Discover 2prim t1 E

TERM 1
2019-2020
PRIMARY 2
DISCOVER
FOREWORD
T
his is a pivotal time in the history of the Ministry of Education and Technical
Education (MOETE) in Egypt. We are embarking on the transformation of
Egypt’s K-12 education system starting in September 2018 with KG1, KG2 and
Primary 1 continuing to be rolled out year after year until 2030. We are transforming
the way in which students learn to prepare Egypt’s youth to succeed in a future world
that we cannot entirely imagine.
MOETE is very proud to present this new series of textbooks, Discover, with the accom-
panying digital learning materials that captures its vision of the transformation journey.
This is the result of much consultation, much thought and a lot of work. We have drawn
on the best expertise and experience from national and international organizations and
education professionals to support us in translating our vision into an innovative national
curriculum framework and exciting and inspiring print and digital learning materials.
The MOETE extends its deep appreciation to its own “Center for Curriculum and
Instruc-tional Materials Development” (CCIMD) and specifically, the CCIMD
Director and her amazing team. MOETE is also very grateful to the minister’s senior
advisors and to our partners including “Discovery Education,” “Nahdet Masr,”
“Longman Egypt,” UNICEF, UNESCO, and WB, who, collectively, supported the
development of Egypt’s national curriculum framework. I also thank the Egyptian
Faculty of Education professors who participated in reviewing the national curriculum
framework. Finally, I thank each and every MOETE administrator in all MOETE
sectors as well as the MOETE subject coun-selors who participated in the process.
This transformation of Egypt’s education system would not have been possible
without the significant support of Egypt’s current president, His Excellency President
Abdel Fattah el-Sisi. Overhauling the education system is part of the president’s vision of
‘rebuilding the Egyptian citizen’ and it is closely coordinated with the ministries of
higher education & scientific research, Culture, and Youth & Sports. Education 2.0 is
only a part in a bigger national effort to propel Egypt to the ranks of developing
countries and to ensure a great future to all of its citizens.
WORDS FROM THE MINISTER OF EDUCATION
& TECHNICAL EDUCATION
I
t is my great pleasure to celebrate this extraordinary moment in the history of Egypt
where we launch a new education system designed to prepare a new Egyptian citizen
proud of his Egyptian, Arab and African roots - a new citizen who is innovative, a
critical thinker, able to understand and accept differences, competent in knowledge
and life skills, able to learn for life and able to compete globally.
Egypt chose to invest in its new generations through building a transformative and
modern education system consistent with international quality benchmarks. The
new education system is designed to help our children and grandchildren enjoy a better
future and to propel Egypt to the ranks of advanced countries in the near future.
The fulfillment of the Egyptian dream of transformation is indeed a joint responsibility

among all of us; governmental institutions, parents, civil society, private sector and media.
Here, I would like to acknowledge the critical role of our beloved teachers who are the
role models for our children and who are the cornerstone of the intended transformation.
I ask everyone of us to join hands towards this noble goal of transforming Egypt through
education in order to restore Egyptian excellence, leadership and great civilization.
My warmest regards to our children who will begin this journey and my deepest
respect and gratitude to our great teachers.
Dr. Tarek Galal Shawki

Minister of Education & Technical Education
NAME:
CONTENTS
Theme 1: Who Am I?
Chapter 1: A Day in My Life 1
Chapter 2 : Taking Care of Me 29
Chapter 3: When I Grow Up 59
Theme 2: The World Around Me

Chapter 1: What Is in the Night Sky? 89
Chapter 2: Helping My Habitat 113
Chapter 3: Monumental Designs 145
2019/2020
WHO AM I? CHAPTER 1
A DAY IN MY LIFE
CHAPTER 1 A DAY IN MY LIFE
Lesson
1
MEET NOUR’S FAMILY

Follow along as the teacher reads the story.
Hi! My name is Nour. I am 7 years old. I live in Cairo. I have

a big sister named Sara and a little brother named Samir.
We live with our mom, dad, grandma, and grandpa. We live

in a tall apartment building. I also have an aunt, an uncle,
and two cousins. They live in Cairo near us.
2019/2020 PRIMARY 2 3
FAMILY RESPONSIBILITIES
Listen for who is responsible for jobs in Nour’s family.
Everyone helps in my house.

My mom and dad work during the day.
My grandma and grandpa take care of my
brother, Samir.
Grandma goes to the market to buy food.
Grandma also cooks dinner. My big sister

Sara and I help her prepare dinner. After
we eat, everyone cleans the kitchen.
Dad helps my sister and me with our homework.

My mom cleans the house. My big sister Sara helps my mom clean too.
If something breaks in
the house, my dad fixes
it. When the leg of our
table broke, my dad let
me help fix it, too. I really
enjoy being helpful to my
family.
4 PRIMARY 2 ZAMZAM PRESSES

MY RESPONSIBILITY IN MY FAMILY
Draw and write a sentence to describe your job, or
responsibility, in your family.
2019/2020 PRIMARY 2 5
GRAPHING OUR FAMILY RESPONSIBILITIES

Pick four jobs students have in their families. Draw a picture
showing each responsibility. Complete the bar graph to show
how many students have that job in their family.
30
28
26
24
22
20
18
16
14
12
10
8
6
4
2

Lesson
2
GOOD MORNING NOUR

Think about the problems Nour faces in the morning.
Follow along as the teacher reads.
I am very busy every day! First, my sister and I get ready for school. We have to
share a bathroom. My sister Sara takes a long time to get ready. She makes us
late sometimes.
My mom tells us to set a timer.

This way, Sara will get ready faster.
Before we leave, we eat a quick breakfast. Grandma made us fuul.

I am still hungry. Grandma makes me a fruit salad as well.
My sister and I walk to school

together. The road can be very
busy. I ask her to hold my hand.
This way I stay safe. I am happy
when we finally get to school. I
wonder what we will do today!
2019/2020 PRIMARY 2 7
PROBLEMS AND SOLUTIONS

Complete the graphic organizer. Record three problems that
Nour faces, then write about or draw a picture of her solution.
PROBLEM SOLUTION

MY PROBLEM AND SOLUTION

First, draw your ideas in the problem/solution organizer.
Then write to share your problem and how you solved it.
PROBLEM SOLUTION
MY PROBLEM:
MY SOLUTION:
2019/2020 PRIMARY 2 9
Lesson
3
WORKING WITH MY CLASSMATES

Write about a time you worked with a classmate.
Who did you work with? What did you do together?
I worked with
Together we

I CAN COOPERATE AT SCHOOL

Listen to each sentence. Circle the sentences that
describe cooperation.
I share my materials.
I ignore my Shoulder Partner’s ideas.
I use words like “please” and “thank you” with my classmates.
I treat my classmate with respect as we work together.
I never give up when I am working with a classmate.
I always want to use my idea and not my partner’s.
Complete the sentence to tell what cooperation means.
Cooperation means .
2019/2020 PRIMARY 2 11
Lesson
4
BEING RESPECTFUL
Under the smiley face, list behaviors that show being respectful.
Under the sad face, list examples of disrespectful behavior.
RESPECT DISRESPECT

NOUR SHOWS GOOD CITIZENSHIP

Follow along as the story is read. When you hear Nour being a
good citizen, draw a smiley face next to that line in the text. In the
story, circle an example of showing fairness, honesty, and respect.
At break time a classmate asked if she

could sit with me. I said, “Yes.” I made
room at the table.
Outside, my classmates were arguing.

They could not decide what to play.
“Let’s play football,” I said. We can all
play football together.
In the classroom, our teacher handed out our workbooks. My teacher gave
me the wrong book. I raised my hand to let my teacher know. I did not want to
write in someone else’s workbook. She thanked me for my honesty. It always
feels good when I do the right thing.
2019/2020 PRIMARY 2 13
Lesson
5
NOUR’S DAILY ROUTINE

As the story is read, listen for things Nour is doing that might
stay the same from day to day. When you hear an example,
show a Thumbs Up.
Each morning starts the same way. My

alarm clock rings. I wake up. I get dressed.
I brush my teeth and my hair. Grandma
makes me breakfast. Sometimes grandma
lets me choose what to eat.
Next, my sister and I walk to school. My sister walks me to my classroom.

I put away my school bag. I wonder what I will learn. We eat lunch in the
afternoon.
Once school ends, I go home. I do my homework first. Then I get to choose
what to do. Sometimes I read. Sometimes I play with my friends.
In the evening, my family eats dinner.

After dinner we get ready for bed.
Mom reads me a story. I cannot wait for
another exciting day.

