wonders content reader grade 2

For a list of links and activities that relate to this Science standard, visit the California Treasures Web site at www.macmillanmh.com to access the Content Reader resources.. For a l

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PS 2.1.a

PS 2.1.b

PS 2.1.c

PS 2.1.d

PS 2.1.e

PS 2.1.f

PS 2.1.g

LS 2.2.a

LS 2.2.c

LS 2.2.b

LS 2.2.d

How Can You Describe Where Something Is? 6

Poetry in Motion 8

Compare/Contrast Writing Frame 10

Critical Thinking CAPTION 1 1 Objects in Motion 12

What Are Forces? 13

Amazing Machines 14

Cause/Effect Writing Frame 16

Critical Thinking CAPTION 17

Gravity 18

Up in the Air 20

Description Writing Frame 22

Critical Thinking DIAGRAM 23

Magnets Push and Pull 24

Trains That Run on Magnets 26

Critical Thinking LABEL 29

What Is Sound? 30

Turn the Volume Down 32

Problem/Solution Writing Frame 34

Traits from Parents 36

Follow the Herd 38

Critical Thinking CAPTION 4 1 A Butterfly’s Life/A Frog’s Life 42

Monarch Butterflies 44

Sequence Writing Frame 46

Annotated Teacher’s Edition includes highlighted pages

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LS 2.2.e

LS 2.2.f

ES 2.3.a

ES 2.3.b

ES 2.3.c

ES 2.3.d

How Plants Change to Get What They Need 54

From Seed to Pumpkin 56

What Do Flowers, Fruits, and Seeds Do? 60

Bees, Bats, Bears, and Bison 62

What Are Rocks Made Of? 66

Monumental Material 68

How Do Rocks Change? 72

Secret Life of Rocks 74

What Is Soil? 78

A Martian Garden 80

What Are Fossils? 84

A Rain Forest in Illinois 86

Critical Thinking PHOTOGRAPH 89

ES 2.3.e How We Use Natural Resources 90

It’s Crowded on Earth! 92

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HSS 2.2.1.123

HSS 2.2.2.1

HSS 2.2.2.2

HSS 2.2.2.3

HSS 2.2.2.4

HSS 2.2.3.1

HSS 2.2.3.2

Then and Now 96

Same Place, Different Times! 98

Critical Thinking TIME LINE 1 0 1 All About Location 102

Grid Fun 104

Critical Thinking MAP 107

North America 108

Two Maps: One New, One Old 1 1 0 Compare/Contrast Writing Frame 1 12 Critical Thinking MAP 1 13 Our Ancestors in California 1 1 4 Coming to America 1 1 6 Cause/Effect Writing Frame 1 1 8 Critical Thinking PHOTOGRAPH 1 1 9 From City to Country 120

Whose Habitat Is It? 122

Rules and Laws 126

Too Young to Work 128

Critical Thinking CAPTION 13 1 Governments of Other Countries 132

Remembering Rosa Parks 134

HSS 2.2.3.3 Countries Work Together 138

One Tough Job 140

Problem/Solution Writing Frame 142

Annotated Teacher’s Edition includes highlighted pages

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HSS 2.2.4.2

HSS 2.2.4.3

HSS 2.2.4.4

HSS 2.2.5

From Farm to Home 150

Picking the Perfect Apple 152

Producers and Consumers 156

Kids In Charge 158

Critical Thinking PHOTOGRAPH 1 6 1 Trading with Other Countries 162

Kids Selling to Kids 164

People Making Differences 168

Women Make History 170

Leaders for Freedom 174

Dr King’s Journey 176

George Washington Carver 180

Golda Meir 1 8 1 Their Stamp on History 182

Credits 186

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Compare/Contrast Writing Frame

Use the Writing Frame below to orally summarize

“How Can You Describe Where Something Is?”

The photographs on these pages are like each other

in many ways They are the same because

The photographs are also similar because they both

In one way, though, the photographs are different

They are different because

So the photographs on these pages are the same

in many ways, but also different in one way

Use the frame to write the summary on another

sheet of paper Include the bold signal words You

can use this Text Structure to write a summary of

same fish tank

show the same fish in the tanks

tanks

they both show the

the fish are in different positions in the

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For a list of links and activities that relate to this Science

standard, visit the California Treasures Web site at

www.macmillanmh.com to access the Content Reader

resources

Have children view the e-Review “How Can You Describe

Where Something Is?”

In addition, distribute copies of the Translated Concept Summaries in

Spanish, Chinese, Hmong, Khmer, and Vietnamese.

