A complete 2nd grade homeschool curriculum

1. Unit 1: First Sounds, First WordsThe letter sounds, taught in the order that makes real words fastest — your child reads their first word (at) in week one.6 skills ▸close ▾

   • Sounds s, a, t, pThe sounds s, a, t, p
   • Blending i and nThe sounds i, n — and real blending
   • Sounds m, d, g, oThe sounds m, d, g, o
   • The sounds c, k, e, u, rThe sounds c, k, e, u, r
   • Sounds h, b, f, lThe sounds h, b, f, l
   • The last letter sounds, plus the word theThe sounds j, v, w, x, y, z — and the word 'the'
2. Unit 2: Words With More in ThemSentences, the two-letters-one-sound teams (sh, ch, th, ng, ck), and words that start with two quick sounds (stop, flag).6 skills ▸close ▾

   • Reading sentences with the words I and aReading whole sentences — and the words 'I' and 'a'
   • Two letters say shTwo letters, one sound: sh
   • More pairs ch and thMore hand-holders: ch and th
   • Endings ng and ckThe endings ng and ck
   • Blends at the startTwo sounds at the start: bl, st, tr and friends
   • Reading like a championBig finish: reading like a champion — and 'to' and 'no'
3. Unit 3: The Vowels Grow UpSilent e (cap becomes cape), the vowel teams (ee, ea, ai, ay, oa, ow, igh), and chopping longer words into chunks.8 skills ▸close ▾

   • Silent e with aSilent e makes the vowel say its name: a_e
   • Silent e with i and oSilent e with i and o: i_e, o_e
   • Teams ee and eaTwo vowels together: ee and ea
   • Teams ai and ayThe teams ai and ay
   • Teams oa and owThe teams oa and ow (the 'oh' one)
   • The igh sound, and the words said and wasThe sound igh — and 'said' and 'was'
   • Words with two chunksLonger words: two chunks
   • Read a little storyCheckpoint: read a whole little story
4. Unit 4: The Tricky VowelsBossy r (car, fork, bird), the two sounds of oo, the loud ow/ou, and oi, oy, aw, ew.8 skills ▸close ▾

   • Bossy r, arBossy r: ar
   • Bossy r, or, erBossy r: or, er
   • Bossy r, ir and urBossy r: ir and ur
   • Moon and book ooThe teams oo (moon) and oo (book)
   • The ow sound in ou and owThe loud teams: ou and ow
   • Teams oi and oyThe teams oi and oy
   • The sounds aw and ew, and the words they and whatThe teams aw and ew — and 'they' and 'what'
   • All my vowel soundsCheckpoint: every vowel sound you own
5. Unit 5: Real ReadingEndings (-s, -ing, -ed), soft c and g, silent letters, three-chunk words, reading with expression, and the last tricky words.8 skills ▸close ▾

   • Endings s and ingEndings that do work: -s, -ing
   • The ending edEndings from the past: -ed
   • Soft c and gSoft c and soft g
   • Silent kn, wr, mbSilent letters: kn, wr, mb
   • Words with three chunksThree-chunk words
   • Reading smoothly with punctuationReading smoothly: punctuation is stage directions
   • Tricky words reviewTricky-word round-up
   • I am a readerYou are a reader: the final story

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1. Unit 1: Place Value to 1000: Bundles of TenThis unit teaches that any number is just groups of ten, bundled up. Your child moves from tens-and-ones with two-digit numbers into bundling ten tens into a hundred, then reading, writing, and comparing three-digit numbers. Whatever blocks or drawings you use here become the mental picture for every number they write for the rest of the year.8 skills ▸close ▾