GRAPHING OUR CHOICES

Look at the class list. Count how many choices are made for
each category. Record the number on the graph.
Our Choices
10
9
8
7
6
4
3
2
1
Food Clothing Work Entertainment
2019/2020 PRIMARY 2 15
Lesson
6
READING A CLOCK
Record the time on the analog clock on the line under the clock.
Get Up and Move Clock

GET UP AND MOVE CLOCK RECORD SHEET

When the music stops, stand next to another student’s clock.
Write the name of the student and record the time shown.
NAME OF STUDENT TIME ON CLOCK
2019/2020 PRIMARY 2 17
TIME TO TRY SOMETHING NEW

Write the things you MUST DO and things you WANT TO DO today.
PRIORITIES
MUST DO WANT TO DO
2019/2020 PRIMARY 2 19
Time I Will Spend

Time I Actually
How I Feel
Spent
SUNDAY
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
SATURDAY

Lesson
7
PEACE BREAKER OR PEACE MAKER

Copy three words from the class chart paper into the
correct columns.
PEACE BREAKER PEACE MAKER
2019/2020 PRIMARY 2 21
STRATEGIES FOR PEACE

Put your pencil in the loop of a paper clip. Place this in the
center of the circle. Spin the paper clip to see where it points.
Ask for help Walk away
Compromise Say STOP!
STRATEGIES
FOR
PEACE
Go to another
Apologize
activity
Brainstorm
Talk it out
solutions

Lesson
8
PLANNING A PLAY
Discuss and record the topic of your play and ideas for the
script, props, and scenery.
Topic
SCRIPT
2019/2020 PRIMARY 2 23
PROPS
SCENERY

Lesson
9
PEER FEEDBACK
Mark the middle column with your feedback.
Use one , two , or three .
Group
CATEGORY , , SUGGESTIONS
TOPIC
SPEAKING
SKILLS
PROPS
SCENERY
2019/2020 PRIMARY 2 25
Lesson
10
MY SELF-ASSESSMENT
Read each statement. For each row, color the
stars in the box that describes your effort.

Academic I can solve a I can solve I can solve a problem
Content problem with a problem independently in
help. independently. more than one way.

Quality of I spoke softly I spoke clearly
Performance or was hard to I spoke clearly. and with excellent
understand. expression.

I worked with my
Life Skills I worked with my
I worked alone. group and we helped
group.
each other.

Rubric Assessment (for teacher use)

Approaching Expectation Meeting Expectation Exceeding Expectation
(1) (2) (3)
Describes how compromise is

Describes how compromise is Describes how compromise is used to solve a problem in the
used to solve a problem in the used to solve a problem in the play and offers an alternative
play with help. play. solution not already included
Social Studies A.1.c Social Studies A.1.c in the play.
Academic Content Social Studies A.1.c
Contributes to a script, props, Creatively contributes to a

Contributes to a script, props,
or scenery that are not well script, props, or scenery that
or scenery that are appropriate
matched to the topic of the match and enhance the topic
to the topic of the play.
play. of the play.
Drama B.2-4
Drama B.2-4 Drama B.2-4
Speaks in a voice that may be
Speaks in a clear voice, with Speaks in a clear voice, with
difficult to hear and does not
expression and body language expression and body language
use expression and/or body
appropriate for the scene. that enhances the scene.
language.
Speaking and Listening A.4.a. Speaking and Listening A.4.a.
Speaking and Listening A.4.a.
Quality of Performance
Creates unique props or
Creates props or scenery that Creates props or scenery that scenery that are neat, well con-
are messy. are neat and well constructed. structed, and help to enhance
the story.
Gives thoughtful feedback that

Gives feedback that is specific is specific and relevant to the
Gives feedback that is general.
and relevant to the work. work and may offer a unique
perspective.
Life Skills
Listens to and respects others' Listens to, considers, and
Listens to and considers
opinions when frequently voluntarily asks for others’
others’ opinions in classroom
reminded, or talks over others opinions in classroom
discussions.
to state own opinions. discussions.
2019/2020 PRIMARY 2 27
WHO AM I? CHAPTER 2
TAKING CARE OF ME
CHAPTER 2 TAKING CARE OF ME
Lesson
1
NOUR’S GROWING FAMILY

Follow along as the teacher reads aloud.
Hi again. I have exciting news. My aunt just had a baby. I have a new cousin.
She is so small. She needs a lot of help.

How do you think I can help her? I want her to stay safe and healthy.
2019/2020 PRIMARY 2 31
THE BABY’S LIFE CYCLE

Draw pictures to show how Nour’s cousin will grow and change.
BABY

BABY BIRDS
At my home I can see another baby.

These babies are living in a nest.
They are birds.
Yesterday there were three eggs in the nest.

Now I can see three new baby birds.
I can see the mother bird taking care

of the babies. She brings the babies
food when they cry.
She sits on them to keep them warm.

I cannot wait to watch the baby birds grow up.
2019/2020 PRIMARY 2 33
A BIRD’S LIFE CYCLE

Observe the bird’s life cycle. What is happening between
each stage?

COMPARING LIFE CYCLES

Use the Venn Diagram to compare the human and bird life cycles.
HUMANS BIRDS
Write to explain one similarity and one difference in the life cycles.
The life cycles are similar because
The life cycles are different because
2019/2020 PRIMARY 2 35
Lesson
2
FEEDING BABY BIRDS

My mom told me the birds outside our home are called swallows.
I like to watch the mother bird take care of the babies.
I watch her fly in the air.
Then I see her catch a bug.
At the nest, she uses her beak to feed

the babies.

THE BIRD’S BODY

Label the body parts.
BODY PART WORDS
Legs Eyes Beak Claws Wings
2019/2020 PRIMARY 2 37
I CAN EAT
Draw a picture of yourself eating a meal. Explain how your
body parts help you eat.
I use my to
.
I use my to
.
I use my to
.

Lesson
3
GOLDEN EAGLE
Circle the body parts named in the reading passage.
A golden eagle eats rabbits, mice, foxes, and deer.
A golden eagle has good eyesight.
It has strong talons to catch and carry its prey.
It uses its strong beak to eat.
The golden eagle has large wings to help it fly fast

through the air.
2019/2020 PRIMARY 2 39
Write your opinion. What is the most important body part for the golden
eagle to obtain food? Write a reason to support your opinion.
I think the most important body part for

the golden eagle to obtain food is the .
I think this because

WHAT CAN I EAT?

Observe the animal body parts. Match the food that you
think best fits the body part.
2019/2020 PRIMARY 2 41
MEET NATE CALVIN

Nate Calvin is an engineer. An engineer is a person

who works to solve real-life problems.
Mr. Calvin saw an eagle who was missing

its sharp beak. He wanted to help.
Mr. Calvin wanted to make the eagle

a new beak. He collaborated with
other engineers. They drew plans for
a new beak made out of plastic. They
created the beak on a 3D printer. A
dentist helped attach the beak to the
eagle. Now the eagle can eat again.

Lesson
4
FOOD GROUPS
Using the table below, color the foods according to food group.
RED YELLOW BROWN GREEN ORANGE
Meat, Dry
Milk, Yogurt, Bread, Cereal,
Beans, Eggs, Vegetable
and Cheese Rice, and Fruit Group
and Nuts Group
Group Pasta Group
Group
Write the letter P next to the food if it comes from a plant

and the letter A if it comes from an animal.
2019/2020 PRIMARY 2 43
HOW HEALTHY FOODS HELP US

Match the food to how it helps your body. Complete the phrases
that describe one benefit of each group.
HOW IT HELPS YOUR BODY

FOOD GROUP
Milk, Yogurt, and Cheese
Builds strong .
Meat, Poultry, Fish, Dry Beans,

Eggs, and Nuts
Builds strong .
Fruit
Provides .
Bread, Cereal, Rice, and Pasta
Provide .
Vegetables
Help us .

Lesson
5
MAKING CHOICES
Listen for choices Nour and her sister make. When you hear a choice,
show Thumbs Up. Consider how each choice affects other people.
After a fun day at school, my mother

reminds me that I need at least 30
minutes of exercise. I like to listen to
music while I exercise. Sometimes
my mother tells me my music is too
loud. My sister likes to go outside and
practice her football kicks against a
wall. She makes sure there are no
windows where she is kicking.
When we are finished exercising,

we like to watch TV while dinner is
cooking. My mother helps us stay
healthy. She cooks meals that include
all the food groups. Sometimes I
do not want to eat my vegetables.
My father tells me that eating my
vegetables will keep me strong and
healthy. If we stay healthy, we do not
have to spend money to visit a doctor.
After dinner, I read or play quietly until bedtime. I have a specific time to go to bed
every night because getting enough sleep helps my brain and body be healthy.
2019/2020 PRIMARY 2 45
SOLVING PROBLEMS
Read the story problems. For each problem, write a number sentence
to show what is happening in the story. Then, solve the problem.
1. Nour wants to practice football with Sara for 30 minutes and jump rope
for 5 minutes. How many minutes will Nour exercise in all?
2. Your goal is to eat 5 servings of vegetables every day. You ate 2 servings at
breakfast and 1 serving at lunch. How many more servings should you eat at
dinner to reach your goal?
3. You have 60 minutes of free time. You decide to play for 40 minutes.
How much free time do you have left after playing?

4. Your friend eats 5 servings of vegetables, 4 servings of meat, 2 servings of

fruit, and 2 servings of milk. How many servings did he eat in all?
5. Nour has 60 minutes of free time. If she eats a snack for 5 minutes and
plays for 35 minutes, does she have time left to do anything else? If so, how
much time is left?
2019/2020 PRIMARY 2 47
Lesson
6
CLEANING VEGETABLES
Draw a “before” picture of the vegetable as it comes out of the
soil. Draw an “after” picture after using all of the cleaning tools.
BEFORE AFTER
How clean is the vegetable after using each cleaning tool?