1 We call the place where something is its

A position

B grade

C planet

2 Find the words that describe position in “How Can

You Describe Where Something Is?”

3 Look at the text on page 7 Find how you can

describe the new position of something

4 Find the first photograph in “How

Can You Describe Where Something

Is?” and read aloud the caption

A caption is a title

or an explanation

of a photograph.

above, below, left, right, near, far, next to, in, on, under

You can compare it to other objects

You can compare it to the background.

The orange fish is to the left of the chest.

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Cause/Effect Writing Frame

“Objects in Motion” and “What Are Forces?”

Motion is a change in position To cause something

The effect of a push or pull is

can use this Text Structure to write a summary

a force

that something will move

move away from you

move closer to you

force

it was put in motion using

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1 When something is moving, it is in .

A middle

B secret

C motion

2 Find the sentence in “What Are Forces?” that

tells what happens when you push something

3 Look at the text on page 13 Where does it say what

happens if you push hard?

4 Find a photograph with a caption

Talk about this caption with a

partner What information does the

caption give that is not in the text?

or an explanation

of a photograph.

resources

Have children view the Science in Motion video

“How a Ball Changes Direction.”

In addition, distribute copies of the Translated Concept Summaries

in Spanish, Chinese, Hmong, Khmer, and Vietnamese.

If you push something, it will move away from you.

First paragraph, last sentence; the thing will move

a lot.

Possible answer: page 13; The girl pushes the stroller;

it gives one kind of a push.

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Description Writing Frame

Use the Writing Frame below to orally

summarize “Gravity.”

All things have a force of gravity Gravity is

You can feel gravity For instance, when you jump in

the air, you can feel gravity

Without gravity, you would

Earth has a strong force of gravity because of its size

For example, a ball in the air

sheet of paper Include the bold signal words

You can use this Text Structure as a model

a force that pulls

pull you back to the ground things toward each other

fly into space

falls back down to Earth because the

gravity of Earth is stronger than the gravity of smaller things

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1 A force that pulls things toward each other is

A space

B gravy

C gravity

2 Find the sentences in “Up in the Air” that tell

what Vova and Olga Galchenko do

3 Find the sentence in this article that

tells how many clubs Vova and Olga

juggle at the same time

4 What does the diagram on page 19

tell you? Discuss this with a partner

For a list of links and activities that relate to this

Science standard, visit the California Treasures

Web site at www.macmillanmh.com to access the

Content Reader resources.

Have children view the Science in Motion video “Gravity

at Work.”

A diagram is a drawing or a plan

It explains the parts

of something or the way it works.

They juggle everywhere; they juggle balls and clubs.

They juggle up to 12 clubs at the same time.

Possible answer: The arrows sho w how the ball

moves; the blue arrow shows gravity.

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“Magnets Push and Pull.”

A magnet can pull objects made of

For example, a magnet will not attract a penny

because

Magnets can pull through things such as

Every magnet has a magnetic field, which is

can use this Text Structure as a model

push and pull

magnetic force

iron

it is not made of iron

liquids, and gases

paper, plastic, glass,

the area around a magnet where its force pulls

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1 A magnet can , or pull, objects

made of iron

A attack

B push

C attract

2 Find the sentence in “Magnets Push and Pull”

that tells what a magnet can do

3 Look at the photographs in this article What

photograph shows how magnets work with liquids?

What does the text say about magnets and liquids?

4 What do the labels on page 25

name? Talk about these labels

with a partner

Science standard, visit the California Treasures

Web site at www.macmillanmh.com to access the

Content Reader resources

Have children view the e-Review “What Does a

Magnet Pull?”

A label is a short word or phrase that describes someone

or something.

A magnet can attract, or pull, objects made of iron.

The photograph at the bottom of page 25; magnets

can pull through liquids.

brass pot, aluminum can, gold ring

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Problem/Solution Writing Frame

“Turn the Volume Down.”

Parts of an ear can break or bend This problem can

No one knows how long

Some high school students already have a problem

can use this Text Structure to write a summary

loud sounds make the ear parts vibrate too much

turn the volume down

the volume is turned up and

is loud

Turn the volume down

it takes for loud sounds to take away hearing

listened to loud sounds for too long

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1 When something moves back and

A whispers

B volumes

C vibrates

2 Find the sentence in “What Is Sound?”

that tells what happens when you snap a string

3 Find the sentence that describes pitch

4 What happens first, next, and last

in the diagram on page 30?

Science standard, visit the California Treasures Web

site at www.macmillanmh.com to access the Content

Reader resources.