   • Make a tenGiven a pile of up to 9 loose ones, bundle them into a group of ten when possible and state how many tens and ones remain.
   • Make a hundredGiven ten bundled tens shown as blocks, name the group as one hundred and state how many ones it equals.
   • Reading big numbersGiven a 3-digit number built from blocks, read it aloud and write it using hundreds, tens, and ones digits in the correct places.
   • Same number, new groupsGiven the same quantity built two different ways (e.g., 3 hundreds 2 tens vs. 2 hundreds 12 tens), explain why both represent the same number.
   • Greater than and less thanGiven two 3-digit numbers with the same hundreds digit, compare them using greater than, less than, or equal to based on the tens or ones place.
   • Skip countingGiven a start number, skip-count forward by 5s, 10s, or 100s to a stated stopping point.
   • Build a new numberGiven a 3-digit number never used in instruction, build it with blocks in a way the teacher did not model and justify the digit values.
   • Counting real thingsGiven a real classroom-counting context never modeled in the unit (e.g., counting the total pencils in the whole school building using boxes of 100, packs of 10, and loose pencils, with no blocks or place-value mat present), state how many hundreds, tens, and ones the total has and justify the answer without being told which representation to use.
2. Unit 2: Adding and Subtracting Within 100 (and Thinking in Hundreds)Your child takes the bundling idea from Unit 1 and uses it to add and subtract two-digit numbers — physically breaking a ten into ten ones, or bundling ten ones into a ten, with the same blocks. It moves from fully-modeled block work toward doing it on paper alone, then into word problems. Facts within 20 (like 8+7) get practiced daily but aren't retaught — they should already be fast.10 skills ▸close ▾

   • Trade ten onesGiven a pile of ones blocks totaling more than 10, the student bundles 10 ones into 1 ten and states the new count.
   • Add and tradeThe student adds two two-digit numbers within 100 that require regrouping ones into a ten, using blocks then a written record.
   • Subtract and tradeThe student subtracts two-digit numbers within 100 that require breaking a ten into ten ones, using blocks then a written record.
   • Check by addingThe student explains why adding the subtracted number back to the difference recreates the starting number, using a part-whole block diagram.
   • Adding many numbersThe student adds up to four two-digit numbers within 100, tracking regrouped tens across more than one column.
   • One step story problemsThe student solves a one-step addition or subtraction word problem within 100 by matching the story to a number sentence.
   • Two part story problemsThe student solves a two-step word problem within 100, identifying the hidden middle quantity before finding the final answer.
   • Math facts to 20The student recalls addition and subtraction facts within 20 automatically, without counting on fingers.
   • Mixed bundle totalsGiven an unfamiliar context (splitting a mixed bag of two different bundled items into totals), the student applies regrouping to find a combined total without being told which operation to use.
   • Birthday party storyGiven a two-step story set at a birthday party (a context never used for teaching, with numbers to 100 and no operation words), the student finds the hidden middle amount and the final answer using only a picture of party items to count.
3. Unit 3: Equal Groups and Arrays: The Road to MultiplicationYour child takes 'equal groups' from Unit 2 and renames them as arrays — objects lined up in rows and columns. They find totals by repeated addition, sort counts into two equal piles to decide even or odd, and ask which counts can form a neat rectangle at all.9 skills ▸close ▾

   • Build an arrayChild builds an array with a given number of rows and a given number in each row, using counters.
   • Adding up rowsChild counts the total number of objects in an array by counting each row and adding the rows together.
   • Write an adding sentenceChild writes (by tapping number and plus-sign tiles) the repeated-addition sentence that matches a shown array.
   • Rows or columnsChild determines whether a set of objects counted by rows gives the same total when counted by columns instead.
   • Even and oddChild sorts a set of counters into two equal groups by pairing, and names the count as even or odd based on whether any counter is left over.
   • Rectangle or notGiven a number of objects, child predicts before building whether that number will form a perfect rectangle (array with no leftovers), then tests the prediction with counters.
   • Mystery number rectangleChild explains, using a specific count of objects the child has never arranged before, whether it can form a rectangle and why, without being told the count in advance.
   • Adding equal rowsChild recalls, when shown a completed array picture with rows and columns already drawn, the correct repeated-addition sentence matching it.
   • Rectangles from buttons and tilesChild decides whether a real-world object set the class has never discussed (e.g. a photo of a tiled floor with an irregular border, or a bag of buttons the teacher pours out unannounced) can be arranged into a rectangle with no leftovers, using only the pairing/building method, with no array, muffin-tin, or egg-carton example having been used for that specific object type during instruction.
4. Unit 4: Measuring Length and Time in Standard UnitsYour child learns to measure length with a ruler in inches and centimeters, and to read a clock to the nearest five minutes with a.m./p.m. The core idea underneath both: fair comparison needs a fixed-size unit — a ruler's inch never changes, unlike a hand span or a stride.11 skills ▸close ▾

