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Science Curriculum 2018-2019
2nd Grade Next Generation Science Standards Overview
Science Content:
- Compare the diversity of life in different habitats
- Understand what plants need to grow and how plants depend on animals for
seed dispersal and pollination
- Understand observable properties of matter by analyzing and classifying
- Use information and models to identify and represent shapes of the land
- Apply understanding that wind and water can change the shape of land to
compare design solutions to slow or prevent such change
Science Concepts:
- Cause and effect
- Patterns
- Energy and matter
- Structure and function
- Stability and change
- Influence of engineering, te chnology, and science on society and the natural
world
Science Skills:
- Developing and using models
- Planning and carrying out investigations
- Analyzing and interpreting data
- Constructing explanations and designing solutions
- Engaging in argument from evidenc e
- Obtaining, evaluating, and communicating information
Unit One: Relationships in the Ecosystem
(1st Marking Period)
2 - LS4 - 1. Make observations of plants and animals to compare the diversity of life
in different habitats
- Emphasis on the diversity of living things in each of a variety of different
habitats
“I can make observations of plants and animals compare how life is different in different habitats.”
2 - LS2 - 1. Plan and conduct an investigation to determine if plan ts need sunlight
and water to grow
- Assessing impact of one variable at a time
“I can plan and conduct an investigation to figure out if plants need sunlight and water to grow.” 2 - LS2 - 2. Develop a simple model that mimics the function of an animal in
dispersing seeds or pollinating plants
“I can develop a simple model that has the similar functions of an animal in spreading seeds or pollinating plants.”
Unit Focus and Targets:
“Act like Scientists” (Science and Engineering
Practices)
“Think like Scientists” (Disciplinary Core Ideas/Content)
“See the World like Scientists”
(Crosscutting Concepts)
- Developing and using models
- Planning and carrying out investigations
LS4.D: Biodiversity and Humans - There are many different kinds
of living things in any area - Living things exist in different
places on land and water LS2.A: Interdependent Relationships in Ecosystems
- Plants depend on water and light to grow
- Plants depend on animals for pollination or to move their seeds around
ETS1.B: Developing Possible Solutions
Cause and Effect - Events have
causes that generate observable patterns
Structure and Function - The shape and
stability of structures of natural or designed objects
- Des igns can be conveyed t hrough sket ches , drawings , or m odels
- Des igns are useful in shar ing ideas
are rela t ed t o t heir funct ions
In the Classroom: Unit 1, Part A
Part A Guiding Question:
- How does the diversity of plants and animals vary among different habitats?
Part A Teaching Points:
- Patterns occur in the natural world
- There are many different types of habitats in our world
- There are m any different kinds of living t hings in any habit a t
Part A Assessment Objectives:
- Look for patterns and order in the natural world
- Make observations to collect data that can be used to make comparisons
- Make observations or plants and animals to compare diversity in habitats
Unit 1, Part A, Lesson 1: Habitats
Taught by Grade Level Teacher- Week 1
Materials:
- Animals in their Habitats Flipchart
(https://drive.google.com/open?id=0B5e_0qncfnkBVDJvV3Zoa1M0YVk)
- Animals in their Habitats Recording sheet
(https://drive.google.com/open?id=0B5e_0qncfnkBOGE2ZEk2QUdpR1k)
- Magazines (borrowed from Cicchino if needed)
- Construction paper
- Chromebooks
Engage:
1. Ask students to think about the word habitat: where have they heard it
before, what does it have to deal with, what does it mean
2. Turn and talk/stop and jot, then share out ideas
3. Create a list of Habitat Information that students already know to activate
prior knowledge
Explore:
1. Show students the Animals in their Habitats Flipchart
2. Provide students with the Animals in their Habitats recording sheet and
explain that they will be ma king observations like a scientist to record the
different types of animals they see in different habitats
3. As you go through the slides, allow students time to make and record
observations before discussing
4. Discuss and emphasize the diversity of both plant s and animals within each
habitat
5. Ask and discuss for each slide:
a. Can you observe and describe this habitat? Think about the
temperature, how much rain that habitat gets, types of vegetation
b. What kinds of plants do you see?
