ALABAMA MATH,
SCIENCE & TECHNOLOGY
INITIATIVE
“Fill in the Holes”
Activities
Second Grade
Revised Fall 2009
"Fill in the Holes" Activities (Second Grade)
Revised Fall 2009
Alabama Math, Science, and Technology Initiative (AMSTI)
Materials List
“Fill in the Holes” Activities, Second Grade
Item / Description / Size
Aluminum Pie Pan (9”)
Ball, Super or High Bounce (1”)
Balloons, Round (any color, 6-9”)
Copy Paper, White
Cup, Clear Plastic Soufflé (9 oz.)
Electrical Tape
Flashlight (with working batteries)
Hairdryer
Index Card, Unruled 100 ct (4”x6”)
Map, World (color copy & laminated)
Masking Tape (any size)
Meter Stick
Mirror, Non Flexible (any size)
Pippette
Play Sand (25 lb.)
Push Pins
Rubberbands (#16)
Straws, Drinking (jumbo)
Sugar Cubes
Tub, Clear Plastic w/lid (shoebox)
Wax Paper
Quantity
15
1
30
30 sheets
15
4 rolls
8
1
1 pack
1
1 roll
15
30
15
1 bag
32
100 ct.
250
1 box
1
1 roll
***Please note that this list is provided for planning purposes only.***
"Fill in the Holes" Activities (Second Grade)
Revised Fall 2009
Alabama Math, Science, and Technology Initiative (AMSTI)
“Fill in the Holes” Activities – Second Grade
COS Objective #1
Title of Activity/Lesson
Time Allotment
Objective
Outline/Plans
1) Have the students fold a sheet of paper
“hotdog” style. Have them cut two slits to
create a three-flap foldable. Tell the students to
label the flaps solids, liquids, and gases. Then
have them list the things they know about
solids and liquids under the appropriate flap.
2) Explain that there is a third state of matter
called gases. They are probably the hardest of
the states of matter to explore, since most gases
are invisible. Air is a mixture of gases, but
unless the wind blows, we usually do not even
notice it. Tell the students that they are going
to see if gases take up space and if they have
weight.
3) Put the students in groups of two. Each student
will inflate a balloon. Ask the pairs try to
inflate their balloons so they are about the same
size. Then have the students tape one balloon
on each end of the yardstick. Then one of the
students will try to balance the yardstick on
his/her finger.
4) In their science notebooks ask the students to
predict what will happen if one of the balloons
is popped and loses air. After the students have
made their predictions, have the student
balance the yardstick once again.
5) Give his/her partner a push pin to pop one of
the balloons. Have the students record their
observations in the science notebooks. Discuss
that a gas has no particular shape. It floats and
spreads out to take the shape of its container.
6) Now that they have explored all three states of
matter, the students can complete their threeflap foldable. Have them list what they now
know about gases and add this foldable to their
science notebooks.
7) Share the poems about matter, which can be
found on pages 2-4, with the students.
The Three States of Matter
45 minutes
 Identify states of matter as solids, liquids, and
gases.
Rationale/Helpful Hints
Solids
Liquids
Gases
 This lesson should be done after you have
completed the Solids and Liquids module.
Materials:
Plain white copy paper
Goggles
Yardsticks (enough so that each pair of
students has one)
Two balloons (for each pair)
Tape
Push pins
Literature Connections
 Solid, Liquid, or Gas? by: Sally Hewitt
 Solids, Liquids, and Gases by: Ginger
Garrett
 What is Matter? by: Don L. Curry
 What is the World Made Of? All About
Solids, Liquids, and Gases by:
Kathleen Weidner Zoehfeld
 For safety purposes, be aware that some
people are allergic to latex.
 Remind the students not to use the push
pin to harm anyone or anything in the
classroom. Be sure to take up all of the
push pins after the students have popped
their balloons! Properly dispose of all of
the balloon pieces!
Additional Resources
Properties of Matter, Part 1. 100%
Educational Videos (2003). Retrieved
November 7, 2007, from
unitedstreaming:
http://streaming.discoveryeducation.co
m/
Page 1
"Fill in the Holes" Activities (Second Grade)
Revised Fall 2009
Alabama Math, Science, and Technology Initiative (AMSTI)
Matter Really Matters
Sue Boulais
Matter is very important;
It makes up the things that we see.
Without it, all things as we know them
Would simply just not be!
We wouldn’t have fish in the ocean;
We wouldn’t have clouds in the air.
