim cards, one per index card: 'Plants need ______ (evidence: seed bags),' 'Different habitats have different living things (evidence: ______),' and 'Plants and animals depend on each other (evidence: ______).' Read each aloud and ask, 'Which experiment proved this?'
2. 15 min — Art Connection: Unit Poster: Fold a large paper into four sections labeled Plant Parts, Animal Parts, Habitats, Seeds and Pollen. Your child draws one favorite thing from the unit in each section (the celery straws, the beak tools, the shoebox habitat, the bee test) and adds one sentence under each. Glue the three claim cards along the bottom.
3. 5 min — Week Reflection: Ask, 'Six weeks ago we studied matter. Now we studied living things. What is one thing living things do that a rock never does?' Your child writes one sentence and reads the poster aloud to a family member.

Materials: 3 index cards, pencil, science notebook, large paper, crayons or markers, glue, notebook

Assessment: Child states three unit claims and matches each to a specific investigation as evidence.