c. W hat kinds of anim als do you see?
d. How is t his habit a t different from t he previous habit a t
e. Could a _ _ _ _ _ _ _ _ _ _ _ _ (fill in t he anim al) live in t his habit a t ? Use
t he observat ions as evidence
f. W hat a llows _ _ _ _ _ _ _ _ _ _ _ _ (fill in t he anim al) t o live in t his
habit a t ? (ex. fish have gills so t ha t t hey can survive under wat er)
Explain:
1. Allow students to play following habitat games:
http://www.bbc.co.uk/schools/scienceclips/ages/8_9/habitats.shtml
http://www.scholastic.com/magicschoolbus/games/habitat/index.htm
2. Circulate while students play and prompt them to think about the diversity of
animals and plants that live in the same place
3. Wrap up the games and explain to students that now they are going to study
different habitats and the life inside of them
Elaborate:
1. Separate students into groups and give each group a habitat to study:
a. Rainforest
b. Arctic
c. Desert
d. Freshwater
e. Ocean
f. Forest
2. Each group will be using the corresponding BrainPopJr. Video and the following
sites as starting points to research their habitat
http://www.skyenimals.com/browse_habitat.cgi
3. Give groups a large piece of construction paper
4. Provide students with criteria for their posters: number of facts; list of
animals/plants; hand -drawn pictures; magazine cut outs
5. Allow groups t im e t o research and com plet e t heir research pos t ers
Evaluate:
1. Groups will present their habitat posters to the class
2. Students should be explaining and focusing on the diversity of animals and
plants in their habitats - many animals and plants living together in the
same place
Unit 1, Part A, Lesson 2: Habitats
Taught by ACE Teacher-Week 1
Materials:
- One World, Many Biomes read aloud
- Habitat sorting cards
(https://drive.google.com/open?id=0B5e_0qncfnkBdTJZMUs1cmFFakE)
- Habitat Recording Sheet
(https://drive.google.com/open?id=10Xi5wBtM0Dx6KKSA1hgIx1rzlG7oIXzPUdxSQw
0GLuo)
Engage:
1. Review and discuss wit h students the meaning of habitat
2. Watch the following video: https://www.youtube.com/watch?v=w12Kn5dEEec to
activate prior knowledge
3. Brains t orm and discuss t he t ypes of habit a t s shown in t he video and crea t e a
lis t of anim al exam ples wit hin each habit a t
Explore:
1. Explain to students that sometimes when scientists talk about habitats, they
call them biomes at that biomes are different all over the world
2. Using a map to show the area, read aloud One World, Many Biomes
3. Emphasize and discuss diversity of plants and animals introduced in the book
4. Ask questions to focus students on the interdependence of each biome
Explain:
1. Challenge students to think about how different animals and plants are
connected in their habitats
2. Ask: how would habitats change if one animal left? One plant?
Elaborate:
1. In pairs, have students sort out their Habitat sorting cards
2. Once sorted, pairs wil l select animals and plants in each habitat that are
directly connected and record those cards on their Recording Sheet
Evaluate:
1. While students work on their sort and record, circulate to prompt and
question students about why certain animals and plants are in certain groups
2. Assess recording sheets for accuracy
Unit 1, Part A, Lesson 3: Habitats
Taught by Grade Level Teacher-Week 2
Materials:
- Animal Research sheets
(https: //drive.google.com/open?id=0B5e_0qncfnkBX2VTMDRXNEpSbE0)
- Anim al book select ions (borrow from Cicchino)
- Chrom ebooks
Engage:
1. Display the Houston Zoo Cam: https://www.houstonzoo.org/meet -the-
animals/animal -webcams/
2. Watch the different cameras and ask questions about the habitats for each
camera
3. Allow students to discuss what they are seeing and share their observations
Explore:
1. Explain to students that this week, they will be focusing on learning about a
specific animal within their habitat
2. In pairs made up of students from last week’s small group, allow students to
select an animal that lives within the habitat they studied last week
3. Distribute an Animal Research sheet
4. Students will research their animal using books,
http://www.animalfactguide.com/animal -facts/ , and
