Minnow

Georgia Standards of Excellence: MGSE2.OA.2 Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. MGSE2.NBT.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Focus in second grade is getting students to be fluent in adding. This I have, who has activity allows students to practice this skill with more challe

Use this resource to discuss monthly safety drills in elementary school.

This timeline can be used as a resource for an Explorers PBL or to otherwise help students organize the information about Vasco Núñez de Balboa's voyages. SS3H2 Describe European exploration in North America. a. Describe the reasons for and obstacles to the exploration of North America. b. Describe the accomplishments of: John Cabot (England), Vasco Núñez de Balboa (Spain), Hernando de Soto (Spain), Christopher Columbus (Spain), Henry Hudson (The Netherlands), and Jacques Cartier (France). c. D

A short quiz to test key vocabulary for SS2H1 Describe the lives and contributions of historical figures in Georgia history. a. James Oglethorpe, Tomochichi, and Mary Musgrove (founding of Georgia). Includes word bank.

Vocabulary needed for Georgia standards related to Unit study of Soils: S3E1. Students will investigate the physical attributes of rocks and soils. a. Explain the difference between a rock and a mineral. b. Recognize the physical attributes of rocks and minerals using observation (shape, color, texture), measurement, and simple tests (hardness). c. Use observation to compare the similarities and differences of texture, particle size, and color in top soils (such as clay, loam or potting soil

As a 2nd grade teacher, I found that many of my students did not know how to do crossword puzzles.   This is a Google Slides lesson to teach students about them.  Students will learn about the terms "across" and "down". There are 5 crossword puzzles with word banks and answer keys that follow.  These can be printed and given to students for morning work or extra vocabulary practice.

*This is for days when you just didn't have time to plan anything.... This is a Google slide of 20 slides. There is a maze and answer key for morning work. There is a lesson about summarizing using the Somebody, Wanted, But, So, Then strategy. Students will read/watch a short video of a story about a snowman to practice summarizing it. There is also a writing lesson(s) about realistic fiction. Students will practice writing a short realistic fiction story. There are built in Youtube timers

This timeline can be used as a resource for an Explorers PBL or to otherwise help students organize the information of Jacques Cartier's voyages. SS3H2 Describe European exploration in North America. a. Describe the reasons for and obstacles to the exploration of North America. b. Describe the accomplishments of: John Cabot (England), Vasco Núñez de Balboa (Spain), Hernando de Soto (Spain), Christopher Columbus (Spain), Henry Hudson (The Netherlands), and Jacques Cartier (France). c. Describe e

An abbreviated version of a timeline of Christopher Columbus

Doing a PBL on explorers? Use this timeline to help your students do research on Hernando de Soto. SS3H2 Describe European exploration in North America. a. Describe the reasons for and obstacles to the exploration of North America. b. Describe the accomplishments of: John Cabot (England), Vasco Núñez de Balboa (Spain), Hernando de Soto (Spain), Christopher Columbus (Spain), Henry Hudson (The Netherlands), and Jacques Cartier (France). c. Describe examples of cooperation and conflict between Eu

SS2H1 Describe the lives and contributions of historical figures in Georgia history. a. James Oglethorpe, Tomochichi, and Mary Musgrove (founding of Georgia). This is an abbreviated timeline of the life of Chief Tomochichi as it relates to General Oglethorpe and Mary Musgrove.

This timeline can be used as a resource for an Explorers PBL or to otherwise help students organize the information of John Cabot's voyages. SS3H2 Describe European exploration in North America. a. Describe the reasons for and obstacles to the exploration of North America. b. Describe the accomplishments of: John Cabot (England), Vasco Núñez de Balboa (Spain), Hernando de Soto (Spain), Christopher Columbus (Spain), Henry Hudson (The Netherlands), and Jacques Cartier (France). c. Describe example

I use this powerpoint for my class to get started on a morning work question. I sometimes alter the message by adding information that I need for them to know or things that I need students to do. This powerpoint has 3 slides in a continuous loop so that as students arrive in class they will read directions to get started on the school day.

First day of school activity (for 2nd or 3rd graders) that only requires paper and pencil. Use as a "getting to know you" activity and learn a bit about your new students.

Students color according to the times listed on each clock. This shows only quarter after, half past and quarter 'til times to scaffold the learning of telling time. Use as a math writing activity or for homework. MGSE2.MD.7 Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.

This resource will help students with gathering information for Henry Hudson in order to determine his accomplishments. SS3H2 Describe European exploration in North America. a. Describe the reasons for and obstacles to the exploration of North America. b. Describe the accomplishments of: John Cabot (England), Vasco Núñez de Balboa (Spain), Hernando de Soto (Spain), Christopher Columbus (Spain), Henry Hudson (The Netherlands), and Jacques Cartier (France). c. Describe examples of cooperation and

This activity will make a great morning activity or math pre-assessment for your 2nd or 3rd grade students. Students will work through 2-3 digit addition problems as well as answering questions about themselves to create their very own glyph. In this case, students will create a paper person that will represent each students' unique combination of answers.