No people in houses, no grass on the ground.
Why, the ground wouldn’t even be there!
Matter is very important –
Especially to you and to me.
Everyone’s made up of matter…
Without it, we just wouldn’t be!
http://www.wastatelaser.org/_support/toolkits/foss/solid_liquid/images/poem.pdf
Page 2
"Fill in the Holes" Activities (Second Grade)
Revised Fall 2009
Alabama Math, Science, and Technology Initiative (AMSTI)
What’s the Matter?
Tom McGowen
What’s the matter, do you ask?
I’ll tell you right away.
It’s everything around you, as
You work or sleep, or play.
A chair is matter, a table too,
And so is a rock or tree.
A cloud, a star, a blade of grass, a raindrop, a bumblebee.
The earth is matter, so is the sea,
And the sky is matter, too.
(Of course what matters most of all
Is the matter that is you!)
There’s matter almost everywhere,
Except in one special place—
The vast, black, lonely emptiness,
That we call outer space.
http://www.mrspagano.com/matter.htm
Page 3
"Fill in the Holes" Activities (Second Grade)
Revised Fall 2009
Alabama Math, Science, and Technology Initiative (AMSTI)
Solids
A solid’s a solid.
It doesn’t change shape.
It can’t move around.
It stays in one place.
Your desk is a solid.
And so is your chair.
Just look in your classroom –
Wow! They’re everywhere!
Liquids
A liquid moves smoothly.
We say that it flows.
From one place to another –
How quickly it goes!
We know that most liquids
Are easy to see.
With no shape of their own.
They’re not like you and me.
Gases
Air is a gas.
We can’t see it, that’s true;
But often we feel it
In things that we do.
It keeps up a kite.
Air fills up a bubble.
Without it to breathe
We would be in BIG trouble!
http://www.mrspagano.com/matter.htm
Page 4
"Fill in the Holes" Activities (Second Grade)
Revised Fall 2009
Alabama Math, Science, and Technology Initiative (AMSTI)
“Fill in the Holes” Activities – Second Grade
COS Objective #2
Title of Activity/Lesson
Time Allotment
Objective
Outline/Plans
Good Vibrations
45 minutes
 Identify vibration as a source of sound
Rationale/Helpful Hints
1) Tell the students they are going to conduct an
experiment in order to find out how sounds are
made.
2) Ensure that every student wears his/her safety
goggles during this lesson. Have the students
stretch a piece of wax paper over one end of
the paper towel tube. They will use a rubber
band to hold the wax paper in place.
3) In their science notebooks, have the students
predict what would happen if they were to hum
into the open end of the paper towel tube.
After they make their predictions, have the
students hum into the tube and record what
happened.
4) Ask the students: What do you hear when you
hum into the tube? Then ask the students to
feel the wax paper while humming. What do
they feel? Ask everyone to stop humming and
then ask what changed?
5) Explain that sound is energy you hear. Sound
is made when matter vibrates, or moves back
and forth quickly.
6) In their science notebooks have the students
predict what would happen if they were to
place some popcorn kernels on top of a radio
speaker and to turn up the volume.
7) After making their predictions ask for a
volunteer to place some popcorn kernels on a
paper towel on top of the radio. Have the
students record their observations.
 Make sure the students are wearing their
safety goggles during this lesson since they
are using rubber bands!
Materials:
Safety goggles
Empty paper towel tube
Wax paper
Rubber band
Literature Connections
 Sounds All Around by: Wendy Pfeffer
 Whistle for Willie by: Ezra Jack Keats
Additional Resources
Share the poem “Sound” with the
students (see page 6).
http://pbskids.org/dragonflytv/knowho
w/knowhow_sound.html
http://pbskids.org/curiousgeorge/video
/video_pop.html?clip=interstitials/104
B&title=Sound%20Detectives&ar=16:
9&filetype=mov&bandwidth=_hi
http://pbskids.org/curiousgeorge/video
/video_pop.html?clip=interstitials/126
A&title=Sounds%20Like...&ar=16:9&
filetype=mov&bandwidth=_hi
8) Read the book Sounds All Around and discuss.
Page 5
"Fill in the Holes" Activities (Second Grade)
Revised Fall 2009
Alabama Math, Science, and Technology Initiative (AMSTI)
Sound
Meish Goldish
Pssst!
Have you heard what’s going around?
Sound!
Do you know how sound behaves?