http://kids.nationalgeographic.com/animals/
Explain:
1. Continually check in with students while they are researching
2. For the first day, they likely will spend most of the time watching videos and
looking at pictures - emphasize that these shou ld be treated like scientific
observations
3. By the second day, students should be recording facts and information
4. Remind students that they should be writing about the pictures they see, not
just the words they find on the websites
Elaborate:
1. As s t udent s work t hrough t heir Anim al Research sheet , expla in t o t hem t hat
t hey should use t he “int eres t ing Fact s” box t o expla in how t he anim al t hey are
researching is connect ed t o it s environm ent (polar bear has t hick fur ,
m onkey’s have long t ails t o swing on branches , et c)
Evaluate:
1. Pairs will share their animal research and the habitat they created in ACE
2. Students should be able to emphasize their animal’s connection to the specific
habitat
Unit 1, Part A, Lesson 4: Habitats
Taught by ACE Teacher- Week 2
Materials:
- Paper plates
- Scissors
- Colored pencils
- Tape
- Animal cut outs
Engage:
1. Groups will share out the animal they are researching
2. As groups share their animal, the rest of the class will guess what habitat
that animal lives in
Explore:
1. Students will each build their own paper plate diorama as a way to model the
habitat their animal is in
2. Using the paper plate, tape, and cut out, stu dents will construct their habitat
Explain:
1. Explain to students that they must include two other animals and two plants
in the habitat that live alongside their researched animal
Elaborate:
1. Students will work with their partner to draw conclusions about the animals
and plants in their habitats
2. Allow s t udent s t im e t o com plet e t heir habit a t dioram a
Evaluate:
1. Students will present their dioramas to the class while presenting their
animal research
In the Classroom: Unit 1, Part B
Part B Guiding Question:
- How do plants depend on their habitats?
Part B Teaching Points:
- Plants depend on their habitat to get the things they need to survive
- Plants depend on animals in their habitat for seed dispersal or pollination
Part B Assessment Objectives:
- Observe patterns in relationships
- Plan and conduct investigations to collect evidence
- Develop a model based on evidence to represent an object
Unit 1, Part B, Lesson 1: Needs of Plants
Taught by Grade Level Teacher- Week 3
Materials:
- Plant Information Flipchart
(https://drive.google.com/open?id=0B5e_0qncfnkBb0VYcWo1N3JhN0U)
- Chlorophyll Rubbing Sheet
(https://drive.google.com/open?id=0B5e_0qncfnkBZklGUmFyTlVlR0k)
- Plant Investigation Planning Sheet
(https://drive.google.com/open?id=11ld4x03GBVdltg84_bg-OY-
pqgRKNsF77pivMX5O-Is)
Engage:
1. Explain to students that we have learned so much about habitats, now we are
going to see how the different parts within a habitat work together
2. Have students turn and talk/stop and jot, then share out to list the needs of a
plant
3. Create a chart showing what plants need to survive
Explore:
1. View the Plant Information Flipchart with the class
2. Discuss each slide and allow students to share observations
3. Challenge students to explain how the plants are working together with their
habitat to survive (eating parts of it, growing a certain shape, smelling a
certain way)
Explain:
1. Review the Needs of a Plant song:
https://www.youtube.com/watch?v=dUBIQ1fTRzI
2. Pause the video on the full plant or show a picture of a plant
3. Ask students to label the parts of a plant
4. Explain to students that the plant gets what it needs from its habitat: roots
are in the ground to absorb nutrients, stem is bring nutrients to the plant,
and leaves are turning sunlight into chlorophyll.
Elaborate:
1. Take students outside. Each student needs to find a green leaf - you want
them to p ick leaves that have “lots of chlorophyll”
2. Explain to students that the green color is chlorophyll which helps soak in the
sun, mix with water and air and feed the plant - the plant gets everything it
needs to survive from its habitat!