Mark a 1 on the line to show your answer after using the towel. Mark other
tools using 2, 3, and so on. Mark a W on the line after using water.
Very dirty Dirty Kind of Kind of Mostly Very clean

dirty clean clean
Record the number or letter used

for each tool so you can remember.
TOOL NUMBER
Cleaning vegetables that grow in the
towel 1
ground is important because
water W .

Lesson
7
ENGINEERING DESIGN PROCESS

Underline each step in the story with the color listed below.
IDEA MATERIALS PLAN BUILD

BLUE GREEN YELLOW ORANGE
IDEA
IMPROVE MATERIALS
BUILD PLAN
Mr. Calvin saw an eagle who was missing its sharp beak. He wanted to help.
Mr. Calvin wanted to make the eagle a new beak. He collaborated with other
engineers. They drew plans for a new beak made out of plastic. They created
the beak on a 3D printer. A dentist helped attach the beak to the eagle. Now
the eagle can eat again.
2019/2020 PRIMARY 2 49
PAPER CHAIN CHALLENGE

Using just one piece of paper, create the longest chain possible.
You can cut the paper any way you want.

MY IMPROVED PLAN
Write or draw your ideas for your improved plan.
IDEA
IMPROVE MATERIALS
BUILD PLAN
2019/2020 PRIMARY 2 51
Lesson
8
VEGETABLES FROM MY GARDEN

We have a small vegetable garden on the roof of our apartment building.

Today, I helped grandma pick vegetables for dinner.
We picked spinach and eggplant. It was

hard work picking all of the spinach leaves.
The eggplant was prickly. It was hard to
cut the eggplant off the stem.
When we came inside, we had to

clean the vegetables. The sink was full
of dishes. It was hard to find space to
clean the vegetables. Plus, grandma
did not want me to use the towel we
use for the dishes. Collecting healthy
food for dinner was hard work.

MY GROUP’S FIRST PLAN

Draw your group’s first plan.
2019/2020 PRIMARY 2 53
Lesson
9
PLANNING A COMMERCIAL
Complete the statements to plan your commercial.
What does your product do? What vegetable does it

collect or clean?
How much does it cost? Who would want to buy it?
Why is your product the best? How will people order it?

How will you hook your audience? Circle your strategy.
We will use feelings: Happy, Sad, Angry, Scared
We will use an expert: (who?)
We will use free gifts: (what?)
Is there a phone number or website? Will you add a tune or jingle to

If so, what is it? make it memorable? Yes/No
2019/2020 PRIMARY 2 55
Lesson
10
MY FAVORITE COMMERCIAL
Complete the statements about your favorite commercial.
1. Tool or device being sold
2. This is my favorite commercial because
Circle all that apply.
I would buy this tool/device.
This commercial: used an expert offered a free gift
I know how to order this tool/device.
This commercial had a catchy tune or jingle.
The group used extra props or a poster.
It was easy to understand the group as they spoke.
This commercial made me feel: happy sad worried angry

MY SELF-ASSESSMENT
Read each statement. For each row, color the stars in the box
that describes your effort.

I used the
I used the engineering design
Academic I used the
engineering design process to plan and
Content engineering design
process to plan and create a tool. I can
process with help.
create a tool. describe each stage
of the process.

I used words and/
Quality of I had some trouble I used words and/
or pictures to clearly
Performance describing my plan or pictures to clearly
describe my plan in
clearly. describe my plan.
detail.

I had some I was a leader in
trouble working I worked well with my group, helping
Life Skills
with my group or my group and others work together
completing my completed my task. and complete their
task. tasks
2019/2020 PRIMARY 2 57

(1) (2) (3)
Identifies a wide variety of

Identifies choices that people can
Identifies choices that people can choices that people can make to
make to keep themselves healthy
make to keep themselves healthy. keep themselves and those around
with help.
Economics and Applied Science 2.b. them healthy.
Economics and Applied Science 2.b.
Economics and Applied Science 2.b.
Explains how vegetables can be

Explains how vegetables can Explains several ways that vege-
collected safely and/or cleaned
be collected safely and/or tables can be collected safely and
properly with help but may not
cleaned properly and why this is cleaned properly and why these
understand the importance of
important. are important practices.
these practices.
Social Studies D.1.a. Social Studies D.1.a.
Social Studies D.1.a.
Academic Content
Creates a model of a tool that Creates an original, effective
Creates a tool that does not serve
could be used for its intended tool that could be used for its
its intended purpose.
purpose. intended purpose.
Visual Art 2.c.
Visual Art 2.c. Visual Art 2.c.
Participates in collaborative
Participates minimally in collabo- conversations and works to
conversations by sharing ideas
rative conversations and may not ensure that others are given equal
and responding to the thoughts
share ideas. opportunities to share ideas and
of others.
Speaking and Listening 1.a. respond to the thoughts of others.
Speaking and Listening 1.a
Speaking and Listening 1.a.
Generates a wide range of ideas

Generates one idea to solve a Generates two or more ideas to
to solve a design challenge in
design challenge. solve a design challenge.
creative ways.
Science F.1.e. Science F.1.e.
Science F.1.e.
Utilizes one of the persuasive Utilizes one of the persuasive Utilizes and explains persua-
techniques shared during class techniques shared during class in sive techniques that make for
in the commercial but cannot the commercial and can explain a compelling and influential
explain its purpose. its purpose. commercial.
Vocational Fields A.4.d. Vocational Fields A.4.d. Vocational Fields A.4.d.
Makes effective improvements

Ignores the feedback of others Makes improvements to the plan to the plan or product based on
and may not make improvements or product based on the feedback the feedback of others. Asks for
to the plan or product. of others. feedback without direction from
the teacher.
Life Skills
Offers insightful feedback to
Offers feedback that is not help- Offers feedback to others that
others that helps them improve
ful or does not relate to the plan helps them improve their plan or
their plan or product in a mean-
or product. product.
ingful way.

WHO AM I? CHAPTER 3
WHEN I GROW UP
CHAPTER 3 WHEN I GROW UP
Lesson
1
CATEGORIZING JOBS
Look at the professional categories below. List jobs from the
class job web in each category.
AGRICULTURAL INDUSTRIAL
COMMERCIAL TOURISM
OTHER
2019/2020 PRIMARY 2 61
NOUR’S PARENTS
My dad is a construction worker in

Cairo. He helps build new buildings.
He wears a tool belt and a hard hat.
The hat protects his head. His tool belt
holds all his special work tools.
My mom works in a hotel. She is the

concierge. She helps visitors find
places to eat and things to do. She
uses the phone and a computer
to connect people and answer
questions.

MY INTERESTS
Draw to share several of your interests.
2019/2020 PRIMARY 2 63
Lesson
2
PERSONAL INTEREST SURVEY

Put a checkmark next to each activity that you enjoy.
Box 1 Box 2
 Taking care of pets  Fixing things in your
and animals house
 Taking care of a  Sewing or knitting
garden  Building things (with
 Hiking and watching tools, blocks, and so
wildlife on)
Box 3 Box 4
 Selling things in  Planning a trip or
your neighborhood event
 Giving people  Cooking, baking,
advice on what to buy and serving meals
 Using a cash  Playing sports or
register other activities
Box 5
 Designing experiments
 Finding solutions to problems
 Learning about computers

ANALYZING OUR SURVEY

Count how many checks you made in each box on the previous page.
Write that number on the line in the matching box below.
Box 1 Box 2
Agricultural Jobs Industrial Jobs
 Taking care of pets and animals  Fixing things in your house

 Taking care of a garden  Sewing or knitting
 Hiking and watching wildlife  Building things (with tools,
blocks, and so on)
Box 3 Box 4
Commercial Jobs Tourism Jobs
 Selling things in your  Planning a trip or event

neighborhood  Cooking, baking, and serving
 Giving people advice on what to meals
buy  Playing sports or other activities
 Using a cash register
Box 5
STEM Jobs
 Designing experiments
 Finding solutions to problems
 Learning about computers
2019/2020 PRIMARY 2 65
AGRICULTURAL
Observe the workers on the page. What tasks are the
workers performing? What tools are being used?

INDUSTRIAL
2019/2020 PRIMARY 2 67
COMMERCIAL

TOURISM
2019/2020 PRIMARY 2 69
STEM
Observe the workers on the page. What tasks are the workers
performing? What tools are being used?

Lesson
3
MY FAVORITE TOPIC
Draw and write to tell about your favorite topic at school.
2019/2020 PRIMARY 2 71
VISITING MY AUNT AND UNCLE

I visited my aunt and uncle at work

today. First, I went to my aunt’s store.
She sells clothes to people. She listens
to how much money people have to
spend. Then she finds the perfect outfit
that will cost less. She adds up the cost
in her head. She counts money the
customers give her.
Next, I went to my uncle’s job. He is

an IT systems engineer. He knows a
lot about how computers work. He
listens to workers describe what they
need computers to do. He researches
and chooses computer programs that
can help. He installs new programs
and manages them when something
goes wrong. He writes reports to the
owners of the company to keep them
informed.