It travels in invisible waves.
How do you know the waves are there?
They vibrate through the air.
When the waves reach our ear,
Sound is what we hear!
Pssst!
Have you heard what’s going around?
Sound!
Goldish, M. (1996). 101 Science Poems & Songs For Young Learners. New York: Scholastic.
Page 6
"Fill in the Holes" Activities (Second Grade)
Revised Fall 2009
Alabama Math, Science, and Technology Initiative (AMSTI)
“Fill in the Holes” Activities – Second Grade
COS Objectives #2.1-2.2
Title of Activity/Lesson
Time Allotment
Objective
1)
2)
3)
4)
5)
6)
7)
Outline/Plans
Review what the students learned about sound
in the previous lesson. Explain that they are
going to investigate some of the properties of
sound by creating their own musical
instruments.
Give each student four straws. Explain they
will be cutting three of the straws with scissors
as directed by the teacher. One straw needs to
be two inches long, another straw four inches
long, and another straw needs to be six inches
long. Remind them that scissors can be sharp,
so they need to be careful when cutting the
straws.
Have the students put their four straws in order
from shortest to longest.
Use the overhead projector to model how you
want the straws lined up. Ask the students to
keep the ends of the straws that were not cut all
facing the same direction. You need the tops
of the straws in a straight row leaving about ¼
inch in between all of the straws. Model how
to place a piece of the electrical tape on one
side. Give each student two pieces of tape and
have them tape one side of their straws. They
will then put tape on the other side.
Have the students write their names on their
bag and remind them they will only use their
instrument to complete the next step in this
investigation. Predict the sound each straw
will make when you blow into it.
Allow time for the students to explore the
instrument they made. Then have them blow
across the top of each straw. They will decide
which sounds are high and which are low.
The students will draw a picture of their
instrument in their science notebooks. Ask
how does the length of the straw affect the
sound the instrument makes? Record in
science notebook. If you blew across the end
of a long paper tube, would it make a high
sound or a low sound? Why? Review the
difference between pitch and volume.
High or Low?
45 minutes
 Identifying pitch and volume as properties of
sound
 Distinguishing between pitch and volume of
sound
Rationale/Helpful Hints
 Remind the students to be careful when
cutting their straws, especially if they are
using sharp scissors.
Materials: (for each student)
4 straws
Scissors
Electrical tape
Resealable bags
 If your students have already completed the
Balancing and Weighing module you may
want to review putting things in a serial order.
Example:
Tape
Tape
Literature Connections
 All About Sound by: Lisa Trumbauer
Additional Resources
Sound: A First Look. Rainbow
Educational Media (2001). Retrieved
November 7, 2007, from
unitedstreaming:
http://streaming.discoveryeducation.co
m/
http://pbskids.org/curiousgeorge/video
/video_pop.html?clip=interstitials/112
B&title=Feel%20the%20Beat&ar=16:
9&filetype=mov&bandwidth=_hi
 Faster vibrations lead to a higher pitch.
Slower vibrations lead to a lower pitch.
For this reason, the length of the object
that is vibrating affects the pitch of the
object. The longer the length the lower the
pitch.
Page 7
"Fill in the Holes" Activities (Second Grade)
Revised Fall 2009
Alabama Math, Science, and Technology Initiative (AMSTI)
“Fill in the Holes” Activities – Second Grade
COS Objective #3
Title of Activity/Lesson
Time Allotment
Objective
Light the Way
45 minutes
 Recognize that light travels on a straight line
until it strikes an object
Rationale/Helpful Hints
Outline/Plans
1) Tell the students they are going to conduct an
experiment to find out how light travels.
2) The students will work in groups of five for
this activity. Have the students trace a circle
about the size of a silver dollar on four of the
index cards. The students will need to cut and
discard the circle they have drawn leaving a
hole in the index card. The students could fold
the index cards in half so that it will be easier
to cut out the circles.
3) The fifth student will cut out the light bulb
clipart image (see page 9) and glue it onto the
remaining index card. The student will attach
this card on the wall using tape.
Materials: (for each group of five students)
Five large index cards
Pencils or crayons
A circle pattern to trace (silver dollar
size)
1 light bulb clipart image (page 9)
Scissors
Tape
Flashlight
Examples:
 4 index cards with circle cut out of the center
 1 index card with light bulb clip art image
4) The four students will line up in front of the
light bulb card. Each person holding a card
with a hole in it will try to keep his/her card
lined up with the rest of their group’s cards.
