Grade 2 Read-Aloud

112 Cycles in Nature: Supplemental Guide 6 | Which Came First, the Chicken or the Egg?

Note: Introducing the Read-Aloud and Extensions may have

activity options that exceed the time allocated for that part of

the lesson. To remain within the time periods allocated for each

portion of the lesson, you will need to make conscious choices

about which activities to include based on the needs of your

students.

Exercise Materials Details

Introducing the Read-Aloud (10 minutes)

What Have We Already

Learned?

Image Cards 5–9; Cycles Posters 2

and 3; Response Cards 3 and 4

You may wish to have half the class

review the life cycle of a flowering plant

and the other half review the life cycle of

a deciduous tree. Then have each group

present their assigned life cycle.

Be sure that students understand that the

life cycle of plants is from seed to seed.

Making Predictions About the

Read-Aloud

You may wish to take a quick class tally

for chicken or egg.

Vocabular y Preview: Embr yo,

Fertilize

Image 6A-4; additional images of

animal embryos

Purpose for Listening

Presenting the Read-Aloud (15 minutes)

Which Came First, the Chicken

or the Egg?

fresh egg; clear, glass jar You may wish to show students the

inside of a fresh egg and to identify the

parts of the egg.

magnifying glasses; eggshells You may wish to have students look

through the magnifying glass to see

where oxygen passes in and out of the

tiny holes on the shell.

Note: You may wish to conclude the

read-aloud with a short video clip that

shows the life cycle of a chicken.

Discussing the Read-Aloud (15 minutes)

Comprehension Questions

Word Work: Replenished

 Complete Remainder of the Lesson Later in the Day