I WORK IN A HOTEL
Underline examples of school topics where Nour’s mom works.
Use the color guide below.
Math Reading Writing Social Studies
Hello, I am Nour’s mother.

I work in a hotel in the city.
I am a concierge. A concierge helps guests.
I give suggestions for restaurants.
I share information about places to visit in the city.
Sometimes I help guests before they arrive.

I send emails to future guests to give them ideas for their trip.
I can even plan a daily schedule for a guest.
I love helping visitors enjoy the city.
2019/2020 PRIMARY 2 73
Lesson
4
JOB RESEARCH
As you research, complete this page.
Name of job
Description of job
Yearly (annual) salary
Do I wear a uniform? Yes/No Do I travel for my job? Yes/No
Must I go to college? Yes/No Do I work with people? Yes/No
Do I work weekends? Yes/No Can I work in a small town? Yes/No
Do I work outside? Yes/No Do most cities have my job? Yes/No
Do I work in an office? Yes/No Do I need special training? Yes/No
Do I use special tools? If so, what are they?
Other interesting facts:

Lesson
5
INCOME
Use the graphic organizer to help Nour brainstorm ways
to earn money.
MONEY TO BUY A
NEW PHONE
2019/2020 PRIMARY 2 75
Lesson
6
MAKING CHOICES WITH OUR INCOME

My mom works 5 days a week. Each day she takes the bus. Her income helps
pay for the bus. The bus costs her 10 LE each day. How much money does she
need to use each week to get to work?
My dad uses his income to pay for food. He gives my grandma 100 LE each
day to go to the market. Grandma buys food for the family. She buys fresh
vegetables for 35 LE. She buys bread for 5 LE. She buys chicken for 58 LE. How
much money does grandma spend altogether on food at the market?
How much money does she have left?

Two of my cousins need new notebooks for school. My uncle gives them 45 LE
each. How much money do they have all together?
My mom and dad pay for my new clothes. Clothes cost 500 LE. My mom gives
200 LE for clothes. How much money does dad need to give?
My uncle earns 658 LE a week. My aunt earns 350 LE a week. My dad earns 529
LE a week. My mom earns 421 LE a week. Who earns the most money? Can you
help me put their income in order from greatest to least?
2019/2020 PRIMARY 2 77
INCOME WEB
Write all the ways the family used the income. Then, record
who obtained that resource.
Resource
Family member
Family member
Resource Resource
Family member
Resource
Family member

Lesson
7
JOB ROLE PLAYS

Choose a role and act out a scene with your partner.
Then, switch and let your partner choose a role.
Computer
Tour Guide Salesperson Hair Stylist Artist
Programmer
Accountant
Hotel Electrical
Secretary Robot Maker (keeps track of
Receptionist Worker
money)
Waiter or Construction
Banker Farmer Musician
Waitress Worker
Firefighter Taxi Driver Police Officer Veterinarian Cook or Chef
Welder
Doctor Jewelry Maker Gardener (connects Plumber
pieces of metal
together)
Civil Engineer
Teacher TV Newscaster Lawyer (builds bridges Pilot
and buildings)
2019/2020 PRIMARY 2 79
I MIGHT SAY…
Choose five jobs from the list on the previous page. On each line, write
the name of a job and then complete the sentence, “I might say….”
1.
I might say
2.
I might say

3.
I might say
4.
I might say
5.
I might say
2019/2020 PRIMARY 2 81
Lesson
8
NOUR CHOOSES A JOB

As you read along, underline Nour’s strengths and interests.
Nour loves to read stories about animals. She has two pets, a dog and a cat,
at home. Nour walks the dog every day after school. She likes the exercise.
Sometimes, Nour writes stories about her animals. Her mother says she has a
very creative imagination. Nour wonders about the best way to keep her pets
healthy. Last week, she checked a book out of the library on animal first aid.
She wants to be prepared if her pets ever get hurt.
A job I think Nour might be interested in is

ADVERTISING MY DREAM JOB

Use this page to plan your poster for a job fair.
Job Title:
Category:
Drawing of person doing the job:
Tools: Special skills/interests:
2019/2020 PRIMARY 2 83
Lesson
9
POSTER FEEDBACK
Switch books with your partner. Complete the following
sentences about your partner’s poster.
The best part of your poster is
because
.
is a little unclear.
Maybe you could

CHAPTER 3 WHEN I GROW UP Lesson
10
WHEN I GROW UP
Draw yourself as an adult working at your job.
2019/2020 PRIMARY 2 85
MY SELF-ASSESSMENT

I can identify a
I can identify and
I can identify a
Academic profession that describe in detail
profession that
Content matches my a profession
matches my
interests and skills that matches my
interests and skills.
with help. interests and skills.

I spoke clearly, used
I spoke clearly I spoke clearly,
eye contact, gave
Quality of some of the time gave accurate
detailed information,
Performance and I usually information, and
and listened
listened as others listened while others
attentively while
spoke. spoke.
others spoke.

I can ask questions I can ask interesting
and answer them I can ask questions questions and
Life Skills
but need to work and answer them am very polite
on being more politely. when asking and
polite. answering questions.


(1) (2) (3)
Identifies jobs held by people Identifies several jobs held by Identifies a variety of jobs held
in the community but cannot people in the community and by people in the community and
identify the tools or skills used by some tools or skills used by those offers details about the tools and
those professionals. professionals. skills used by those professionals.
Social Studies D.2.c. Social Studies D.2.c. Social Studies D.2.c.
Explains the difference between

Explains the difference between Explains the difference between
interests and strengths and is
interests and strengths and is able interests and strengths and is able
able to provide several personal
to provide abstract examples of to provide a personal example of
examples of each while connect-
each with help. each.
ing them to professions.
Vocational Fields A.4.b. Vocational Fields A.4.b.
Vocational Fields A.4.b.
Academic Content
Uses a graphic organizer to plan Uses a graphic organizer correctly Creates an effective, original
information for the job poster to plan information for the job graphic organizer to plan relevant
with help. poster. information for the job poster.
Writing D.1.a. Writing D.1.a. Writing D.1.a.
Participates minimally in collabo- conversations and works to
conversations by sharing ideas
rative conversations and may not ensure that others are given equal
and responding to the thoughts
share ideas. opportunities to share ideas and
of others.
Speaking and Listening A.1.a. respond to the thoughts of others.
Speaks to audience members Speaks clearly to audience

Speaks clearly to audience
but may be difficult to hear or members with confidence and
members.
understand. creativity.
Creates appealing visuals that are
Creates visuals that are not very Creates visuals that are neat and
exceptionally neat and easy to
neat or are difficult to read. easy to read.
read.
Manages or organizes tasks inef- Manages and organizes tasks

Manages and organizes tasks
fectively or only with the help of effectively and helps to organize
effectively and independently.
peers or the teacher. peers.
Life Skills
Assesses self using a rubric with
Assesses self accurately using a
help and may have a hard time Assesses self accurately using a
rubric and is able to set goals for
understanding how to meet rubric.
future work.
expectations.
2019/2020 PRIMARY 2 87
WORLD AROUND ME CHAPTER 1
WHAT IS IN THE
NIGHT SKY?
CHAPTER 1 WHAT IS IN THE NIGHT SKY?
Lesson
1
NOUR AND HOSSAM

Look at the illustrations. Read the story. Circle words you do not know.
Nour and her neighbor Hossam

walk home from school. They hear a
plane cross the sky.
Nour points to a cloud.

She says, “Look at the cloud.
It looks like my cat.”
Hossam says, “Yes, it does.”
Hossam points to another cloud.

“This one looks like a pillow.”
Nour smiles. She says, “Last night I saw

the moon and the stars.”
Hossam says, “Sometimes I wonder.

Why does the sky change so much?”
2019/2020 PRIMARY 2 91
I THINK
Think about what you see in the sky. Under the words Night Sky,
write what you see in the sky at night. Under the words Day Sky,
write what you see during the day.
NIGHT SKY DAY SKY
Draw a picture of the night sky. Draw a picture of the day sky.

Lesson
2
MY SKY
Draw the sky you saw last night. If you did not see the sky last night,
you may draw from memory.
2019/2020 PRIMARY 2 93
SHAPES IN THE SKY

Look at the images below. What do you notice?
What shapes and patterns do you see?

A HUNTER IN THE SKY

Look at the image of stars connected by lines. What do you see?
Read the story. Circle words you do not know.
Orion the Hunter
Orion was a very good hunter. He used a bow and arrows

to hunt. Two dogs helped him hunt. Use your imagination.
Can you see a hunter in the stars below?
2019/2020 PRIMARY 2 95
Lesson
3
OBSERVING A PATTERN
Read the story and study Hamid’s data. What pattern do you see?
Using this pattern, help Hamid figure out what time Orion will rise
for the next four nights.
NIGHT SKY ORION’S RISE TIME
Sunday 8:36 p.m.

Hamid lives in the desert.
At night, he loves to look at Monday 8:32 p.m.
the stars.
Tuesday 8:28 p.m.
He records his observations
like a scientist. Wednesday 8:24 p.m.
His favorite constellation is Thursday 8:20 p.m.