Have children view the e-Review “Sound.”

In addition, distribute copies of the Translated Concept

Summaries in Spanish, Chinese, Hmong, Khmer, and Vietnamese.

When you snap a string, it vibrates.

The second paragraph on page 31; pitch describes how

high or low a sound is.

First, you snap a string and the air vibrates Next,

the moving air reaches your ear Last, your

eardrum vibrates, and you hear sound.

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Use the Writing Frame below to orally

summarize “Traits from Parents.”

Sunflowers and oak trees are different plants, but both

have traits Sunflower seeds grow into

Sunflowers are like oak trees in that

Some animals are alike in that they have

Keep this as a model of this Text Structure

traits; babies who act and look like their parents

sunflowers

oak trees

both grow from seeds

the same traits, like color, body parts or how they act

traits they get from their parents; the same parts, like seeds

help them live in their environments; they get from their parents

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1 A way that a plant or an animal looks or acts

like its parents is called a

A trait

B color

C tree

2 Look at the pictures and captions on pages 36

and 37 Compare and contrast the sunflower

and oak tree

3 Revisit “Follow the Herd.” Read aloud

what Lewis did during the dry season

4 Which caption on page 37 tells about

a tortoise? Talk about how the shell

helps the tortoise with a partner

Reader resources.

Have children view the e-Review “Animal Traits.”

A caption is text that goes along with

a photograph or photographs.

Scientists learned that Lewis often left the reserve

to find food (page 39)

The shell protects this tortoise.

The sunflower and the oak tree are alike in that they both come from seeds They are different

in that the sunflower comes from a sunflower seed and the oak

tree comes from an acorn

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Sequence Writing Frame

“A Frog’s Life.”

Every spring a male frog finds a female frog

Then the female frog

Next the tadpoles hatch They

Soon each tadpole grows

Finally,

lays eggs in water

use their tails to swim and eat plants

legs

the young frog hops out of the water The frog has no tail It is an becomes smaller

adult frog

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1 A caterpillar forms a hard case called a .

A tadpole

B pupa

C butterfly

2 Find the text in “Monarch Butterflies” that tells

what happens after a caterpillar eats and grows

Describe this to a partner

3 Read aloud the text in this article that tells where

monarchs rest in the winter

4 Use the diagram on pages 42 and 43

to talk with a partner about how a

frog grows and changes

resources Have children view the Science in Motion

video “Crab Life Cycle.”

The caterpillar changes into a butterfly! (page 45)

A tadpole hatches from an egg It swims like a fish It grows

into an adult frog and hops out of the water.

The monarchs will rest in Mexico all winter (page 45)

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“What Is a Population?”

A population is a group of the same kind of animals

that often live near each other For example,

For instance,

However, animal populations may be different from

each other For example,

They are different because they live in

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1 A group of the same kind of animals that live

near each other is called a

A bear

B national park

C population

2 Point to the text in “Daddy Day Care” that tells

how baboon fathers might know their babies

3 Which sentence in “The Life Cycle of Black

Bears” tells how much cubs weigh by spring?

4 Read aloud the caption that describes

an adult bear

Reader resources

Have children view the e-Review, “Animal Traits.”

In addition, distribute copies of the Translated Concept Summaries

in Spanish, Chinese, Hmong, Khmer, and Vietnamese.

or an explanation of

a photograph.

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“How Plants Change to Get What They Need.”

There are many things that can affect how

because

When the environment changes, the effect is

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1 When a seed germinates, it begins to .

A green

B grow

C die

2 Find the text in “From Seed to Pumpkin” that

tells what helps pumpkins grow

3 Point to the text in “From Seed to Pumpkin”

that describes what grows first on

pumpkin vines

4 Discuss the diagram on page 55 with

a partner Why do you think the stem

of the water lily is long?

Reader resources

Have students view the Science in Motion video “Life

Cycle of A Pine Tree.“

The Sun helps pumpkins grow./ Water and sunlight help

sprouts grow bigger (page 56)

Leaves grow on the pumpkin vines (page 56)

The leaves need to get to the surface

of the water to get light so the plant can grow.

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“What Do Flowers, Fruits, and Seeds Do?”

Many plants have flowers, but the flowers come in

The flowers may look different, but they are alike in

Most of the time, the seeds grow inside

Fruits like

However, some fruits, such as strawberries,

colors, shapes and sizes

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1 Pollen is made by a flower’s .

A strawberry

B stamen

C cantaloupe

2 Which parts of the text in “Bees, Bats, Bears, and

Bison” explain how animals help plants?