3. Have students fold the Chlorophyll Rubbing Sheet in half and put their leaf in
between
4. Lay pencils down horizontally and use as a roller to collect a chlorophyll
rubbing on the sheet
5. After students have rubbed a green print, open up the sheet and observe the
chlorophyll print
6. Emphasize and discuss with students how this green plant food is coming
from sunlight and water in the plant’s habitat
Evaluate:
1. Pose a question to students: What would happen to a plant if it didn’t have
sunlight? What would happen if a plant didn’t have water?
2. Have students turn and talk/stop and jot down their ideas about how they
could test what would happen
3. In groups, have students write down in steps how they would test what
happens if a plant doesn’t get sunlight or water on th e Plant Investigation
Planning Sheet
4. Students will be conducting the plant investigation in ACE, but observations
will occur over the next few weeks during science class. Students will use their
Plant Journals from ACE to observe their investigations.
Unit 1, Part B, Lesson 2: Needs of Plants
Taught by ACE Teacher Week 3
Materials:
- Plant Investigation Planning Sheet
- Plant J ournal (ht t ps ://dr ive.google.com /open?id=1rzHIfdKahGgB-
BlgRpkNVfcoySUNzc0yHrHHU6 oqjDQ)
- Plas t ic Cups
- Soil
- Seeds
- W at er
- Paper bags
- Cons t ruct ion paper
- Cardboard
- Seeds Read aloud
Engage:
1. Groups will review their Planning Sheet to activate prior knowledge about the
investigation
2. Explain that today they will be setting up the investigation and making their
first observations
3. Display the materials students may use to conduct their investigati on
Explore:
1. Groups will use their plan to set up the investigation
2. Students will be testing to see what happens when a plant does not get
water or sunlight
Explain:
1. As groups work, circulate to ensure groups are setting up a feasible
experiment
2. Select specific groups to share out how they are setting up the investigation
Elaborate:
1. Guide a ll groups t o build a sun blocker for one plant , not wat er a s econd plant ,
and t rea t a t hird plant norm ally
2. Review t he vocabulary of “cont rol” t o describe t he plant t rea t ed norm ally
Evaluate:
1. Students will record their experiments and complete the first day of
observations in their Plant Journals
2. Groups will maintain the investigation for a few weeks to track the progress
of how the plants grow without water or sunlight
Unit 1, Part B, Lesson 3: Seed Dispersal
Taught by Grade Level Teacher -Week 4
Materials:
- Game Supply Bags (borrow from Cicchino)
- Animal and Seed Dispersal sheet
(https://drive.google.com/open?id=0B5e_0qncfnkBZjVhemFRZVpqUEU)
Engage:
1. Read aloud or watch The Tiny Seed: https://www.youtube.com/watch?v=VSFNr777V0A
2. Discuss the book and ask students to explain what happened to the seeds in
the book
3. Guide the discussion so that students understand that the wind blew many
seeds out of the tree, not all survived, but other seed s grew into a new tree
Explore:
1. Ask students to think of other ways plants use their environments to spread
seeds
2. Turn and talk/stop and jot, then share out ideas
a. Stick to animal fur and then fall off
b. Animals eat fruit, swallow the seeds inside, then carr y seeds in their
waste
c. Animals moves seeds like squirrels burying acorns
d. Wind blow seeds
e. Water carrying seeds
3. Ask s t udent s t o t hink of what would happen if s eeds didn’t t ravel away from
t heir “m ot her plant ”
4. Turn and t a lk/s t op and jot , t hen share out ideas
a . Block sunlight
b. Not enough nut r ient s for a ll of t he plant s
c. Not enough space t o grow.