   • Measure with a rulerMeasure the length of a real object to the nearest whole inch using a ruler placed with one end at the 0 mark.
   • Inches and centimetersMeasure the same object once in inches and once in centimeters and state which unit gives the bigger number.
   • Guess then measureEstimate the length of an object in inches before measuring it, then measure to check the estimate.
   • How much longerFind the difference in length between two objects by lining up their ends and counting the leftover units.
   • Number line lengthsRepresent an addition or subtraction of lengths on a ruler-based number line, starting the count at 0.
   • Length story problemsSolve a one-step word problem involving lengths in the same unit, choosing addition or subtraction based on the story.
   • Time to five minutesRead and state the time shown on an analog clock to the nearest five minutes, including a.m. or p.m. given a context clue.
   • Time on the hourRead and state whole-hour times shown on an analog clock, naming the hour pointed to by the short hand when the long hand points to 12.
   • Finding the end timeDetermine an unknown end time given a start time and an elapsed number of hours, in a context the child has not measured before (e.g., a trip length stated in a new story).
   • Putting times in orderCompare two written or shown times and identify which comes first in the school day, using a.m./p.m. labels.
   • Small blocks count moreDecide whether counting more small blocks or fewer big blocks gives a longer measured line, when shown a brand-new pair of same-length lines measured in two unnamed, never-before-seen unit shapes (not inches or centimeters).
5. Unit 5: Money: Counting and Comparing Coin and Bill ValuesYour child learns that coins are unequal-sized groups — a dime is one small object worth ten, a penny is one small object worth one. That's a genuinely new idea after four units where 'how many objects' and 'how much value' were the same number. It leans hard on skip-counting (Unit 3) and the bundling idea that ten small units make one bigger unit (Unit 1).11 skills ▸close ▾

   • Penny nickel dime quarterName the value of a penny, nickel, dime, and quarter when shown the coin.
   • Skip count coinsSkip-count a group of same-value coins (all nickels, or all dimes) to find the total value.
   • Put coins in orderOrder coins from smallest to largest value before counting a mixed group.
   • Counting mixed coinsFind the total value of a mixed group of pennies, nickels, dimes, and quarters by combining skip-counting and counting on.
   • Size is not valueExplain why a dime is worth more than a nickel even though the dime is physically smaller.
   • Comparing piles of coinsCompare two different coin groups to determine which has greater total value, or that they are equal.
   • Dollars and centsWrite a total money amount using dollar and cent notation ($ and ¢) for amounts under one dollar and for whole dollar amounts.
   • Buying with coinsSolve a one-step word problem involving buying an item with exact coin or bill amounts.
   • Making changeDetermine the coins needed to make change from a purchase using simple amounts (e.g., pay a quarter for a 15-cent item).
   • Having enough money for two thingsDecide whether a mixed coin group is enough to buy two items together, when no one has stated their combined price.
   • A dollar in coinsCompare the value of a dollar bill to an equivalent group of coins (100 pennies, or mixed coins totaling $1).
6. Unit 6: Shapes and Their AttributesYour child learns that a shape's name comes from countable features — number of sides, corners, whether sides are equal — not from how it looks at a glance. This moves them past Grade 1's 'name-by-sight' approach into naming by side count, spotting vertices, and comparing side lengths.9 skills ▸close ▾

   • Count the sidesChild names a shape as a triangle, quadrilateral, pentagon, or hexagon by counting its sides.
   • Counting the sidesChild touches each side of a shape one at a time to count the total number of sides.
   • Finding the cornersChild points to the vertex (corner) of a shape where two sides meet.
   • Same size sidesChild compares two sides of the same shape to decide if they are equal or unequal in length.
   • Sorting by sidesChild sorts a mixed pile of shapes into groups by shared side count, ignoring color, size, and orientation.
   • Why shapes share namesChild explains why two very different-looking shapes share the same name.
   • Build from cluesChild builds or draws a shape that matches a spoken set of attribute clues (e.g., '4 sides, all equal').
   • Naming new shapesGiven a brand-new shape never shown in class with an unusual number of sides, child predicts what it should be called by extending the side-count naming pattern.
   • Equal sides around usShown a real object never discussed in this unit (a stop sign, a picture frame, a slice of pizza box), child taps whether it has equal sides by visually comparing, with no adult touch-counting model and no string provided.
7. Unit 7: Fractions as Equal Shares: Halves, Thirds, and FourthsYour child learns to split circles and rectangles into halves, thirds, and fourths. The one idea repeated every day: equal shares means equal SIZE, not equal COUNT of pieces. A shape cut into three unequal pieces is not thirds, no matter how confidently it looks like three pieces.10 skills ▸close ▾

