# data[].attributes.body
It’s a reality!!

# data[].attributes.body
Dr Rachel Skyped with us again to see our finished garden . She congratulated the class and ask that they continue to share their data with her.

# data[].attributes.body
Here are two butterflies that we just released. We enjoyed learning how the painted ladies use mimicry to confuse predators.

# data[].attributes.body
Our caterpillar cups arrived

# data[].attributes.headline
Mimicry and camouflageThe primary difference is that, with mimicry, an organism copies another organism or part of an organism, while camouflage involves the copying of some part of the environment.

# data[].attributes.subject
Mimicry and camouflageThe primary difference is that, with mimicry, an organism copies another organism or part of an organism, while camouflage involves the copying of some part of the environment.

# data[].attributes.body
Thank you UGA Master Gardeners!!!
They shared their knowledge and their seeds with us.

# data[].attributes.headline
Our Dream board of what the finished pollinator garden will look like

# data[].attributes.subject
Our Dream board of what the finished pollinator garden will look like

# data[].attributes.attachment_link.description
Share your videos with friends, family, and the world

# data[].attributes.body
Students will create garden art using weather appropriate recycled materials.

Students will learn and preform Bugz the Musical

# data[].attributes.body
Map and Globe Skills GOAL: The student will use maps to retrieve social studies information. I: indicates when a skill is introduced in the standards and elements as part of the content D: indicates grade levels where the teacher must develop that skill using the appropriate content M: indicates grade level by which student should achieve mastery, the ability to use the skill in all situations A: indicates grade levels where students will continue to apply and improve mastered skills Map and Globe Skills K 1 2 3 4 5 6 7 8 9-12 1. use a compass rose to identify cardinal directions 2. use intermediate directions 3. use a letter/number grid system to determine location 4. compare and contrast the categories of natural, cultural, and political features found on maps 5. use graphic scales to determine distances on a map 6. use map key/legend to acquire information from historical, physical, political, resource, product, and economic maps I D 7. use a map to explain impact of geography on historical and current events8. draw conclusions and make generalizations based on information from maps

# data[].attributes.headline
Welcome to our second Grade PBL Read here first

# data[].attributes.subject
Welcome to our second Grade PBL Read here first

# data[].attributes.body
This has been a year long project for our second graders.  imbedded in this process have been many content standards.  As you look through the padlet remember this consists of a years worth of learning, fact gathering, testing, planning, and growing. This project would not have been possible with out the help of many Community Partners,( GYSTC Ms. Catherine, Local Business Partners Elrod's Garden Center, Skype a scientist Dr. Rachel, and UGA extension office Master Gardener Christen,) Staff and School Admin.  Our Team was also fortunate enough to win a grant this year from GYSTC that helped out with the price of the PBL.
What started as a question on the playground... Where did the butterflies go ??? Has turned into a pollinator  garden with feeder and host plants for butterflies, a bird bath, and benches for students to make new observations and continue to ask questions.

In March we will be working with Master Gardeners to complete the flower bed layouts. In April we will work to plant according to our plans, and raise caterpillars in our classrooms, as well as put the final touches on the garden space.

# data[].attributes.headline
Using Talley Marks and Graphs to collect Data

# data[].attributes.subject
Using Talley Marks and Graphs to collect Data

# data[].attributes.body
Students used rulers and yard sticks to measure flower beds, so that they can make a plan for planting.

# data[].attributes.body
Life cycles

# data[].attributes.body
Students use Canva to illustrate facts .

# data[].attributes.body
Monarch migration

# data[].attributes.body
Skype a scientist

# data[].attributes.body
Students used school maps as well as images from google maps to decide on the location for the garden.

# data[].attributes.body
2nd Grade Technology Standard 3: A student must apply digital tools and skills with creativity and innovation to express his/herself, construct knowledge, and develop products and processes.
Canva, Padlet, chater pics, Voki
2nd Grade Technology Standard 2: A student must collaborate and communicate globally in a digital environment. Benchmark 1: The student can identify and explore online collaboration and communication tools.
Email, Skype, Zoom
2nd Grade Technology Standard 1: A student must use digital tools and resources for problem solving and decision making. Benchmark 1: The student can identify and investigate a problem and generate possible solutions

Where did the butterflies go and how do we get them back?

# data[].attributes.body
LS1A: Structure and Function ● Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive, grow, and produce more plants. LS1B: Growth and Development of Organisms ● Plants and animals have predictable characteristics at different stages of development. Plants and animals grow and change. Adult plants and animals can have young. ● Plants and animals have unique and diverse life cycles that include being born (sprouting in plants), growing, developing into adults, reproducing, and eventually dying. LS2A: Interdependent Relationships in Ecosystems ● Animals can move around, but plants cannot, and they often depend on animals for pollination or to move their seeds around. LS2C: Ecosystem Dynamics, Functioning,  and Resilience ● The places where plants and animals live often change, sometimes slowly and sometimes rapidly. LS2C: Ecosystem Dynamics, Functioning, and Resilience ● The places where plants and animals live often change, sometimes slowly and sometimes rapidly. ESS2E: Biogeology ● Plants and animals (including humans) can change their environment (e.g. the shape of the land, the flow of water.) ESS3C: Human Impacts on Earth Systems ● Things that people do to live comfortably can affect the world around them.

# data[].attributes.body
MGSE2.OA.4 Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.
MGSE2.MD.1 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. MGSE2.MD.2 Measure the length of an object twice, using length units of different measurements; describe how the two measurements relate to the size of the unit chosen. Understand the relative size of units in different systems of measurement. For example, an inch is longer than a centimeter. (Students are not expected to convert between systems of measurement.) MGSE2.MD.3 Estimate lengths using units of inches, feet, centimeters, and meters. MGSE2.MD.4 Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.
MGSE2.MD.10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems10 using information presented in a bar graph.
MGSE2.G.2 Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. MGSE2.G.3 Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.