5) Note that the students should come to the
conclusion that they need to stand in a line, one
behind the other, and hold their index cards in a
straight line in order to complete the task.
6) The group member that drew the light bulb will
then shine the flashlight through the holes in
the cards. He/she will probably have to direct
their group members in order to keep the light
bulb “lit.”
Literature Connections
 All About Light by: Lisa Trumbauer
7) Have the students answer the following
questions in their science notebooks: What
happened when you tried to shine the flashlight
through the holes? How did you make the light
bulb light up? Why do you think this
happened?
Page 8
"Fill in the Holes" Activities (Second Grade)
Revised Fall 2009
Alabama Math, Science, and Technology Initiative (AMSTI)
Light Bulb Clipart Images
Page 9
"Fill in the Holes" Activities (Second Grade)
Revised Fall 2009
Alabama Math, Science, and Technology Initiative (AMSTI)
“Fill in the Holes” Activities – Second Grade
COS Objective #3.1
Title of Activity/Lesson
Time Allotment
Objective
Outline/Plans
Bouncing Around
45 minutes
 Recognizing that light can be reflected
Rationale/Helpful Hints
1) Review that light travels in straight lines.
Explain that light will not swerve from its
straight course, but it can “bounce” or reflect.
When light is reflected from smooth, shiny
surfaces, it will bounce like a ball. If you were
to throw a ball at the wall, it will bounce at the
same angle that it is thrown. Use a ball that
bounces to demonstrate this for the students.
2) Put the students in groups of four. Tell the
students that in order to explore using the
mirrors and flashlights you will need to turn the
lights off. Review the classroom procedures
and make sure students understand the rules
before proceeding. Allow time for the students
to explore using the flashlights and mirrors.
3) Ask the students to choose a spot on the wall
and mark it with an x using the masking tape.
Then challenge them to bounce a flashlight
beam to that spot. One group member will
hold the flashlight, while the others will hold
the mirrors.
4) As the group member with the flashlight shines
the beam on one mirror, have the next student
use their mirror to bounce the light in the
direction of the student holding the last mirror.
5) The final student will try to aim the beam so
that the beam of light lands on the x. Be sure
that the students notice that the beams of light
move from mirror to mirror in straight lines.
 For example, the moon appears to give off
light at night. However, the moon makes no
light of its own. Instead, it reflects the light
that shines on it from the sun.
Material: (for the teacher to use)
1 ball that bounces
Materials: (for each group of four students)
1 flashlight
3 mirrors (use unbreakable mirrors if
at all possible)
Masking tape
 You can create your own mirrors if you do not
have enough for your students to use. Just
wrap aluminum foil around a piece of
cardboard and rub smooth.
Literature Connections
 What Did They See? by: John Schindel
 I See Myself by: Vicki Cobb
Additional Resources
Share the poem “Reflection” with the
students (see page 11).
Enlist a few parent volunteers to help
your students make a kaleidoscope.
http://familycrafts.about.com/cs/toysto
make/a/blconnkaleid.htm
Page 10
"Fill in the Holes" Activities (Second Grade)
Revised Fall 2009
Alabama Math, Science, and Technology Initiative (AMSTI)
Page 11
"Fill in the Holes" Activities (Second Grade)
Revised Fall 2009
Alabama Math, Science, and Technology Initiative (AMSTI)
“Fill in the Holes” Activities – Second Grade
COS Objective #4.1
Title of Activity/Lesson
Time Allotment
Objective
Simple Machines Made Simple
45 minutes a day for three to five consecutive days
 Identifying simple machines, including the
inclined plane, lever, pulley, wedge, screw,
and wheel and axle.
Rationale/Helpful Hints
Outline/Plans
1) Introduce the lesson by telling the students that
a machine is something that helps people do
work. Ask the students to draw a machine in
their science notebooks. Discuss. Explain that
they are going to be learning about simple
machines.
Materials:
Simple Machines: A First Look.
Rainbow Educational Media (2001).
Retrieved March 17, 2009, from
unitedstreaming:
http://streaming.discoveryeducation.co
m/
2) Show the students the video entitled “Simple
Machines: A First Look”. You can find a
Teacher’s Guide for using the video at:
http://gtmmedia.discoveryeducation.com/videos/10175/8
35A1E67-066A-57048DD9D16A9441F8F9.pdf
3) Have the students create a Layered-Look Book
(® Dinah Zike) to review the six simple
machines. See page 13 for instructions.