Orion.
Friday
For one whole week, Hamid
recorded the time he saw Saturday
Orion appear.
Sunday
Monday
1. What pattern do you see in Hamid’s data?
2. With every night that passes, the rise time of the stars is getting:
earlier later

SIRIUS: A SPECIAL STAR

Look at the illustration. Read the text. Then, circle Sirius in
the picture of Canis Major.
Sirius is the brightest star in the constellation Canis Major. Can you find it?
Sirius is a very special star.
When ancient people saw Sirius rising just before the sun, they knew that the
Nile River would soon flood.
Now we have a festival to mark that season. We call the festival Wafaa El-Nil.
2019/2020 PRIMARY 2 97
Lesson
4
IS OUR SUN LIKE A STAR?

Read the first question. Put your answer for our sun in the
second column and for the stars in the third column.
Three things needed for a shadow:
1.
2.
3.
QUESTIONS OUR SUN A STAR
Can it cast a shadow?
Can I read a book by its

light?
Can I feel its warmth?

Lesson
5
HOW BIG IS SOMETHING FAR AWAY?

Follow the steps in the experiment. Record your observations.
1. Look at the Teacher’s Object.
2. Hold up your hand while you look at the Teacher’s Object so you can see
your hand and the object at the same time. Circle your answer below.
The Teacher’s Object is about as tall as:
My hand One finger One fingernail
3. Draw your hand and the Teacher’s Object as you see it in the box below.
My Hand Teacher’s Object
2019/2020 PRIMARY 2 99
HOW BIG IS IT REALLY?

Follow the instructions. Record your observations.
4. When it is your turn, walk up to the Teacher’s Object and place your hand
next to it.
5. Circle what you observe to be the correct answer.
Compared to my hand, the Teacher’s Object is:
taller the same size smaller
6. Draw your hand and the Teacher’s Object as you see them together
in the box below.
My Hand Teacher’s Object
7. What has changed?

Lesson
6
HOW BRIGHT IS BRIGHT?

Follow the instructions that your teacher gives you.
Record your observations.
1. Describe what you see when the flashlight is very close to the paper.
2. Circle your answer. When the paper is an arm’s length from the flashlight,
the light on the paper is:
brighter dimmer
3. Circle your answer. When the paper is a table length from the flashlight, the
light on the paper is:
even brighter even dimmer
2019/2020 PRIMARY 2 101

DEEP SKY
Look at the picture. Read the text.
This is a picture of space.

The shapes and dots you see in the picture are not stars. They are galaxies.
Galaxies are where stars exist. Each galaxy contains many, many stars.

SPACE
Look at the pictures. Read the text.
This is a picture of a galaxy. All of the light you

see comes from many, many stars. Our sun is in a
galaxy like this one.
This picture of a galaxy was taken with a tool called

a telescope. A telescope helps us see very dim and
far away objects in the sky.
2019/2020 PRIMARY 2 103

TELESCOPE SKY
Draw what you imagine the sky over your house could look
like if you had telescope eyes.

Lesson
7
BRAINSTORMING MY STORY
Brainstorm your ideas. Follow along as your teacher helps
you organize your thoughts.
BEGINNING MIDDLE END
2019/2020 PRIMARY 2 105

MY STORY
Write your story. Include a beginning, middle, and end. Give your story
a title. Draw an illustration on the next page that helps tell the story.
TITLE

MY PICTURE
Draw a picture to help tell your story.
2019/2020 PRIMARY 2 107

Lesson
8
OUR CONSTELLATION:
Record plans for your group’s presentation.
NOTES
What we know:
Questions for research:
TEAMWORK
Responsible for art:
Responsible for labels:
Responsible for information:

Lesson
9
MY CHECKLIST
Put a check next to each task as you finish.
 We produced a constellation image to hang on

the wall.
 I wrote three important facts I would like to

share.
 We chose at least five facts to share as a team.

 Our team decided who will do each task.
My task is
 I completed my task.

 We chose at least two pictures to share.
 I helped proofread the writing for our
presentation.
 I am ready to practice our presentation.
2019/2020 PRIMARY 2 109

MY THREE FACTS
Write three important and interesting facts you learned in
this chapter.
1.
2.
3.

Lesson
10
MY SELF-ASSESSMENT

I can share
I can share
information about
Academic I can share accurate information about
the night sky
Content information about the night sky learned
with help from
the night sky. in class and in
the teacher or a
research.
classmate.

Some of my
I spoke clearly,
Quality of I spoke clearly used eye contact,
presentation
Performance and organized the and organized the
was clear and
information well. information to
organized.
increase interest.

I had some trouble I was a leader in
cooperating with I cooperated with my group, helping
Life Skills
my group or my group and others work
completing my completed my task. cooperatively and
task. complete their tasks.
2019/2020 PRIMARY 2 111


(1) (2) (3)
Describes objects in the night sky Describes objects in the night sky
Describes objects in the night
using vocabulary and concepts using vocabulary and concepts
sky in basic terms or with one or
learned in class (such as variations learned both in class and through
more inaccuracies.
in size and brightness). independent research.
Science B.1.a. and B.1.b.
Science B.1.a. and B.1.b. Science B.1.a. and B.1.b.
Shares facts learned from

Shares key facts learned from
informational text but includes Shares key facts learned from
informational text and describes
inaccurate or misapplied informational text accurately.
relationships between the facts.
information. F.1.b. and F.8.a
Academic Content F.1.b. and F.8.a
F.1.b. and F.8.a
Chooses facts and relevant,

Chooses one or more irrelevant Chooses appropriate facts and rel-
descriptive details to share based
facts or details to share. evant, descriptive details to share.
on the interests of the audience.
Speaking and Listening A.2.a. Speaking and Listening A.2.a.
Writes complete sentences that

Writes complete sentences with
Writes complete sentences. include above grade-level com-
help.
Writing 1.a. plexity or vocabulary.
Writing 1.a.
Writing 1.a.
Speaks to audience members

Speaks clearly to audience Speaks clearly to audience mem-
but may be difficult to hear or
members. bers with great confidence.
understand.
Creates visuals that are not very Creates visuals that are neat and Creates appealing, creative visuals
neat or are difficult to read. easy to read. that are neat and easy to read.
Uses a checklist independently to

Needs help to use a checklist to Uses a checklist independently to ensure that all steps of a pro-
ensure that all steps of a process ensure that all steps of a process cess have been completed and
have been completed. have been completed. helps peers to use the checklist
effectively.
Life Skills
Assesses self using a rubric with

Assesses self accurately using a
help and may have a hard time Assesses self accurately using a
rubric and is able to set goals for
understanding how to meet rubric.
future work.
expectations.

HELPING MY HABITAT
CHAPTER 2 HELPING MY HABITAT
Lesson
1
THE LAKE
Read the story. Use the description to draw a picture of what
you see in your mind.
The lake sits at the base of the mountains. The mountains are covered with
large trees.
Some of the trees are hidden in the shadows, making them appear to be dark
green. The other trees have dark branches and bright green leaves.
The lake shines blue in the sunlight. The water is still like glass.
Yellow and red flowers bloom in the long grasses along the shore of the lake.
2019/2020 PRIMARY 2 115

OUR EGYPTIAN ENVIRONMENTS

Compare the different environments. Name each.

VOCABULARY: ENVIRONMENT
Think about your own definition for the new word.
Complete the chart.
Vocabulary Word:
Your Definition Illustration
Sentence Using the Vocabulary Word
2019/2020 PRIMARY 2 117

Lesson
2
IN THE GARDEN
Look at the illustration in the next page. Read the story.
Circle words you do not know.
Nour and Hossam are watering plants in the planter outside Hossam’s window.
They hear birds singing in the trees. They see bees buzzing around the flowers
in the garden.
Hossam finishes watering the plants. There are weeds growing in the planter.
Should he pull the weeds out?
The sun is shining brightly. The plants are not in the sun. Nour decides to move
the plants to get more sunlight.
Now everyone is happy. The plants are watered, the weeds are gone, and the
sun is shining on the plants.
Hossam sees a butterfly fluttering near the plants. He smiles and quietly
watches the butterfly.

2019/2020 PRIMARY 2 119

VOCABULARY: INFER
Complete the chart.
Vocabulary Word:

OUR ENVIRONMENT
Sit quietly. Listen and look around you.
Write or draw what you see.
SCHOOL ENVIRONMENT
Plants Animals Human-made Objects
HOME ENVIRONMENT
Plants Animals Human-made Objects
2019/2020 PRIMARY 2 121

Lesson
3
WHAT IS IN A HABITAT?
Look at the pictures. Write what you see in the box next
to each picture.
DESERT
OCEAN

FOREST
CITY
2019/2020 PRIMARY 2 123

VOCABULARY: HABITAT
Complete the chart.
Vocabulary Word:

Lesson
4
BIRDS OF EGYPT
Read the information below. Think about and discuss the questions.
There are many species of birds in Egypt. Which birds live near you?
In what habitat might the birds live?
The egret is also called the

Farmer’s Friend.
The voices of female and male

Egyptian geese are different.
The dove is common to many

parts of Egypt.
2019/2020 PRIMARY 2 125

HABITATS IN EGYPT
Connect different habitats to the plants and animals that you
would expect to find in those habitats. An animal or plant
may live in more than one habitat.
bird
tree
beetle
fish
mouse
bumblebee
flower
fox
cat

RESEARCH NOTES
Choose a local animal to research. Write three important
facts that will help you in your Share project.
My Animal:
THREE FACTS
I found my information
2019/2020 PRIMARY 2 127

Lesson
5
HUMAN CHANGES
Look at the picture. What do you notice?
Why do humans build dams?
1.
Nile River
2.
Aswan High Dam
How did the Aswan High Dam

change the Nile River? Describe
Lake Nasser
what you see in the picture.

