We had a beautiful, yet hot, Grade 2 Picnic Day at Negishi Park! We spent all day investigated the pond and creek, running through the woods and playing games. The highlight of the day was probably when the children caught a large crayfish using some string they found, a stick and some dried mango! Who would have thought that crayfish like dried mango! Ina…that’s who! She said that it was an investigation, and what a success it was!
The Grade 2s visited Zoorasia to learn about the Bali mynah bird as well as inquire into the habitats of certain endangered animals living in captivity there.
Ahead of our visit, we learned that Zoorasia has a breeding program for the Bali mynah bird, which is critically endangered. It is a wonderful example of how people are trying to help species survive. To prepare for our visit, we read about the Bali mynah, watched a video and wrote questions for our trip.
These are photos of Bali mynah birds living in captivity at Zoorasia.
Here are the thoughtful questions that the Grade 2s prepared ahead of our meeting with the zoologists.
I wonder what the zoo people teach the baby and adult mynahs.
Why don’t the people at the zoo teach the babies to survive?
I wonder why Bali mynahs don’t eat vegetables.
What kind of fruit do mynah birds eat?
What kind of insects do mynah birds eat?
How do they catch the bugs?
Where do they find the insects?
Which plant does the nectar come from?
What do mynah birds do everyday?
Why do mynah birds mimic?
Do they live with their families?
What do they use to make their nests?
Do Bali mynahs hibernate?
How do people catch the Bali mynahs?
Why don’t the mynah birds escape from the humans?
Wouldn’t the mynah birds escape from the humans if the mynah birds noticed the humans?
I wonder why people just want to ignore the law because birds are such an important living thing.
Why can’t people understand that lots of animals are endangered and you should conserve? For example, the Bali myna bird is almost extinct because people are capturing them.
How can the mynah bird sense the predators with their group (flock)?
Will mynah birds be extinct in the future?
How can you breed the Bali mynah and make 100,000,000 birds?
How many Bali mynah birds are there right now?
How can we bring the mynah bird to Bali again?
Why are there no Bali mynah books?
What is the difference between the female and male Mynah birds?
What is the Bali Mynah’s favourite food？
How do zookeepers make (breed) the Bali Mynah?
How many more Bali Mynahs are in the world now?
How long does it take for the Bali Mynah to lay eggs?
Can the Bali Mynah adapt to living in the snow?
Why do people want to have the Bali Mynah as pets?
How many Bali Mynah are in the zoo right now?
What do the Bali Mynah do during the day?
How do the zookeepers get the Bali Mynah into the zoo?
What do the zookeepers do to keep the Bali Mynah safe?
During the presentation, the children took notes about the answers to their questions. They have been learning to take notes, since Semester One. It is amazing what second graders can do!
While at the zoo, we observed two Bali mynah birds in captivity as well as several other endangered animals and completed a Draw, Name, Connect, Explain thinking routine for them. This helped us to gain a better understanding about what it is like for animals to live in captivity in contrast to their natural habitat.
The Grade 2s have been inquiring our new unit, “Human activities can challenge plant and animal survival.” The students were given this question to answer. Do you think wolves or deer can change the geography of the land? Explain why or why not. As expected one of the children asked, “What is geography?”
We looked at the question again for context clues and noticed the word land”. This helped a bit and the students made lots of suggestions. Slowly, building off each other’s ideas, we realized that geography had to do with natural things such as: trees, plants, rivers, seas, oceans, volcanoes, lakes, animals, mountains, rocks, beaches, etc.
Then the children wrote their responses to the questions and explained their reasoning. Afterwards, we watched a video called, How Wolves Change Rivers. We hope you watch, too. If you haven’t seen it yet, prepare to be amazed.
How Wolves Change Rivers Embed Code
As the video moves quite quickly and is loaded with valuable information, we watched the movie a couple times, while pausing to talk. The children offered examples of cause and effect from the video to explain how wolves and deer were able to change the geography of Yellowstone National Park.
We compared the banks of the river to the marble run to help us better understand.
We shared our ideas and thoughts about the video and built off each other’s understandings.
After talking about cause and effect and it’s relationship to the video, the children answered the same question again. This is a version of our “I Used to Think… Now, I Think…” routine.
Here are some of the examples of what the children said. These comments show a reasonable understanding, while others not shown, demonstrate a need for further investigation.
I used to think…
no, because deer and wolf don’t eat rock, rivers, sand and more…
Now, I think…
wolves and deer can change the geography of the land because deer eats all the plants so the river falls apart or down. Wolf kills the deer so deer doesn’t eat plants.
I used to think…
wolves and deer can change the geography of the land by making new habitats. They can do that by getting leaves and sticks and rocks and more.
