Annotated References
Grade 2: Science - Air and Water in the Environment
NB: both of the authors for non-fiction and fiction books below have written about air separately.
Schuh, M. C. (2014). Save water every day. Mankato, MN: RiverStream Science.
The overall expectations that are addressed (regarding water only) are the following:
1.2 assess personal and family uses of water as responsible/efficient or wasteful, and create a plan to reduce the amount of water used, where possible.
2.4 investigate the stages of the water cycle, including evaporation, precipitation, and collection
2.5 investigate water in the natural environment
3.3 describe ways in which living things, including humans, depend on air and water
3.4 identify sources of water in the natural and built environment
This is a non-fiction book that focuses on the various uses of water. Specifically, it has a page on the following topics: Earth’s water, water cycle, keeping water clean, using every drop, and saving water at home, in the kitchen, outside, from rainwater, and at school. There are on average three sentences per page and topic. There are colourful photos and bright colours used throughout the book. This book is simplified and clear, making it excellent for primary grades accustomed to playing with colourful toys and learning to read. The message the book wishes to convey is clear on the cover. It is called Save the Water Every Day with a picture of a faucet tap taking up the majority of the page. The book overtly states messages regarding the importance of saving water in daily usage and taking care of the water for our Earth and ourselves.
I included this item because I, much like young children, am more engaged in reading material when it is colourful, easy on the eye regarding the organization on the page, and informative about a fundamental part of all of our lives around the globe. At the end of this book there is a summative list of ways to save water as well as a brief list of key words. There are additional water book suggestions as well as websites specifically directed towards kids regarding water.
NB: both of the authors for non-fiction and fiction books below have written about air separately.
Schuh, M. C. (2014). Save water every day. Mankato, MN: RiverStream Science.
The overall expectations that are addressed (regarding water only) are the following:
- Assess ways in which the actions of humans have an impact on the quality of air and water, and ways in which the quality of air and water has an impact on living things;
- Investigate the characteristics of air and water and the visible/invisible effects of and changes to air and/or water in the environment; and
- Demonstrate an understanding of the ways in which air and water are used by living things to help them meet their basic needs.
1.2 assess personal and family uses of water as responsible/efficient or wasteful, and create a plan to reduce the amount of water used, where possible.
2.4 investigate the stages of the water cycle, including evaporation, precipitation, and collection
2.5 investigate water in the natural environment
3.3 describe ways in which living things, including humans, depend on air and water
3.4 identify sources of water in the natural and built environment
This is a non-fiction book that focuses on the various uses of water. Specifically, it has a page on the following topics: Earth’s water, water cycle, keeping water clean, using every drop, and saving water at home, in the kitchen, outside, from rainwater, and at school. There are on average three sentences per page and topic. There are colourful photos and bright colours used throughout the book. This book is simplified and clear, making it excellent for primary grades accustomed to playing with colourful toys and learning to read. The message the book wishes to convey is clear on the cover. It is called Save the Water Every Day with a picture of a faucet tap taking up the majority of the page. The book overtly states messages regarding the importance of saving water in daily usage and taking care of the water for our Earth and ourselves.
I included this item because I, much like young children, am more engaged in reading material when it is colourful, easy on the eye regarding the organization on the page, and informative about a fundamental part of all of our lives around the globe. At the end of this book there is a summative list of ways to save water as well as a brief list of key words. There are additional water book suggestions as well as websites specifically directed towards kids regarding water.
Yu, D., Jeong, M., & Cowley, J. (2015). The flow of water. Minneapolis, MN: Big & Small.
The overall expectations that are addressed (regarding water only) are the following:
2.4 investigate the stages of the water cycle, including evaporation, precipitation, and collection
2.5 investigate water in the natural environment
3.3 describe ways in which living things, including humans, depend on air and water
3.4 identify sources of water in the natural and built environment
This is a fiction book that describes the water cycle, and additionally how the different bodies of water as well as plants, animals, and humans are connected to water. The book portrays the journey of water circulation from a tap, then in nature in dew drops, a stream, a river, a sea, clouds, and rain. There is a lot of colour in the book with pictures that appear like they were painted with watercolours. The story is written lyrically with one sentence per page.
At the end of this book there is a brief summary of it as well as a few questions and an activity that can be done in the classroom or at home. As a teacher this book can be used for individual reading because the pictures are beautiful and artistic, but it could also be used to read to the class as a fiction primer for a discussion or activity about water. This lesson on water could also that be followed by one on air to complete the Science curriculum specific expectations on both water and air.
Project WET Discover Water. (2016). Retrieved from http://www.discoverwater.org/
The overall expectations that are addressed (regarding water only) are the following:
The specific expectations that are addressed (regarding water only) are the following:
1.1 assess the impact of human activities on air and water in the environment, taking different point of view into consideration and plan a course of action to help keep the air and water in the local community clean
1.2 assess personal and family uses of water as responsible/efficient or wasteful, and create a plan to reduce the amount of water used, where possible.