HUMAN IMPACT ON HABITATS

Think about how the Aswan High Dam changed the Nile River
and answer the questions below.
1. What do you think the Nile River looked like before the Aswan High Dam
was built?
2. Draw a picture of what you think the Nile River habitat was like before
Lake Nasser was formed. What plants and animals may have lived there?
3. Draw a picture of how you think the habitat changed after Lake Nasser
was formed. What plants and animals may live there now?
2019/2020 PRIMARY 2 129

Lesson
6
VOCABULARY: STEWARD
Complete the chart.
Vocabulary Word:

BEING A GOOD STEWARD

Read the story. Look at the picture. Think about the picture
as you read. Circle words you do not know.
Nour and Hossam walk to school. Hossam says, “Today I watered our plants. I
must water them often.”
Nour thinks about what Hossam

said. Then Nour says, “We are
IDEA
learning the engineering design
process in school. I will design a
product to water the plants for
IMPROVE MATERIALS
you.”
Hossam asks, “How do you do

that?”
BUILD PLAN
Nour says, “I ask, how can I help
water the plants? Then I think of
ideas.”
“Then what happens?” asks Hossam.
“Then I make a plan. I draw the design. I measure it,” Nour says. “Then I build it
for you.”
“Then I take it home?” Hossam asks.
“Not yet. I do an experiment to make sure it works. I improve it, if I can. Then
you can take it home,” Nour says, smiling.
2019/2020 PRIMARY 2 131

MY RESEARCH QUESTION
Choose a question to research. Record the answers you find.
My question is
Now I know
This helps me attract or protect animals because

Lesson
7
OUR PROJECT: ENGINEERING DESIGN PROCESS

Refer to the picture. Work with your group to decide what
problem you will solve. What you will build?
IDEA
My name:
IMPROVE MATERIALS
BUILD PLAN
Names of people in my group:
What is the problem we will solve?
2019/2020 PRIMARY 2 133

OUR PROJECT: IDEA

Refer to the picture. List three ideas to solve the problem.
IDEA
IMPROVE MATERIALS
BUILD PLAN
IDEAS
1.
2.
3.
Circle the idea your team decides to build.

OUR PROJECT: MATERIALS & PLAN IDEA
Complete the boxes with your ideas.

IMPROVE
Work through the engineering design MATERIALS
process with your group.
BUILD PLAN
Materials: List materials you will
need for your project.
Plan: Draw what you plan to build.

Front View Side View Top View
Circle the view you draw.
centimeters tall
Mark on the picture how tall your product will be, in centimeters.
2019/2020 PRIMARY 2 135

MY PENCIL
Draw your pencil from three different views in the boxes below.
TOP VIEW SIDE VIEW
BOTTOM VIEW

Lesson
8
IDEA
OUR PROJECT: BUILD
As you BUILD, you will face
IMPROVE MATERIALS
challenges. Work with your group
to solve them. Record notes below.
BUILD PLAN
CHALLENGES SOLUTIONS
2019/2020 PRIMARY 2 137

Lesson
9
OUR PROJECT: TEST

Test your product to find out what you can IMPROVE.
Record notes below.
Our product:
1. How will you test your product to make sure it works?

Your process should use a measurement.
2. Test your product:
Measurement 1:
Measurement 2:
Measurement 3:
Did your product work as planned?
Describe any problems that your product had.

IDEA
OUR PROJECT: IMPROVE
IMPROVE MATERIALS
1. Discuss with your group and another group:

How can your products be improved?
BUILD PLAN
List changes that your group can make that will
improve your product.
2. Make the changes to your product. Test your product again:
Measurement 1:
Measurement 2:
Measurement 3:
3. Has your product improved?
2019/2020 PRIMARY 2 139

Lesson
10
A LETTER FROM NOUR

Read the story. How does Nour persuade her family to help
her build a watering system?
Dear Family,
Did you see the watering system I made for

Hossam? I used the engineering design process I
learned in school. I followed all the steps. It took me
time, but I know it works. Will you help me make
one we can use?
I have many reasons why I think we should make

my watering system. Plants need regular watering.
Sometimes people cannot water the plants when
they need it. I built a watering system. My system
takes less time than watering by hand. I will have
more time to play, finish homework, or help with
chores.
At first, my system leaked. So, I changed the design

and materials. Now it works.
Now you know why I want your help. Hossam will

help build it too. If we make two, we will both have
one to use.
Will you help us?
Nour

VOCABULARY: PERSUADE
Complete the chart.
Vocabulary Word:
2019/2020 PRIMARY 2 141

MY PERSUASIVE LETTER
Use the sentence starters to help you write your own
persuasive letter.
Dear
,
I would like help making my product. My product is a
The first reason I want to make it is
The second reason I want to make it is
I need your help because

MY SELF-ASSESSMENT

I used the
I used the I used the engineering design
Academic
engineering design engineering design process to plan and
Content
process with lots of process to plan and create a product. I
help. create a product. can describe each
stage of the process.

I tested my product I tested my product I tested my product
Quality of but had difficulty and came up with and came up with
Performance making changes a solution that many solutions
that improve how improves how it that improve how it
well it works. works. works.

I had some I was a leader in
trouble working I worked
my group, helping
Life Skills cooperatively cooperatively with
others work
with my group or my group and
cooperatively and
completing my completed my task.
complete their tasks.
task.
2019/2020 PRIMARY 2 143


(1) (2) (3)
Describes how a habitat can meet Describes how a habitat can meet Describes how a habitat can meet
a need of living things using only the needs of living things using the needs of living things using a
one example. several examples. variety of detailed examples.
Science E.1.b. Science E.1.b. Science E.1.b.
Describes the actions of a good

Describes actions unrelated to
Describes the actions of a good steward with several concrete
being a good steward or without
steward with concrete details. details that show a deeper under-
clarifying details.
Social Studies A.1.f. standing of stewardship.
Social Studies A.1.f.
Social Studies A.1.f.
Academic Content
Records observations when Records clear, detailed, and
Records relevant observations
testing how the product works relevant observations as well as
when testing how the product
that are unclear or unrelated to thoughtful insights when testing
works.
the task. how the product works.
Science: A.1.c, A.1.d.
Science: A.1.c, A.1.d. Science: A.1.c, A.1.d.
Explains in clear and concise

Explains some of what was
Explains in detail what was detail what was learned in
learned in research and testing,
learned in research and testing. research and testing, including
but the details are incomplete.
Science: A.1.g. how each related to the product.
Science: A.1.g.
Science: A.1.g.
Generates a wide range of original

Generates one simple or existing Generates two or more original
ideas to solve a design challenge
idea to solve a design challenge. ideas to solve a design challenge.
in creative ways.
Science F.1.e. Science F.1.e.
Science F.1.e.
Provides one or no reasons for Provides two clear reasons for Provides two clear, important
creating the product in the per- creating the product in the per- reasons for creating the product
suasive letter. suasive letter. in the persuasive letter.
Vocational Fields A.4.d. Vocational Fields A.4.d. Vocational Fields A.4.d.
Manages or organizes tasks inef- Manages and organizes tasks

fectively, or only with the help of effectively, also helps to organize
effectively and independently.
peers or the teacher. peers.
Life Skills
ingful way.

MONUMENTAL DESIGNS
CHAPTER 3 MONUMENTAL DESIGNS
Lesson
1
WHO MADE THIS?

Look at the pictures. Decide whether the object in the picture
is found in nature or is made by humans. Write “humans” or
“nature” in the last column.
Rocks
Car
Tools
Trees
2019/2020 PRIMARY 2 147

LET’S INFLATE A BALLOON

Read and follow the directions.
1. Inflate the balloon about half way, then slowly let

the air out of it. Do this two or three times.
2. Practice putting the balloon over the opening of
the bottle. Do this two or three times.
3. Make a funnel out of the piece of paper by rolling
it into a cone. This cone is your funnel.
4. Put the small end of the funnel into the balloon
opening.
5. Pour the baking soda from the cup into the large
end of the funnel so the baking soda flows into the
balloon.
6. Attach the balloon to the opening of the bottle,

making sure you have a good seal. Let the balloon
hang over the side. Do not let the baking soda go
into the bottle yet.

7. Lift up the balloon so baking soda falls into

the bottle. You may have to wiggle the balloon
a little. Once the baking soda is in the bottle,
shake the bottle gently from side to side.
Describe what you observed below:
I wonder
2019/2020 PRIMARY 2 149

Lesson
2
WHAT MATERIALS DO WE SEE?

Look closely at the pictures. List the materials you see in the pictures.

