Supplement Overview

Teachers can use these activities however best fit their students and classroom. Many activities can be completed by individual students, small groups, the whole class, or as part of learning centers. In order to address all of the standards listed on the activity overview, all of these supplemental activities need to be completed. Some of the content statements and elaborations are only addressed through the supplements and are not included in the versions written in the Growing Up WILD (GUW) guide.

Note: All supplemental materials are protected by copyright and are owned by Ohio Environmental Education Fund and Ohio Environmental Protection Agency. They may be used, with attribution, for educational purposes but are not to be used commercially. Please include Curious KIDSS  and www.curiouskidss.org  when citing the supplemental materials.  All references to Growing Up WILD must include a reference to the Association of Fish and Wildlife Agencies, which holds the copyright to Growing Up WILD. Guides can be obtained through a workshop from the ODNR Division of Wildlife. 

When implemented as written, supplemental resources for the Growing Up WILD activity Oh Deer address the following content statements in the 2017-2018 Ohio Learning Standards for the following disciplines:

Science 

• ​2.ESS.1: The atmosphere is primarily made up of air.
• 2.ESS.2: Water is present in the atmosphere.
  
• 2.ESS.3: Long- and short-term weather changes occur due to changes in energy.
  
• 2.LS.1: Living things cause changes on Earth.
  

Social Studies

• 2.SS.1: ​Time can be shown graphically on calendars and timelines.
• 2.SS.2: Change over time can be shown with artifacts, maps, and photographs.
• 2.SS.3: Science and technology have changed daily life.
• 2.SS.5: Maps and their symbols, including cardinal directions, can be interpreted to answer questions about location of places.
• 2.SS.7: Human activities alter the physical environment, both positively and negatively.
• 2.SS.13: Information displayed on bar graphs can be used to compare quantities.

Math

• 2.MD.1 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.
• 2.MD.2 Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen.
  
• 2.MD.4 Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.
  
• 2.MD.7 Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.
  
• 2.MD.9 Generate measurement data by measuring lengths of several objects to the nearest whole unit or by making repeated measurements of the same object. Show the measurements by creating a line plot, where the horizontal scale is marked off in whole number units.
  

     Reinforcement of Standards:

• K.MD.1 Identify and describe measurable attributes (length, weight, and height) of a single object using vocabulary terms such as long/short, heavy/light, or tall/short.
• 1.MD.2 Express the length of an object as a whole number of length units by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps.
  
• 1.MD.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.
  

English Language Arts

• RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
• RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. Activate prior knowledge and draw on previous experiences in order to make text-to-self or text-to-text connections and comparisons.
  
• RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
  
• RI.2.8 Identify the main points an author uses in a text and, with support, explain how reasons connect to the main points.
  
• RI.2.9 Compare and contrast the most important points presented by two texts on the same topic.
  
• RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words.
  
• RF.2.4 Read with sufficient accuracy and fluency to support comprehension.
  
• W.2.2 Write informative/explanatory texts that introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
  
• W.2.3 Write narratives to recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.
  
• W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
  
• W.2.8 Recall information from experiences or gather information from provided sources to answer a question.
  

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