2.4 investigate the stages of the water cycle, including evaporation, precipitation, and collection
2.5 investigate water in the natural environment
2.6 use appropriate science and technology vocabulary, including solid, liquid, vapour, evaporation, condensation, and precipitation, in oral and written communication.
3.3 describe ways in which living things, including humans, depend on air and water
3.4 identify sources of water in the natural and built environment
This is a wonderful, fun, and informative website that teachers and kids are surely to love. The format is user friendly while being factual and storybook like. This website has cartoon animation, but is filled with various water facts. These include the following categories: healthy water healthy people, soap and water science, blue planet, water cycle, discover our ocean, investigate fresh water, explore, use water wisely, and we all use water. The website has music, sound effects, quizzes, games, and suggested activities that will engage students about water.
Teachers would absolutely enjoy introducing this website to their students. Students would love the animation and interaction in a playful, but informative way that would allow them to work alone, in partners, in group, or as a class. If students are having fun while learning, they will keep interested and occupied and informed in the classroom, and want to keep learning on their own. This will increase the chances of a successful lifelong learner.
References
Project WET Discover Water. (2016). Retrieved from http://www.discoverwater.org/
Schuh, M. C. (2014). Save water every day. Mankato, MN: RiverStream Science.
The Ontario Curriculum, Grades 1-8: Science and Technology. (Rev. ed.). (2007). Toronto: The Ministry of Education.
Yu, D., Jeong, M., & Cowley, J. (2015). The flow of water. Minneapolis, MN: Big & Small.
The overall expectations that are addressed (regarding water only) are the following:
- Investigate the characteristics of air and water and the visible/invisible effects of and changes to air and/or water in the environment; and
- Demonstrate an understanding of the ways in which air and water are used by living things to help them meet their basic needs.
2.4 investigate the stages of the water cycle, including evaporation, precipitation, and collection
2.5 investigate water in the natural environment
3.3 describe ways in which living things, including humans, depend on air and water
3.4 identify sources of water in the natural and built environment
This is a fiction book that describes the water cycle, and additionally how the different bodies of water as well as plants, animals, and humans are connected to water. The book portrays the journey of water circulation from a tap, then in nature in dew drops, a stream, a river, a sea, clouds, and rain. There is a lot of colour in the book with pictures that appear like they were painted with watercolours. The story is written lyrically with one sentence per page.
At the end of this book there is a brief summary of it as well as a few questions and an activity that can be done in the classroom or at home. As a teacher this book can be used for individual reading because the pictures are beautiful and artistic, but it could also be used to read to the class as a fiction primer for a discussion or activity about water. This lesson on water could also that be followed by one on air to complete the Science curriculum specific expectations on both water and air.
Project WET Discover Water. (2016). Retrieved from http://www.discoverwater.org/
The overall expectations that are addressed (regarding water only) are the following:
- Assess ways in which the actions of humans have an impact on the quality of air and water, and ways in which the quality of air and water has an impact on living things;
- Investigate the characteristics of air and water and the visible/invisible effects of and changes to air and/or water in the environment; and
- Demonstrate an understanding of the ways in which air and water are used by living things to help them meet their basic needs.
The specific expectations that are addressed (regarding water only) are the following:
1.1 assess the impact of human activities on air and water in the environment, taking different point of view into consideration and plan a course of action to help keep the air and water in the local community clean
1.2 assess personal and family uses of water as responsible/efficient or wasteful, and create a plan to reduce the amount of water used, where possible.
2.4 investigate the stages of the water cycle, including evaporation, precipitation, and collection
2.5 investigate water in the natural environment
2.6 use appropriate science and technology vocabulary, including solid, liquid, vapour, evaporation, condensation, and precipitation, in oral and written communication.
3.3 describe ways in which living things, including humans, depend on air and water
3.4 identify sources of water in the natural and built environment
This is a wonderful, fun, and informative website that teachers and kids are surely to love. The format is user friendly while being factual and storybook like. This website has cartoon animation, but is filled with various water facts. These include the following categories: healthy water healthy people, soap and water science, blue planet, water cycle, discover our ocean, investigate fresh water, explore, use water wisely, and we all use water. The website has music, sound effects, quizzes, games, and suggested activities that will engage students about water.
Teachers would absolutely enjoy introducing this website to their students. Students would love the animation and interaction in a playful, but informative way that would allow them to work alone, in partners, in group, or as a class. If students are having fun while learning, they will keep interested and occupied and informed in the classroom, and want to keep learning on their own. This will increase the chances of a successful lifelong learner.
References
Project WET Discover Water. (2016). Retrieved from http://www.discoverwater.org/
Schuh, M. C. (2014). Save water every day. Mankato, MN: RiverStream Science.
The Ontario Curriculum, Grades 1-8: Science and Technology. (Rev. ed.). (2007). Toronto: The Ministry of Education.
Yu, D., Jeong, M., & Cowley, J. (2015). The flow of water. Minneapolis, MN: Big & Small.