Example:
Simple Machines
4) Have the students cut apart the pictures on page
14 and glue to the Layered-Look Book (®
Dinah Zike). Under each flap tell what the
simple machine does and give one real world
example.
5) The students can visit the following website to
play a game to review what they have learned
about simple machines:
http://www.edheads.org/activities/simplemachines/.
By: Allyson Blake
Literature Connections
 Simple Machines by: Allan Fowler
 Roll, Slope, and Slide: A Book About
Ramps by: Michael Dahl
 Scoop, Seesaw, and Raise: A Book
About Levers by: Michael Dahl
 Pull, Lift, and Lower: A Book About
Pulleys by: Michael Dahl
 Cut, Chop, and Stop: A Book About
Wedges by: Michael Dahl
 Twist, Dig, and Drill: A Book About
Screws by: Michael Dahl
 Tires, Spokes, and Sprockets: A Book
About Wheels and Axles by: Michael
Dahl
Page 12
"Fill in the Holes" Activities (Second Grade)
Revised Fall 2009
Alabama Math, Science, and Technology Initiative (AMSTI)
Layered Book Foldable Directions
TM
by Dinah Zike
Materials:
• two sheets of 8½ 11 paper
• glue
Directions:
1. Stack two sheets of paper so that the back
sheet is one inch higher than the front
sheet.
2. Bring the bottom of both sheets upward
and align the edges so that all of the layers
or tabs are the same distance apart.
3. When all tabs are an equal distance
apart, fold the papers and crease well.
4. Open the papers and glue them
together along the valley, or inner
center fold, or staple them along the
mountain.
If you need more layers, use
additional sheets of paper. Make the
tabs smaller than one inch.
Page 13
"Fill in the Holes" Activities (Second Grade)
Revised Fall 2009
Alabama Math, Science, and Technology Initiative (AMSTI)
Zike, D. (2004). Big Book of Science: Elementary K-6. San Antonio, Texas:
Dinah-Might Adventures, LP.
Page 14
"Fill in the Holes" Activities (Second Grade)
Revised Fall 2009
Alabama Math, Science, and Technology Initiative (AMSTI)
“Fill in the Holes” Activities – Second Grade
COS Objective #7.1
Title of Activity/Lesson
Time Allotment
Objective
Outline/Plans
6) Show the students a world map or a globe. A
color copy of the world map can be
downloaded from the following website:
http://www.lib.utexas.edu/maps/world_maps/w
orld_rel_803005AI_2003.jpg
7) Explain that there are many different landforms
and bodies of water located on the surface of
the Earth.
8) As you introduce and describe the following
landforms and bodies of water, point to them
on the world map:
 Continent - One of the seven great
landmasses of the Earth. The
continents are Africa, Antarctica, Asia,
Australia, Europe, North America, and
South America.
 Ocean - The vast body of salt water
that covers almost three fourths of the
Earth's surface. It is divided into the
Atlantic, Pacific, Indian, Arctic, and
Antarctic Oceans.
 River - A wide, natural stream of fresh
water that flows into an ocean or other
large body of water and is usually fed
by smaller streams that enter it along
its course.
 Lake - A body of (usually fresh) water
surrounded by land.
 Mountain - A generally massive and
usually steep-sided, raised portion of
the Earth's surface. Mountains can
occur as single peaks or as part of a
long chain.
 Island - A land mass, especially one
smaller than a continent, entirely
surrounded by water.
Landforms and Water
45 minutes a day for three to five consecutive days
 Identifying local landforms and bodies of
water
Rationale/Helpful Hints
Materials:
World map (a color copy can be
downloaded from the internet or from
the 2nd Grade AMSTI Science CD) or
globe
Copies of the blank world map for
each student (page 16)
Literature Connections
 The Earth is Mostly Ocean by: Allan
Fowler
 The Little Island by: Margaret Wise
Brown
 The Seven Continents by: Wil Mara
Additional Resources
Landforms #1. 100% Educational
Videos (1998). Retrieved November 7,
2007, from unitedstreaming:
http://streaming.discoveryeducation.co
m/
http://www.enchantedlearning.com/ge
ography/landforms/glossaryprintable.s
html
http://www.harcourtschool.com/activit
y/typesofland/typesofland.html
9) Give each student a copy of the world map and
have them label the continents and the oceans
(see page 16).