Now, I think…
wolves and deer can change the geography of the land. For example, deer destroyed the grass and ate all the grass. For example, wolves changed the river by killing the deer so that they deers would stop eating all the grass that affects the river.
I used to think…
wolves and deer can change the nature because they might use all of the stuff in the ponds, snow and all different kinds of stuff.
Now, I think…
wolves and deer can change the geography of the land for example wolves can change rivers when wolves come rivers are sort of healthy. When deers come its sort of not healthy I think.
I used to think…
deer and wolves can change the geography of the land because the deer could die and decompose and fertilize the land.
Now, I think…
wolves and deer can change the geography of the land for example the wolves made the river meander less and the deer ate the vegetation and that meant the river meandered so the wolves killed dome deer and they stopped eating as much now so the river is not meandering.
Since many of the children had only a surface understanding of this complex idea, more hands-on learning was necessary.
To help deepen our understanding, we looked at the roots of plants in soil to get a better idea about how they hold the soil together and did a quick experiment. Be sure to ask the children about the roots in the basil plants and roots in the fish tank.
Later, we began making posters to show how Yellowstone National Park looked during the following time periods:
-Before 1925 (when there were wolves in the park)
-Between 1925 & 1995 (when the wolves were gone from the park)
-After 1995 (when the wolves were reintroduced to the park)
After creating the posters we will complete additional Cause and Effect Brainframes to show how our understanding has changed and developed.
In the photos below, you will see human-made things and nature. There are examples all around us. Think about what you see outside your window or on your way home from school.
How can humans affect nature?
photo from Barcelona Zoo
photo from India Tours and Travels
photo from Wikipedia
photo from the Telegraph
Toward the end of our unit relating to health, 2C decided to create our own healthy recipe. We talked about recipes and how they are organized or written. Between all of us, we thought they have the following features: name, ingredients, amount and directions. The children decided that they wanted to make some sort of vegetable pasta, and we made a list of ingredients that they thought might be good for their recipe.
Then we looked at some vegetable pasta recipes as examples and discovered that we were correct. Recipes have a name, a list of ingredients and the amount of each ingredient as well as step-by-step instructions on how to make the dish. Looking at the recipes helped us to see how they are generally organized with the list of ingredients and the amount just below the name and the instructions on the bottom written in a paragraph or numbered sentences.
As part of our learning experience the children worked in small groups to weigh most of the ingredients, so they could get an idea of how much different vegetables weighed before being cut up.
Later, the children collaborated with their iPad partners to decide on a specific amount for each particular ingredient. They came up with a lot of interesting measurements. To help them get a better idea of how much to include, we decided to see what some of their recommendations looked like.
Our Original Guestimates
Olive oil 7 ml
Garlic crushed 130 grams
Roasted onion diced large 4 grams
Dried Crushed Red Chile 20 grams
Zucchini sliced in discs 200 grams
Spinach chopped large 8 grams
Fresh cherry tomatoes cut in half 7 grams
Basil chopped large 140 grams
Fresh Red roasted peppers chopped medium 160 grams
Once the children did some real-life measuring, many realized that the amount was not quite right. For example, Caren and Haziq felt that 8 grams of spinach would be a good amount to add to the recipe, but when they saw that 8 grams was one leaf, they decided to change it. “Now, we think 90 grams because if it is 8 grams not everybody can eat it.”
Vivi and Rene recommended adding 7 grams of tomatoes. When they saw that this was less than one cherry tomato, they decided to change the quantity to 20 cherry tomatoes (200 grams). They said that 7 grams was a little bit, but “with 200 grams, each student in the class will get a piece of tomato.”
Teo and Kei originally recommended adding 130 grams of garlic. After seeing how much this was they decided to change it “to 26 grams which is about 8 cloves of garlic because at first we thought 130, but then we realized it was way, way, way too spicy.”
Teo stated, “I tried it raw the other day, and it was really hot.”
Once we settled on our new measurements, we looked at examples of instructions for recipes. We talked about writing the instructions and realized that they are written in the command form. In other words, they tell you what to do, but don’t use the word “you”.
We collaborated together as a class to write the directions in sequential order and remembered to add words such as: first, next, then, after that, and finally.
We all made suggestions for names. Someone came up with the name Angel Pasta. Since there is a pasta noodle called bowtie pasta that looks like angel wings, we decided that this would be the perfect name.
We finally cooked our recipes. Each student worked with their iPad partner to prepare their ingredient. We learned to chop and how to use the knife safely. Unfortunately, it took longer than expected, so we only got one bite and then the kitchen warmed it up for us the next day for break. It was delicious, although, some students felt it was a bit spicy. Next, we are going to reflect and possibly change the recipe.
Miss Pender tried it and said that it was delicious and had just he right amount of everything! We hope that you will try this recipe at home. Enjoy…and tell us what you think!