Explain:
1. View some of the following seed dispersal videos to get students
understanding how many things they see on the sidewalks are seeds and how
seeds travel
a. Good overview,: https://www.youtube.com/watch?v=UOzLUwQ9MU4
b. Song reviewing different seed types and how they move:
https://www.you tube.com/watch?v=3CCOWHa-qfc
c. STEM point of view looking at seeds:
https://www.youtube.com/watch?v=j1hRxuy1ezQ
d. Discovery Channel video with great photos and timelapse videos - start
at 1:20: https://youtu.be/6loGKPKDqCw?t=1m22s
Elaborate:
1. Explain to students that now they will be playing a game to model different
methods of seed dispersal
2. Separate students into groups of 4 and provide wit h Game Supply bags
3. Review direction cards with the students
a. Spin the spinner (use pencil and paper clip)
b. Follow the directions on the spinner
c. Each turn, the seeds are taken from Sunshine Meadow to the squirrel’s
mouth, paws, or tail depending on what the s pinner said
d. The seed does not leave t he squirrel and land in Green Gras s Meadow
unt il anot her spin has been m ade s t a t ing t ha t direct ion - t his will
reinforce t he concept t ha t t he squirrel is dispers ing t he seeds over t im e
4. The squirrel t ha t m oves a ll 5 of t heir s eeds t o Green Gras s Meadow firs t is
t he winner
Evaluate:
1. Students complete the Animals and Seed Dispersal sheet listing the ways
animals in the game dispersed seeds
2. Have students work with a partner to think of three more ways seeds use
their habita ts to disperse seeds (wind, water, fall from trees)
Unit 1, Part B, Lesson 4: Pollination
Taught by ACE Teacher Week 4
Materials:
- Pollination lab sheet
(https://drive.google.com/open?id=0B5e_0qncfnkBbFBESWhvS1N5T2M)
- Bee puppets
- Cheetos
- Paper flowers
- What Would Happen Without Bees?
Engage:
1. Students will be prompted to think of an insect that might help their habitats
by spreading something similar to seeds
2. Guide discussion to think of bees and pollen
3. View the following video: https://www.youtube.com/watch?v=3fCvkNuUBiQ
4. Discuss what is happening, how the bees’ body plays a role in collecting pol len,
and how the plant relies on the bee
5. Compare to seed dispersal
Explore:
1. Students will conduct the pollination simulation to model how pollination
takes place using cheeto dust and paper flowers
2. Students will complete their lab sheet throughout the sim ulation to make
predictions, record observations, and draw conclusions
Explain:
1. As a group, lab sheet will be reviewed and connection of habitat emphasized.
Elaborate:
1. Explain that we actually are living in a time where we may risk bees not
being a part of their habitat any more
2. Read aloud: What Would Happen Without Bees?
3. Discuss the book and interconnectedness of the habitat
Evaluate:
1. Ask students to explain the role o f seed dispersal and pollination in habitats
Unit 1, Part B, Lesson 5: Pollination and Seed Dispersal
Taught by Grade Level Teacher - Week 5
- Further investigate seed dispersal in various methods: wind, water, animals (internal and external), pollinatio n
- Create graphic organizer to represent various types of seed
dispersal
Unit 1, Part B, Lesson 6: Pollination and Seed Dispersal
Taught by ACE Teacher - Week 5
- Review of pollination and seed dispersal methods
- Focus on butterfly and bird pollinator seeds : circle shape for birds, spout for
butterflies
- Review procedures for use of magnifying glasses and seed trays
- Analyze seeds as a group and decide if it is a butterfly or bird seed
- Sort cards to assess
Gifted and Talented: ● Student choice for projects ● Access to higher level texts/ articles ● Research opportunities as an extension of content being taught ● Strategic small groups based on IRLA level ● Individual project opportunities ● Critical thinking questions ● At home project suggestions
Special Education:
● Key vocabulary terms related to unit focus will be reviewed and accompanied with visuals
● Students will be provided with modified graphic organizers ● Modifications will be followed as stated in IEP ● Students will be provided small group instruction to ensure un derstanding of
concepts
● Teachers will modify work when appropriate to meet individual needs ● Students will have access to “Read to Me” books ● Teacher will present information using a multi -sensory approach ● Strategic small group instruction based on IRLA lev els ● Differentiated project options and assessments
At Risk Students:
● Key vocabulary terms related to unit focus will be reviewed and accompanied with visuals
● Teacher will frequently check on understanding and completion of work ● Extension on completion of assignments ● Modified amount based on individual needs ● Provide student choice within projects ● Deliver instruction based on student interests ● Small group instruction ● Positive praise/reinforcement
ELL/ESL:
● Students will be provid ed visual cards to support new vocabulary words related to unit
● Students will refer to visual vocabulary cards throughout unit ● Modified graphic organizers ● Peer collaboration and opportunities for partner work ● Checklists with visuals will be provided to assist task completion ● Repetition of routines and procedures will be emphasized to support learning ● Relate content to culture when possible ● Language Learning Opportunities ● Cognate Word Wall
ELL/ESL:Grades 2-3 W IDA Can Do Descriptors:
● Listening: Process recounts by • Showing what happens next based on familiar oral stories (e.g., by pointing or drawing) • Drawing or providing other visual displays of people, animals, or objects in response to oral prompts
● Speaking: Recount by • Reproducing facts or statements in context • Participating in multi -media presentations based on research
● Reading: Process recounts by • Identifying key words and phrases in illustrated text
● Writing: Recount by • Listing ideas using gra phic organizers • Describing visual information
Unit Two: Matter
(2nd Marking Period)
2 - PS1 - 1. Plan and conduct an investigation to describe and classify different kinds
of materials by their observable properties
- Color, texture, hardness, flexibility
- Similar properties that different materials share
“I can plan and conduct an investigation to describe and classify different kinds of materials.”