HOW DO WE KNOW?
Answer the question for each sense.
SENSE WHAT PROPERTIES CAN YOU OBSERVE?
Sight
Hearing
Smell
Touch
Taste
2019/2020 PRIMARY 2 151

DESCRIBE OUR WORLD

List five items in the classroom. Describe each item’s properties,
then record your best guess for the material it is made of.
ITEM DESCRIPTION WHAT IT IS MADE OF
1.
2.
3.
4.
5.

Lesson
3
THREE FORMS OF WATER

Draw lines that connect the words ICE, WATER, and VAPOR/STEAM
to the matching pictures and to the correct states of matter
(LIQUID, GAS, SOLID).
ICE LIQUID
WATER GAS
VAPOR/
SOLID
STEAM
2019/2020 PRIMARY 2 153

CHANGING FORMS
Decide whether the change requires warming up or cooling down.
Write your answer in the box. Give an example of the change.
CHANGE WARM UP OR COOL DOWN?
Solid  Liquid
Example:
Liquid  Solid
Example:
Liquid  Gas
Example:
Gas  Liquid
Example:

Lesson
4
OUR WORLD
Refer to the picture during class discussion.
Planet Earth from space. Can you find Egypt ?
Land Water
Ice
Clouds
2019/2020 PRIMARY 2 155

WATER: SOLID, LIQUID, AND GAS

Look at the picture. Read the text. Circle and label the three
forms of water using different colored crayons.
This picture was taken in a very cold place on Earth. An iceberg is a very large
piece of ice floating in the ocean. Icebergs are often as tall as a six- to ten-story
building. The tallest iceberg on record rose nearly 55 stories above the water.
Large icebergs are also called ice mountains.
Water can be seen in all three forms in this picture: solid, liquid, and gas.

FRESH WATER
Look at the pictures. Read the text. Answer the questions.
This is a map of Egypt. Point to where

you live.
The blue, curvy line running through
the country is the Nile River.
What festival do we celebrate each
year that involves the Nile River?
The boat is sailing on the Nile River.

The Nile River is fresh water. How do we
use the fresh water in the Nile River?
Where does fresh water come from?
2019/2020 PRIMARY 2 157

Lesson
5
EGGS FOR BREAKFAST

Use the images to complete the first two descriptions, then
answer the questions below.
Describe the inside of a raw egg.
Describe a cooked egg.
Can you reverse the change to make

What made the egg change? a cooked egg raw again?

FORCES OF NATURE
Look at the pictures. Describe what you see in the pictures
that might affect a monument that is built outside.
2019/2020 PRIMARY 2 159

Lesson
6
NOUR AND HOSSAM VISIT A MONUMENT

Read the story with your Shoulder Partner. Circle new words you do
not know. Discuss with your partner: What is a monument?
Nour and Hossam ride their bicycles.

They stop at a statue at the park.
“Who is this?” asks Nour.
“There is a sign next to the statue. Let’s

find out,” answers Hossam.
Nour and Hossam read the sign. Hossam

says, “It says this is a monument. The
statue honors the man who started our
town. Did you know people made statues
to honor someone? I thought statues were
just decorations.”
Nour responds, “I have seen buildings

that honor people and places like our
pyramids. I saw another statue in the
park. Let’s go see who that statue
honors.”
Nour and Hossam get back on

their bicycles. They look forward to
sharing what they have learned about
monuments with their families.

MONUMENTS OF EGYPT
What observations can you make about the monuments?
2019/2020 PRIMARY 2 161

MONUMENTS OF EGYPT 2
What observations can you make about the monuments?

REQUEST FOR A NEW MONUMENT

Read the letter and information below. Use the requirements
as you build your ideas.
Dear class,
Our town group is planning a new small park.

We would like to create a monument in the
middle of the park to honor an important
local person or event. We need your help in
designing the monument. We have provided
our requirements below. We look forward to
seeing what you can imagine and design.
The monument must:
1. Use at least 2 different materials.
2. Include at least 2 forms of materials: solid,

liquid, or gas.
3. Include at least 3 shapes.
4. Showcase 1 pattern.
5. Model must be between 10 and 15 cm tall.
A requirement is something that needs to be true of a design. Requirements guide our

design and must be included in planning our monument. Design thinking helps us make
sure our ideas meet the expectations of the requester.
2019/2020 PRIMARY 2 163

Lesson
7
IDEAS FOR MY MONUMENT

Brainstorm ideas for your monument. Write as many ideas as
you can. Have a light-colored crayon ready to use.
1. Whom will my monument honor?
2. What will my monument look like? Will it be a building, fountain, or

statue? Write or draw some examples.

PLANNING MY MONUMENT
Congratulations. You are ready to begin planning. Picture your
monument in your mind. Answer the following questions.
1. What shapes will you use to make your monument?
2. What materials will you use?
3. What 2 forms of material will you use? Circle what you will use.
SOLID LIQUID GAS
2019/2020 PRIMARY 2 165

DRAWING MY MONUMENT
Draw your model. What will the monument look like from the front
and the back? Think about the requirements:
1. Use at least 2 different materials.

2. Include at least 2 forms of materials: solid, liquid, or gas.
3. Include at least 3 shapes.
4. Showcase 1 pattern.
5. Model must be between 10 and 15 cm tall.
FRONT VIEW
BACK VIEW

VOCABULARY: REQUIREMENT
Read the words. Write a definition and a sentence for each.
Vocabulary Word:
2019/2020 PRIMARY 2 167

Vocabulary Word: Monument

Lesson
8
MY CHECKLIST
Put a check in the box when you have completed each requirement.
Record the name of your monument and your favorite part.
What is the name of your monument?
 REQUIREMENTS
 Includes at least 2 of these. Circle what you used:

Liquid Solid Gas
 Includes 3 shapes. Draw the shapes you used.
 Includes at least 1 pattern. Draw the pattern you used.
 Between 10 cm and 15 cm tall. How tall is your monument?
What is your favorite part of the monument?
2019/2020 PRIMARY 2 169

Lesson
9
EGYPTIAN TICKETS
Below are tickets used at monuments in Egypt. Tourists save
these tickets to remember places they visit. What do you
notice when you look at the tickets?

PUTTING TOGETHER MY IDEAS

Draw your monument. Practice writing the words and
numbers for your ticket. Then cut around each section and
place on the next page. Move the pieces around to decide
where you will put each item. Glue on the page.
2019/2020 PRIMARY 2 171

DESIGN PLAN
Arrange the objects on the page. Glue the pieces down when
you are happy with your design.
2019/2020 PRIMARY 2 173

TICKET TO
Create your ticket.

Lesson
10
REMEMBERING VISITS
Read the story. Why do you think monuments are important
to Hossam and Nour?
Hossam and Nour are at Nour’s

house. They just returned after visiting
monuments and the museum in their
town.
Nour says, “I really like the tickets we got at

the museum. I want to save mine, just like
I saved the tickets of the monuments we
visited.”
Hossam looks at the tickets. “I like this

ticket most of all. It reminds me of the
fountain I saw outside of the building.”
Nour holds up another ticket. “This is my

favorite ticket. I learned so much about the
history of our town when we visited this
monument. When I look at the ticket, it
helps me remember.”
Hossam puts his tickets in a small box. “I am

putting my tickets in a special place. When I
visit new places, I will put the tickets in this
box. Then I can remember all the special
monuments I have visited.”
2019/2020 PRIMARY 2 175

MY SELF-ASSESSMENT

I can correctly
I can correctly identify solids,
Academic I can correctly
identify solids, liquids, and gases
Content identify solids,
liquids, and gases that were shared
liquids, and gases.
with help. in class and some
others that were not.

I can create visuals, I can create unique
Quality of I can create visuals
but they are not visuals that are
Performance that are neat and
very neat or well exceptionally neat
well organized.
organized. and well organized.

I can independently
I can independently use a checklist
I can use a checklist
use a checklist to make sure I
Life Skills to make sure I
to make sure I include all required
include all required
include all required elements and create
elements with help.
elements. checklists for myself
for other tasks.