10) The students can visit the following website to
learn more about landforms:
http://www.enchantedlearning.com/geography/
landforms/.
Page 15
"Fill in the Holes" Activities (Second Grade)
Revised Fall 2009
Alabama Math, Science, and Technology Initiative (AMSTI)
Name __________________________________________________
Date ____________________________
http://www.enchantedlearning.com/geography/label/whereilive/
Page 16
"Fill in the Holes" Activities (Second Grade)
Revised Fall 2009
Alabama Math, Science, and Technology Initiative (AMSTI)
“Fill in the Holes” Activities – Second Grade
COS Objectives #8
Title of Activity/Lesson
Time Allotment
Objective
The Earth is Always Changing
45 minutes a day for two consecutive days
 Identify evidence of erosion and weathering of
rocks.
Rationale/Helpful Hints
Outline/Plans
1) Discuss all the ways your students have
changed since they were babies. Explain that
the Earth is always changing too, but it usually
takes a very long time. Tell the students they
are going to explore different ways the Earth
can change.
2) Show the students the plastic tub full of sand.
Have a few volunteers build sand mountains.
In their science notebooks, have the students
predict what would happen if a strong wind
were to blow across the mountains of sand.
3) Have the students move away from the tub of
sand. Make sure that everyone is wearing their
goggles! Stand about six inches away and turn
the hairdryer on low. Have the students
observe what happens to the sand mountains.
In their science notebooks, have the students
record what effect wind can have on the
Earth’s surface.
4) Show the students a sugar cube and ask them to
predict how many drops of water if would take
to weather or break down the sugar cube. The
students will record this in their science
notebooks.
5) Each pair of students will gather the necessary
materials. The students should place the sugar
cube in the center of the pan. Next they should
fill the medicine dropper or pipette with water.
Remind the students to count the drops of
water. They should observe how the sugar
crystals dissolve in the water. When the sugar
cube has completely dissolved have the
students record their results and compare their
predictions to their findings.
6) Discuss how both wind and water can weather
rocks. Explain that weathering is the wearing
away and breaking down of rocks. Have the
students gently tilt their pan so that the sugared
water moves. Explain that this is similar to
erosion, which is the carrying of weathered
rocks and soil from place to place.
Materials:
Goggles (enough for every student and
the teacher)
Clear plastic tub of sand
Hairdryer
Literature Connections
 Cracking Up: A Story About Erosion
by: Jacqui Bailey
 Follow the Water From Brook to Ocean
by: Arthur Dorros
Materials: (for each pair of students)
1 small aluminum pan
1 medicine dropper or pipette
1 sugar cube
1 small cup of water
Additional Resources
Junior Geologist: How Does the Land
Wear Down? United Learning (1993).
Retrieved October 17, 2007, from
unitedstreaming:
http://streaming.discoveryeducation.co
m/
Earth: A First Look. Rainbow
Educational Media (2000). Retrieved
October 17, 2007, from
unitedstreaming:
http://streaming.discoveryeducation.co
m/
Page 17
"Fill in the Holes" Activities (Second Grade)
Revised Fall 2009
Alabama Math, Science, and Technology Initiative (AMSTI)
“Fill in the Holes” Activities – Second Grade
COS Objective #10.1
Title of Activity/Lesson
Time Allotment
Objective
Predicting the Weather
45 minutes
 Recognizing the importance of science and
technology to weather predictions
Rationale/Helpful Hints
Outline/Plans
1) Read the book Weather Forecasting by: Gail
Gibbons aloud to the students.
2) If your school has a third grade, take your
students outside to the GLOBE weather station.
After obtaining the key from the third grade
teacher, show your students the digital
thermometer housed inside the weather station.
You can also borrow a barometer from sixth
grade GLOBE or your local AMSTI site.
Show the students the weather instruments that
are housed in and on the weather station.
Mention that first grade uses the rain gauge
throughout the school year. Discuss the use of
each instrument.
3) Distribute copies of the book Billy and Maria
visit the National Weather Service (see pages
19-27) and a highlighter to each student. As
the students read the book, have them highlight
examples of technology that meteorologists use
in making weather predictions.
4) Watch the weather segment of a local news
program or visit http://www.weather.com/. In
their science notebooks, have the students plan
their wardrobe for each of the forecasts.