3 How do seeds get from a plant to the soil?

Point to the text in this article that

talks about it

4 How does a flower change into a

fruit? Use the diagram on pages 60

and 61 to talk about it with a partner

Science standard, visit the California Treasures Web site

at www.macmillanmh.com to access the Content

Reader resources.

Have students view the e-Review “Plants Grow

and Change.”

[2] How does pollen move? Sometimes bees and bats carry it Bees and bats fly to flowers to get food Pollen sticks to their bodies When the bee or bat moves to a new flower, pollen goes with them.

When bears, bats, and bison eat fruit and grass, they also eat seeds The seeds

come out in the animal’s droppings These seeds

grow into plants.

[4] Pollen moves from stamen to pistil The flower starts to change It grows bigger and the petals fall off The flower becomes a fruit.

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“What Are Rocks Made Of?”

Some rocks are made of one mineral, but

Both plants and people use minerals to

other rocks are made

of many minerals

made of minerals

is made of one mineral

made of three minerals

use pencils with graphite

use toothpaste with fluoride

grow

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1 All rocks are made of .

A minerals

B pencils

C beryl

2 Read aloud the name of the monument in

“Monumental Material” that honors four Presidents

3 Point out the text in this article that

describes the statue of Abraham

Lincoln

4 What minerals are in granite? Use the

diagram on page 66 to talk about it

with a partner

at www.macmillanmh.com to access the Content

Reader resources.

Have children view the e-Review “Rocks.”

A diagram is a drawing or a plan that explains the parts of something

or how it works.

Mount Rushmore (page 68)

Granite is made of feldspar, quartz, and mica.

The Lincoln Memorial honors President Abraham Lincoln

People carved this monument from white marble Marble is very hard It is smooth and shiny Other parts of the document are made of

limestone and granite (page 69)

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“How Do Rocks Change?”

Sometimes water gets into the cracks of rocks Then

This can cause the rocks to

When rocks slide downhill, they can

Earthquakes can cause rocks to change because

Plants can grow in soil inside the cracks of rocks

As a result,

Keep it as a model of this Text Structure

the water freezes

break

when Earth shakes, rocks rub against each other and break

the rocks break apart

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1 The way water and wind change rocks is

A sand

B weathering

C water

2 Revisit the text on page 74 Find the sentence

that tells what igneous means.

3 Run your finger under the text in “Secret Life of

Rocks” that tells what wind and ice can do to rocks

4 One caption on page 72 or 73

describes what wind and sand can do

to a rock Ask a partner to point to

the photograph that goes with this

caption

resources

Have children view the Science e-Review “Rocks Change.”

or an explanation

of a photograph.

Igneous means “of fire.”

[2] Wind and sand break it [a rock] into small pieces Rocks get smaller and smaller Some rocks end up as grains

of sand.

Photograph on page 72.

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Most plants get their minerals from soil Therefore

people who eat plants

Because soils get their colors from the minerals,

different soils

become part of the soil

they become

get minerals

have different colors the soil

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1 Tiny rocks and bits of plants and animals

A sand

B soil

C minerals

2 Find the text in “ A Martian Garden” that tells

how Michael Mautner got soil from Mars

3 Point out the sentence in “ A Martian Garden”

that tells about what Mautner found

in Martian rocks

4 Discuss with a partner the captions

on pages 78 and 79 Describe each

kind of soil

resources.

Have children view the Science e-Review “Soils.”

or an explanation of

a photograph.

He made the soil from Martian rocks The rocks from Mars fell on Earth.

He found fertilizer inside them.

Sandy soil is light brown./Clay soil

is red It has iron./Topsoil is dark brown or black It

has bits of dead animals and plants in it.

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“What Are Fossils?”

Scientists have found many fossils of

plants and animals

rock, ice, tar, or amber

found fossils of plants

only grow in warm places today

Antarctica used to be warm

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1 Something that is left of a living thing

from the past is called

A a fossil

B a fish

C amber

2 Point out the sentence in “A Rain Forest in Illinois”

that tells where rain forests are found

3 With a partner, discuss what the article says

about what fossils show us

4 Describe for a partner the

photograph of the velociraptor

fossil on page 84

at www.macmillanmh.com to access the Content Reader

Rain forests are in hot, wet parts of the world Most of them are near

the equator (page 86)

The fossils show us what rain forest plants in the past looked like (page 87)

The photograph shows a fossil of a skull of a velociraptor

The fossil shows the mouth

with sharp teeth.

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