Ponds at Tyson Lagoon Field Trip
(Plant and Animal Diversity)
Reinforces the following
California Science Standards and Next Generation Science Standards for Second Grade
(Plant and Animal Diversity)
Plant and Animal Diversity (Second Grade) Students look at biodiversity of organisms in a wetland ecosystem. They tour Tule Ponds looking for plant and animal species including various native trees, and other plants, birds, butterflies, and frogs. They make a scene of the wetland habitat and record the diversity seen in their field experience.
The following are activities
students will do
1. Reading of “Frog Tales “ and “Painted Lady “
2. Tour Tule Ponds wetland habitats with a focus on biodiversity
3. Define the needs of plants in their environment
4. Observe animal activities that disperse seeds
5. Record observations in biodiversity from field experience
Next Generation Science Standards (NGSS)
Standards arranged by Disciplinary Core Ideas.
Codes in parenthesis represent Performance Standards.
For more detailed information visit
2-LS2.A: Interdependent Relationships in Ecosystems
Plants depend on water and light to grow. (2-LS2-1)
2-LS2-2. Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.Plants depend on animals for pollination or to move their seeds around. (2-LS2-2)
2-LS4-1 Make observations of plants and animals to compare diversity of life in different habitats
Ca Science Standards
2. Plants and animals have predictable life cycles. As a basis for understanding this concept:
know that organisms reproduce offspring of their own kind and that the
offspring resemble their parents and one another.
know the sequential stages of life cycles are different for different
animals, such as butterflies, frogs, and mice.
c. Students know many characteristics of an organism are inherited from the parents. Some characteristics are caused or influenced by the environment.
know flowers and fruits are associated with reproduction in plants.
3. Earth is made of materials that have distinct properties and provide resources for human activities. As a basis for understanding this concept:
know that soil is made partly from weathered rock and partly from organic
materials and that soils differ in their color, texture, capacity to retain
water, and ability to support the growth of many kinds of plants.
4. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will:
c. Compare and
sort common objects according to two or more physical attributes (color, shape,
texture, size, weight).
d. Write or draw
descriptions of a sequence of steps, events, and observations.
g. Follow oral instructions for a scientific investigation.