Literature Connections
 Weather Forecasting by: Gail Gibbons
 Weather Words and What They Mean
by: Gail Gibbons
 What Will the Weather Be? by: Lynda
Dewitt
Materials:
Copy of Billy and Maria visit the
National Weather Service book (pages
19-27)
1 highlighter
 Other weather-related books on topics
including thunderstorms, tornado safety, and
winter weather are available for download at
http://www.nssl.noaa.gov/edu/bm/.
Additional Resources
http://www.wxdude.com/
http://www.wildwildweather.com/
http://www.eo.ucar.edu/webweather/fo
recasttips.html
http://www.nws.noaa.gov/
5) Invite a local meteorologist to visit your
classroom or plan a field trip to a local
television station to see how a weather segment
of the news is put together.
Page 18
"Fill in the Holes" Activities (Second Grade)
Revised Fall 2009
Alabama Math, Science, and Technology Initiative (AMSTI)
Available for download at: http://www.nssl.noaa.gov/edu/bm/bm01.pdf
Page 19
"Fill in the Holes" Activities (Second Grade)
Revised Fall 2009
Alabama Math, Science, and Technology Initiative (AMSTI)
Page 20
"Fill in the Holes" Activities (Second Grade)
Revised Fall 2009
Alabama Math, Science, and Technology Initiative (AMSTI)
Page 21
"Fill in the Holes" Activities (Second Grade)
Revised Fall 2009
Alabama Math, Science, and Technology Initiative (AMSTI)
Page 22
"Fill in the Holes" Activities (Second Grade)
Revised Fall 2009
Alabama Math, Science, and Technology Initiative (AMSTI)
Page 23
"Fill in the Holes" Activities (Second Grade)
Revised Fall 2009
Alabama Math, Science, and Technology Initiative (AMSTI)
Page 24
"Fill in the Holes" Activities (Second Grade)
Revised Fall 2009
Alabama Math, Science, and Technology Initiative (AMSTI)
Page 25
"Fill in the Holes" Activities (Second Grade)
Revised Fall 2009
Alabama Math, Science, and Technology Initiative (AMSTI)
Page 26
"Fill in the Holes" Activities (Second Grade)
Revised Fall 2009
Alabama Math, Science, and Technology Initiative (AMSTI)
Page 27
"Fill in the Holes" Activities (Second Grade)
Revised Fall 2009
Alabama Math, Science, and Technology Initiative (AMSTI)
“Fill in the Holes” Activities – Second Grade
COS Objective #11
Title of Activity/Lesson
Time Allotment
Objective
Our Solar System
45 minutes a day for three consecutive days
 Identify basic components of our solar system,
including the sun, planets, and Earth’s moon
Rationale/Helpful Hints
Outline/Plans
1) In their science notebooks, have the students
draw a picture of the daytime sky and a picture
of the nighttime sky.
2) Have the students share their drawings.
3) Read the book Me and My Place in Space by
Joan Sweeney and discuss.
4) Have the students return to the pictures that
they have drawn in their science notebooks and
ask them to label the items they have drawn.
5) Give each student a copy of A Solar System
Coloring Book (pages 29-41). The students
will color the book and use it for further
information on the items which can be found in
our solar system.
6) Please visit the following website for up-todate information about Pluto, which is now
known as the first dwarf planet:
http://starchild.gsfc.nasa.gov/docs/StarChild/so
lar_system_level1/pluto.html.
Materials:
Copies of the book entitled “A Solar
System Coloring Book” for each
student (see pages 29-41)

Please note that A Solar System Coloring Book
is available for download from
http://www.windows.ucar.edu and includes a
page about Pluto (page 40 of this document).
Since scientists have come to the conclusion
that Pluto is a dwarf planet, you may want to
delete this page or have your students note the
change on their individual copies of the book.
Literature Connections
 Me and My Place in Space by: Joan
Sweeney
 The Solar System by: Carmen Bredesen
 Why Isn’t Pluto a Planet?: A Book
About Planets by: Stephen J.
Kortenkamp
Additional Resources
http://starchild.gsfc.nasa.gov/docs/Star
Child/StarChild.html
Solar System, The: A First Look.
100% Educational Videos (1998).