   • Names for equal partsRecall the words 'half,' 'third,' and 'fourth' when shown a shape split into 2, 3, or 4 equal parts.
   • Finding halvesRecognize a picture of a circle or rectangle correctly split into two equal shares as showing halves.
   • Fold in halfExecute the teacher-modeled fold-in-half routine on a new paper rectangle: fold so the two edges line up exactly, open it, and point to the fold line as the cut between two equal shares.
   • Equal or unequal partsClassify a shape split into a given number of pieces as an equal partition or an unequal partition by comparing piece sizes.
   • Show parts are equalExplain why two pieces of a partitioned shape are or are not equal shares by pointing to a size comparison (overlay or matching edges), not just the piece count.
   • Halves that look differentCompare two correctly-cut halves of the same-sized whole that have different outline shapes (e.g. straight cut vs. diagonal cut) and confirm both are equal shares.
   • Make equal partsPartition a paper circle or rectangle into two, three, or four equal shares by folding or cutting, when asked for a specific share name.
   • More parts, smaller partsInfer, when shown two same-size wholes each split into a different number of equal shares (e.g. one into halves, one into fourths), which single piece is bigger.
   • Big half, small halfJudge whether a half of one whole and a half of a different-sized whole can both correctly be called 'a half,' given only that each piece matches its own whole's other half.
   • Fair shares for threeGiven a real classroom object never used in instruction (e.g. a shared bag of pretzels, a lunch tray, a garden plot photo), judge whether a proposed split into pieces gives each of 3 people equal shares, with no fold, cut-line, or picture-overlay cue provided.
8. Unit 8: Year-End Integration: Mixed Problem SolvingNo new skills get taught here. This is where every routine from the year — place value, adding/subtracting, arrays, measuring, money, shapes, fractions — gets mixed together unlabeled, because real problems never come with a unit number attached. It starts by checking each skill still works alone, then mixes two topics, then three, then all seven.10 skills ▸close ▾

   • Add or take awayGiven an unlabeled word problem naming objects being joined or separated, the child selects addition or subtraction within 100 and solves it.
   • Tens and onesGiven a two-digit number, the child represents it as tens and ones using base-ten blocks or a drawing.
   • Arrays as repeated additionGiven a picture of an array, the child states the repeated addition sentence it shows.
   • Sort story problemsGiven a mixed set of unlabeled word problems (money, measurement, arrays, place value), the child sorts each by the action described (joining, separating, comparing, sharing) before solving.
   • Guess, then measure to checkGiven a real object and a ruler, the child measures its length in inches and checks the number against an estimate made by eye.
   • Matching sharesGiven two differently-sized pieces from a partitioned shape, the child determines whether they show equal shares.
   • Four parts or fourthsGiven a shape divided into parts of visibly different sizes, the child explains why it is not divided into equal fourths even though it has four parts.
   • Coins, length, and sharingGiven a multi-step performance task combining a coin total, a measured length, and a fraction of a shared object, the child solves each part in sequence and states the final answer.
   • Share the stickersGiven a brand-new context never used in any prior unit (splitting a stack of stickers three ways, some by count and some by leftover fraction), the child decides which of this year's ideas applies and solves it.
   • Scoops of feedGiven a story about a farm animal that gets fed scoops of feed at feeding time and then some scoops spill and are lost, told with no numbers pictured in the familiar coin/ruler/array/shape formats this unit used, the child decides on their own whether this needs joining, separating, comparing, or sharing math, and solves it.

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1. Unit 1: Weather, Sky and SeasonsNine weeks of watching the actual sky: daily weather, wind you infer, sun that warms, shadows that move, puddles that vanish, and a family severe-weather plan.9 skills ▸close ▾