(1) (2) (3)
Classifies and describes solids,

Classifies and describes solids, liquids, and gases. Offers exam-
Classifies and describes solids,
liquids, and gases and gives ples of how materials can change
liquids, and gases with help.
examples. form, such as solid ice melting
Science D.1.b. into liquid.
Science D.1.b.
Science D.1.b
Produces simple designs that

Produces designs that include Produces complex designs that
include shapes but has difficulty
shapes and identifies them cor- include newly learned shapes and
identifying them correctly by
rectly by name. identifies them correctly by name.
name.
Math E.1.c. Math E.1.c.
Math E.1.c.
Academic Content
Identifies Islamic and Coptic his- Identifies Islamic and Coptic Identifies Islamic and Coptic
toric monuments with help but historic monuments and explains historic monuments, explains
may not be able to explain their their importance to Egyptian their history and importance to
importance to Egyptian culture. culture. Egyptian culture.
Social Studies C.2.c. Social Studies C.2.c. Social Studies C.2.c.
Uses a checklist to ensure that all Uses a checklist independently to

Uses a checklist independently to
requirements have been addressed ensure that all requirements have
ensure that all requirements have
with help or only partially uses been addressed and helps peers
been addressed.
the list. use the checklist.
Science F.1.c.
Science F.1.c. Science F.1.c.
Presents or displays artwork that Presents or displays artwork with Presents or displays artwork with
is not very neat or is difficult to visuals that are neat and easy to appealing visuals that are excep-
read. read. tionally neat and easy to read.
Visual Art B.1.a. Visual Art B.1.a. Visual Art B.1.a.
Contributes to discussions about
Contributes to discussions about
Contributes to discussions about the text regularly, offering unique
the text only when directly
the text and asks questions. and thoughtful insights and
prompted.
Reading E.1.a. questions.
Reading E.1.a.
Reading E.1.a.

ingful way.
Life Skills
Manages and organizes tasks Manages and organizes tasks
effectively, completing them in a effectively, completing them in
effectively, completing them in a
timely manner only with the help a timely manner. Helps organize
timely manner.
of peers or the teacher. peers and leads in this area.
2019/2020 PRIMARY 2 177

ARTIST CREDIT
Used throughout ONYXprj / Shutterstock.com p. 116 Kochneva Tetyana / Shutterstock.com

Doing Activity Icon mayrum / Shutterstock.com p. 116 V_E / Shutterstock.com
Reading Activity Icon FLUTES / Shutterstock.com pp. 112, 126 Mikhail Priakhin / Shutterstock.com
Looking Activity Icon Jane Kelly / Shutterstock.com pp. 112, 126 silvae / Shutterstock.com
p.7 Anatolir / Shutterstock.com pp. 113, 126 WitthayaP / Shutterstock.com
p.12 Lorelyn Medina / Shutterstock.com p. 125 Sheila Fitzgerald / Shutterstock.com
p.14, Macrovector / Shutterstock.com p. 125 vagabond54 / Shutterstock.com
p.14 Spreadthesign / Shutterstock.com p. 125 alybaba / Shutterstock.com
p.14 bulatova / Shutterstock.com p. 128 Yarr65 / Shutterstock.com
p.16 Oleksandrum / Shutterstock.com p. 140 Ozornina Kseniia / Shutterstock.com
p.16 vilax / Shutterstock.com p. 147 kaskip / Shutterstock.com
p.21 Niwat singsamarn / Shutterstock.com p. 147 Rawpixel.com / Shutterstock.com
p.22 Kilroy79 / Shutterstock.com p. 147 Roberto Binetti / Shutterstock.com
p. 23 Creative Stall / Shutterstock.com p. 147 J Dennis / Shutterstock.com
pp. 23, 24 Artishok / Shutterstock.com p. 150 MONEY WONG / Shutterstock.com
p. 24 Masa Marinkovic / Shutterstock.com p. 150 Gelia / Shutterstock.com
pp. 33, 36 Viesturs Jugs / Shutterstock.com p. 150 trucic / Shutterstock.com
p. 36 Per Grunditz / Shutterstock.com p. 151 Lucia Fox / Shutterstock.com
p. 36 Emma Geary / Shutterstock.com p. 153 Charly Morlock / Shutterstock.com
p. 37 Butterfly Hunter / Shutterstock.com p. 153 5 second Studio / Shutterstock.com
pp. 39, 40 withGod / Shutterstock.com p. 153 Peter Bocklandt / Shutterstock.com
p. 41 Shams Ashraf / Shutterstock.com p. 154 ThreeCups / Shutterstock.com
p. 41 e2dan / Shutterstock.com p. 155 robert_s / Shutterstock.com
p. 41 Bobby Bradley / Shutterstock.com p. 156 Danita Delmont / Shutterstock.com
p. 41 MZPHOTO.CZ / Shutterstock.com p. 157 ideldesign / Shutterstock.com
p. 41 billysfam / Shutterstock.com p. 158 Kaiskynet Studio / Shutterstock.com
p. 41 nechaevkon / Shutterstock.com p. 158 Arttis / Shutterstock.com
p. 41 Tosaphon C / Shutterstock.com p. 159 Adwo / Shutterstock.com
p. 41 Rudmer Zwerver / Shutterstock.com p. 159 Vladislav Katana / Shutterstock.com
p. 56 MSSA / Shutterstock.com p. 159 movit / Shutterstock.com
pp. 64, 109 rangsan paidaen / Shutterstock.com p. 161 zzz555zzz / Shutterstock.com
p. 66 Fotokostic / Shutterstock.com p. 161 Dereje / Shutterstock.com
p. 66 Zurijeta / Shutterstock.com p. 161 EgyptianStudio / iStock.com
p. 67 i-jack vin / Shutterstock.com p. 161 Evannovostro / Shutterstock.com
p. 67 alfernec / Shutterstock.com p. 162 Artem Avetisyan / Shutterstock.com
p. 68 andresr / iStock.com p. 163 MnskTeam / Shutterstock.com
p. 68 Iakov Filimonov / Shutterstock.com
p. 69 Ikonoklast Fotografie / Shutterstock.com
p. 69 Django / iStock.com
p. 70 adriaticfoto / Shutterstock.com
p. 70 PR Image Factory / Shutterstock.com
p. 94 peresanz / Shutterstock.com
p. 94 Matipon / Shutterstock.com
p. 95 Ad_hominem / Shutterstock.com
p. 97 angelinast / Shutterstock.com
p. 102 Egyptian Studio / Shutterstock.com
p. 103 Juan Fernando / Shutterstock.com
p. 103 Mimka / Shutterstock.com
pp. 116, 157 isabela66 / Shutterstock.com
Copyright ©2019-2020
All Copyright is reserved to the Ministry of Education and Technical Education in the Arab Republic of Egypt.
Distribution of this book is not allowed outside the Ministry of Education and Technical Education.
‫املواصــفات الفنيــة‬
‫‪27 19.5‬‬ ‫مقــاس الكتاب‬
‫‪ 4‬لــون‬ ‫طــــبع الـمـــنت‬
‫‪ 4‬لـون‬ ‫طــــبع الغــالف‬
‫‪ 80‬جرام كوشيه مط‬ ‫ورق الـمــــــــنت‬
‫‪ 200‬جرام كوشيه‬ ‫ورق الغـــــــالف‬
‫‪ 192‬صفحة‬ ‫عدد الصفحات بالغالف‬
‫‪6‬‬ ‫رقــــم الكــــتاب‬
‫مجيع حقوق الطبع حمفوظة لوزارة الرتبية والتعليم والتعليم الفين‬
‫‪www.elearning.moe.gov.eg‬‬
‫‪ZAMZAM PRESSES‬‬

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TERM 1

The fulfillment of the Egyptian dream of transformation is indeed a joint responsibility

Dr. Tarek Galal Shawki

Theme 2: The World Around Me

MEET NOUR’S FAMILY

Hi! My name is Nour. I am 7 years old. I live in Cairo. I have

We live with our mom, dad, grandma, and grandpa. We live

Everyone helps in my house.

Grandma also cooks dinner. My big sister

Dad helps my sister and me with our homework.

4 PRIMARY 2 ZAMZAM PRESSES

GRAPHING OUR FAMILY RESPONSIBILITIES

6 PRIMARY 2 ZAMZAM PRESSES

GOOD MORNING NOUR

My mom tells us to set a timer.

Before we leave, we eat a quick breakfast. Grandma made us fuul.

My sister and I walk to school

PROBLEMS AND SOLUTIONS

8 PRIMARY 2 ZAMZAM PRESSES

MY PROBLEM AND SOLUTION

WORKING WITH MY CLASSMATES

10 PRIMARY 2 ZAMZAM PRESSES

I CAN COOPERATE AT SCHOOL

I ignore my Shoulder Partner’s ideas.

I use words like “please” and “thank you” with my classmates.

I treat my classmate with respect as we work together.

I never give up when I am working with a classmate.

I always want to use my idea and not my partner’s.

Complete the sentence to tell what cooperation means.

12 PRIMARY 2 ZAMZAM PRESSES

NOUR SHOWS GOOD CITIZENSHIP

At break time a classmate asked if she

Outside, my classmates were arguing.

NOUR’S DAILY ROUTINE

Each morning starts the same way. My

Next, my sister and I walk to school. My sister walks me to my classroom.

In the evening, my family eats dinner.

14 PRIMARY 2 ZAMZAM PRESSES

GRAPHING OUR CHOICES

Get Up and Move Clock

16 PRIMARY 2 ZAMZAM PRESSES

GET UP AND MOVE CLOCK RECORD SHEET

NAME OF STUDENT TIME ON CLOCK

TIME TO TRY SOMETHING NEW

Time I Will Spend

20 PRIMARY 2 ZAMZAM PRESSES

PEACE BREAKER OR PEACE MAKER

PEACE BREAKER PEACE MAKER

STRATEGIES FOR PEACE

Ask for help Walk away

Compromise Say STOP!

22 PRIMARY 2 ZAMZAM PRESSES

24 PRIMARY 2 ZAMZAM PRESSES

CATEGORY ,  ,    SUGGESTIONS

26 PRIMARY 2 ZAMZAM PRESSES

Rubric Assessment (for teacher use)

Describes how compromise is

Contributes to a script, props, Creatively contributes to a

CATEGORY , , SUGGESTIONS