Retrieved October 17, 2007, from
unitedstreaming:
http://streaming.discoveryeducation.co
m/
Our Home in Space. 100%
Educational Videos (1999). Retrieved
October 17, 2007, from
unitedstreaming:
http://streaming.discoveryeducation.co
m/
Page 28
"Fill in the Holes" Activities (Second Grade)
Revised Fall 2009
Alabama Math, Science, and Technology Initiative (AMSTI)
Page 29
"Fill in the Holes" Activities (Second Grade)
Revised Fall 2009
Alabama Math, Science, and Technology Initiative (AMSTI)
-1-
Page 30
"Fill in the Holes" Activities (Second Grade)
Revised Fall 2009
Alabama Math, Science, and Technology Initiative (AMSTI)
-2-
Page 31
"Fill in the Holes" Activities (Second Grade)
Revised Fall 2009
Alabama Math, Science, and Technology Initiative (AMSTI)
-3-
Page 32
"Fill in the Holes" Activities (Second Grade)
Revised Fall 2009
Alabama Math, Science, and Technology Initiative (AMSTI)
-4-
Page 33
"Fill in the Holes" Activities (Second Grade)
Revised Fall 2009
Alabama Math, Science, and Technology Initiative (AMSTI)
-5-
Page 34
"Fill in the Holes" Activities (Second Grade)
Revised Fall 2009
Alabama Math, Science, and Technology Initiative (AMSTI)
-6-
Page 35
"Fill in the Holes" Activities (Second Grade)
Revised Fall 2009
Alabama Math, Science, and Technology Initiative (AMSTI)
-7-
Page 36
"Fill in the Holes" Activities (Second Grade)
Revised Fall 2009
Alabama Math, Science, and Technology Initiative (AMSTI)
-8-
Page 37
"Fill in the Holes" Activities (Second Grade)
Revised Fall 2009
Alabama Math, Science, and Technology Initiative (AMSTI)
-9-
Page 38
"Fill in the Holes" Activities (Second Grade)
Revised Fall 2009
Alabama Math, Science, and Technology Initiative (AMSTI)
-10-
Page 39
"Fill in the Holes" Activities (Second Grade)
Revised Fall 2009
Alabama Math, Science, and Technology Initiative (AMSTI)
-11-
Page 40
"Fill in the Holes" Activities (Second Grade)
Revised Fall 2009
Alabama Math, Science, and Technology Initiative (AMSTI)
-12-
Page 41
"Fill in the Holes" Activities (Second Grade)
Revised Fall 2009
Alabama Math, Science, and Technology Initiative (AMSTI)
Second Grade "Fill in the Holes" Activities Literature Connections
Title
Author
ISBN
All About Light
All About Sound
Cracking Up: A Story About Erosion
Cut, Chop, and Stop: A Book About
Wedges
Follow the Water From Brook to Ocean
I See Myself
Me and My Place in Space
Pull, Lift, and Lower: A Book About Pulleys
Roll, Slope, and Slide: A Book About Ramps
Scoop, Seesaw, and Raise: A Book About
Levers
Simple Machines
Solid, Liquid, or Gas?
Solids, Liquids, and Gases
Sounds All Around
The Earth is Mostly Ocean
The Little Island
The Seven Continents
The Solar System
Tires, Spokes, and Sprockets: A Book About
Wheels and Axles
Twist, Dig, and Drill: A Book About Screws
Weather Forecasting
Weather Words and What They Mean
What Did They See?
What is Matter?
What is The World Made Of? All About
Solids, Liquids, and Gases
What Will the Weather Be?
Whistle for Willie
Why Isn’t Pluto a Planet?: A Book About
Planets
Lisa Trumbauer
0516258427
Lisa Trumbauer
Jacqui Bailey
0516258478
1404819967
Michael Dahl
140481907X
Arthur Dorros
Vicki Cobb
Joan Sweeney
Michael Dahl
Michael Dahl
0064451151
0688178367
0517709686
1404819088
1404819096
Michael Dahl
140481910X
Allan Fowler
Sally Hewitt
0516273108
0516263935
Ginger Garrett
Wendy Pfeffer
Allan Fowler
Margaret Wise Brown
Wil Mara
Carmen Bredeson
0516246631
0064451771
0516460382
0385746407
0516225340
0516277715
Michael Dahl
1404819118
Michael Dahl
Gail Gibbons
Gail Gibbons
John Schindel
Don L. Curry
1404819126
0689716834
082340952X
0805061673
0516246674
Kathleen Weidner Zoehfeld
0064451631
Lynda Dewitt
Ezra Jack Keats
0064451135
0670762407
Stephen J. Kortenkamp
0736867538
Page 42
"Fill in the Holes" Activities (Second Grade)
Revised Fall 2009
Alabama Math, Science, and Technology Initiative (AMSTI)