   • Today's weatherDo the hands-on exploration, then show Clara you can talk about naming today's weather and comparing days.
   • Finding the windDo the hands-on exploration, then show Clara you can talk about how we know wind exists without seeing it.
   • Sun and shadeDo the hands-on exploration, then show Clara you can talk about sunlight warming things and shade keeping them cool.
   • Shadows moveDo the hands-on exploration, then show Clara you can talk about shadows changing with the sun's position.
   • Where puddles goDo the hands-on exploration, then show Clara you can talk about where puddle water goes.
   • Dress for the weatherDo the hands-on exploration, then show Clara you can talk about choosing clothes and plans to match the weather.
   • Our tree todayDo the hands-on exploration, then show Clara you can talk about what the adopted tree looks like right now and predicting its change.
   • Staying safe in stormsDo the hands-on exploration, then show Clara you can talk about what to do when severe weather comes.
   • Weather all togetherDo the hands-on exploration, then show Clara you can talk about putting all the weather ideas together.
2. Unit 2: Pushes, Pulls and Things That MoveForces at floor level: pushes and pulls, ramps and races, collisions, balanced tugs, light and shadows, magnets, and a ball-run build that fails on purpose.9 skills ▸close ▾

   • Sort pushes and pullsDo the hands-on exploration, then show Clara you can talk about sorting pushes and pulls.
   • Big pushes go farDo the hands-on exploration, then show Clara you can talk about bigger pushes making things go farther and faster.
   • Steep ramps go fastDo the hands-on exploration, then show Clara you can talk about steeper ramps and faster rolling.
   • Crash and turnDo the hands-on exploration, then show Clara you can talk about bumps and collisions changing which way things go.
   • Two equal pullsDo the hands-on exploration, then show Clara you can talk about two pulls that cancel out.
   • Blocking the lightDo the hands-on exploration, then show Clara you can talk about materials blocking light and making shadows.
   • Our tree and pushesDo the hands-on exploration, then show Clara you can talk about what changed on the tree and finding pushes and pulls at home.
   • Magnets pull some thingsDo the hands-on exploration, then show Clara you can talk about magnets pulling some things and not others.
   • Build a ball runDo the hands-on exploration, then show Clara you can talk about building something, watching it fail, and fixing one part.
3. Unit 3: Living Things and Their PlacesAlive or not, what living things need (with a control cup), body parts with jobs, babies and parents, habitats, traveling seeds, and a sit-spot that produces a real question.8 skills ▸close ▾

   • Alive or not aliveDo the hands-on exploration, then show Clara you can talk about sorting alive, not alive, and once-alive.
   • What seeds needDo the hands-on exploration, then show Clara you can talk about what seeds need to sprout and grow.
   • Body parts with jobsDo the hands-on exploration, then show Clara you can talk about animal body parts and what each part is for.
   • Babies and parentsDo the hands-on exploration, then show Clara you can talk about animal babies resembling their parents.
   • Where animals liveDo the hands-on exploration, then show Clara you can talk about matching animals to the places that meet their needs.
   • How seeds travelDo the hands-on exploration, then show Clara you can talk about how seeds get to new places.
   • Our tree's storyDo the hands-on exploration, then show Clara you can talk about the tree's story across three seasons.
   • Watch and wonderDo the hands-on exploration, then show Clara you can talk about watching quietly and asking a science question.
4. Unit 4: Stuff and What It DoesMaterials and their properties, choices that fit purposes, water's three states, changes you cannot undo, sound as vibration, an instrument build, and the year's capstone question.10 skills ▸close ▾

   • Made of whatDo the hands-on exploration, then show Clara you can talk about sorting objects by what they are made of and how they feel.
   • Picking the right stuffDo the hands-on exploration, then show Clara you can talk about materials chosen because their properties fit the job.
   • Ice, water, steamDo the hands-on exploration, then show Clara you can talk about ice, water and steam being the same stuff.
   • Can you undo itDo the hands-on exploration, then show Clara you can talk about changes that can be undone and changes that cannot.
   • Shaking makes soundDo the hands-on exploration, then show Clara you can talk about shaking and vibrating things making sound.
   • Loud, quiet, high, lowDo the hands-on exploration, then show Clara you can talk about loud versus quiet and high versus low sounds.
   • Change your instrumentDo the hands-on exploration, then show Clara you can talk about changing a design to change its sound.
   • My tree all yearDo the hands-on exploration, then show Clara you can talk about the tree's whole year of changes.
   • The big safariDo the hands-on exploration, then show Clara you can talk about finding weather, forces, living things, materials and sound in the real world.
   • Ask and find outDo the hands-on exploration, then show Clara you can talk about asking a question and planning how to find out.

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1. Unit 1: Me, My Family, My StoryHistory starts at home: the child's name, family, growth, daily sequence, traditions, an elder interview, their address, homes near and far — bound into a book they author.9 skills ▸close ▾

   • My name storyDo the activity together, then show Clara you can talk about knowing and telling the story of their own name.
   • My familyDo the activity together, then show Clara you can talk about who is in their family and how family members help each other.
   • Then and nowDo the activity together, then show Clara you can talk about how they have changed since they were a baby and what stayed the same.
   • My day in orderDo the activity together, then show Clara you can talk about putting the events of a day in order.
   • A family traditionDo the activity together, then show Clara you can talk about what a tradition is and naming one of their family's.
   • Life long agoDo the activity together, then show Clara you can talk about asking an older person what life was like long ago.
   • Where I liveDo the activity together, then show Clara you can talk about saying where they live, from street to country.
   • Different homesDo the activity together, then show Clara you can talk about homes being different while meeting the same needs.
   • My story bookDo the activity together, then show Clara you can talk about telling their own story from their book.
2. Unit 2: Rules, Jobs and MoneyCivics and economics at kid scale: why rules exist, fair vs equal, community jobs, needs and wants, earning and the save-spend-share jars, a family market, real votes, and a signed family constitution.9 skills ▸close ▾

   • Why we have rulesDo the activity together, then show Clara you can talk about why games and families have rules.
   • Fair and the sameDo the activity together, then show Clara you can talk about the difference between everyone getting the same and everyone getting what they need.
   • Community helpersDo the activity together, then show Clara you can talk about community jobs and what would happen without them.
   • Needs and wantsDo the activity together, then show Clara you can talk about sorting needs from wants.
   • Where money comes fromDo the activity together, then show Clara you can talk about money coming from work and trading for things.
   • Save, spend, shareDo the activity together, then show Clara you can talk about choosing to spend, save or share money.
   • Trading things and jobsDo the activity together, then show Clara you can talk about goods you can hold and services people do.
   • Voting togetherDo the activity together, then show Clara you can talk about how voting lets a group decide fairly.
   • Making our own rulesDo the activity together, then show Clara you can talk about making rules together and agreeing to follow them.
3. Unit 3: Maps and PlacesGeography by making: mapping the bedroom, symbol keys and treasure hunts, a field-tested walk map, land and water, cardinal directions, how places shape lives, and the room-to-Earth zoom.8 skills ▸close ▾

   • My room mapDo the activity together, then show Clara you can talk about what a map shows and drawing a place from above.
   • Treasure map symbolsDo the activity together, then show Clara you can talk about map symbols standing for real things.
   • Our walk mapDo the activity together, then show Clara you can talk about mapping a walk using landmarks in order.
   • Land and waterDo the activity together, then show Clara you can talk about telling land from water on a map and naming landforms.
   • North, south, east, westDo the activity together, then show Clara you can talk about using north, south, east and west.
   • Hot and cold placesDo the activity together, then show Clara you can talk about how the place people live shapes how they live.
   • From home to EarthDo the activity together, then show Clara you can talk about how home fits inside town, state, country and Earth.
   • Our map fairDo the activity together, then show Clara you can talk about making a map with a key and showing it works.
4. Unit 4: People and the PastThe past through evidence: old objects as clues, school and travel and communication then vs now, the town's own story, symbols and holidays treated plainly, changemakers, a review museum and a sealed time capsule.10 skills ▸close ▾

   • Clues from old thingsDo the activity together, then show Clara you can talk about using old objects as clues about the past.
   • School long agoDo the activity together, then show Clara you can talk about how school long ago was different from now.
   • Travel then and nowDo the activity together, then show Clara you can talk about putting ways of traveling in order from long ago to now.
   • Talking then and nowDo the activity together, then show Clara you can talk about how people far apart talked long ago and now.
   • How our town changedDo the activity together, then show Clara you can talk about finding out how their town has changed.
   • Flags and symbolsDo the activity together, then show Clara you can talk about flags and symbols standing for groups and places.
   • Holiday storiesDo the activity together, then show Clara you can talk about holidays remembering and celebrating things.
   • People who changed thingsDo the activity together, then show Clara you can talk about how a real person saw a problem and changed things.
   • Our learning museumDo the activity together, then show Clara you can talk about showing and explaining what they learned all year.
   • My time capsuleDo the activity together, then show Clara you can talk about making a time capsule for their future self.

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