2 - PS1 - 2. Analyze data obtained from testing different materials to determine
which materials have the properties that are best suited for an intended purpose
- Strength, flexibility, hardness, texture, and absorbency
- Certain materials work better for cer tain purposes
“I can study data collected from testing different materials to figure out which materials have the properties that are best for a certain purpose.” 2 - PS1 - 3. Make observations to construct an evidence -based account of how an
object made of a small set of pieces can be disassembled and made into a new
object
- Blocks, building bricks, and other assorted small objects
“I can make observations to explain how an object made of a small set of pieces can be taken apart and made into a new object.” 2 - PS1 - 3. Construct an argument with evidence that some changes caused by
heating or cooling can be reversed and some cannot
- Reversible changes: water and butter at different temperatures
- Irreversible changes: cooking an egg, freezing a plant leaf, heating paper
“I can make observations to explain how matter can change due to temperature.”
Unit Focus and Targets:
“Act like Scientists” (Science and Engineering
Practices)
“Think like Scientists” (Disciplinary Core
Ideas/Content)
“See the World like Scientists” (Crosscutting Concepts)
- Planning and carrying out investigations
- Analyzing and interpreting data
- Constructing explanations and
PS1.A: Structure and Properties of Matter
- Different kinds of matter exist
- Objects can be either solid or liquid depending on
Patterns - Patterns in the natural
and designed world can be observed
Cause and Effect
designing solutions - Engaging in argum ent
from evidence
t em perat ure - Different proper t ies are
suit ed t o different purposes
- A great var iet y of object s can be built up from a sm all s et of pieces
PS1.B: Chemical Reactions - Heating or cooling a
substance may cause changes that can be observed
- Sometimes changes are reversible and sometimes they are not
- Events have causes that generate observable patterns
- Simple tests can be designed to gather evidence to support or refute ideas about causes
Energy and Matter - Objects may break int o
smaller pieces and be put together into larger pieces, or change shapes
Influence of Engineering, Tech, and Science on Society and the Natural World
- Human-made products are designed by applying knowledge of the natural world
- Human-made products are designed by materials found in the natural world
In the Classroom: Unit 2, Part A
Part A Guiding Question:
- How do the properties of materials determine their use?
Part A Teaching Points:
- Patterns occur in the natural world
- Different kinds of matter exist
- There are three states of matter: solid, liquid, gas
- Matter can be observed and classified by its properties
- Different properties are suited for different purposes
Part A Assessment Objectives:
- Analyze and classify states o f matter
- Observe and classify properties of matter such as color, texture, hardness,
flexibility
- Understand how different properties are suited for different purposes
- Analyze data from tests in order to make decisions
Unit 2, Part A, Lesson 1: Intro to States of Matter
Taught by Grade Level Teacher - Week 1
Materials:
- Matter Info chart
- States of matter sort
(https://drive.google.com/a/mtholly.k12.nj.us/file/d/0B5e_0qncfnkBR3JBU0hvLUw
0akE/view?usp=sharing)
- States of Matter Flipchart
(https://drive.google.com/open?id=0B5e_0qncfnkBSHZ2a0U0SVYzRXM)
Engage:
1. Google Image “liquid” on the board and pull up one of the images - try to avoid
showing students the search bar
2. Present students with the image of the liquid and ask them to describe it
3. Share out student responses and guide students to describe it as “liquid”
4. Emphasize this and then point to a desk - ask “Is this a liquid?”
5. Guide students to discuss what the desk i s if it’s not a liquid
6. Once students have described the desk as solid, explain that these words -
solid, liquid, and also gas - are states of matter
7. https://www.youtube.com/watch?v=C33WdI64FiY stop at 2:23
Explore:
1. Google Image “liquid” on the board and pull up one of the images - try to avoid
showing students the search bar
2. Present students with the image of the liquid and ask them to describe it
3. Share out student responses and guide students to describe it as “liquid”
4. Emphasize this and then point to a desk - ask “Is this a liquid?”
5. Guide students to discuss what the desk is if it’s not a liquid
6. Once students have described the desk as solid, explain that these words -
solid, liquid, and also gas - are states of matter
Explain:
1. In pairs, provide students with the States of Matter sort
2. Ask students to take turns picking a card and deciding where to sort it
3. The other partner will then ask how they know it is a solid, liquid, or gas
4. While pairs are working on the sort, circulate and prompt students to think
about how solids have their own shape, liquids and gases take up the space of
their container to describe objects
Elaborate:
1. Start to create a chart of “Matter Info” with a section for solid, liquid, and gas
2. Discuss and share out information from the song to fill in the chart with
facts and examples
3. Watch the BrainPopJr.:
https://jr.brainpop.com/science/matter/solidsliquidsandgases/
4. Continue to add to the chart and discuss
a. Emphasize that solids have their own shape; liquids take the shape of
their container; gases take up the space of their container
Evaluate:
1. Allow s t udent s t o com plet e a “s t a t es of m at t er s cavenger hunt ” around t he
clas s room or out s ide
2. Have s t udent s fold t heir paper int o 3 s ect ions and fill t he s ect ions wit h
exam ples t hey find on t heir hunt
3. As a whole group, use t he St a t es of Mat t er Flipchart t o cont inue review
Unit 2, Part A, Lesson 2: Intro to States of Matter
Taught by ACE Teacher - Week 1 Objective: I can plan and conduct an investigation to describe and classify diff erent kinds of materials
Activities/Procedures:
1. Introduce the concept that our world is made of matter and Read allowed What is the World Made
of
2. Discuss examples of matter and how we know certain things are certain types of matter
3. Use Magic ink pen to discuss and reveal examples of solids, liquids, and gasses
4. Present student groups with balloon poke activity in groups of 3
5. In groups, students will observe and pass balloons filled with air, water, and ice to describe and
guess what is inside of them
6. Emphasize how gas fills a space, liquid takes the shape of an object, solids don't change
Essential Question(s): How do properties of matter determine use?
Differentiation: Grouping, preview of vocab, questioning and prompting provided
Assessment: discussion responses, observation and questioning throughout
Unit 2, Part A, Lesson 3: Properties of Matter
Taught by Grade Level Teacher - Week 2
Materials:
- Properties of Matter foldable
(https://drive.google.com/open?id=0B5e_0qncfnkBMlgxTjFWd0s4SVU)
- Various objects from the classroom
- I Spy Recording Sheet
(https://drive.google.com/open?id=1sDctUosI2JgWtyLNi3Qc_X0sb48hGxgiGSzrdn
Xb-AI)
Engage:
1. Break students into groups and give each group a random object from the
classroom
2. Tell the groups that they will have 2 minutes to write down as many words
that they can to describe that object
3. Set the timer for 2 minutes and circulate while groups work
4. Have groups share out their words to the class
5. Ask the class if their are words that they can add to the list
Explore:
1. Explain to students that the way we talk about matter (which all of the items
are) is by describing their “properties”
2. Ask students to see what types of properties they wrote down. Lo ok for
categories of words like size, shape, color, texture, temperature, sharpness
3. Create a list of as many properties as groups can come up with
a. Emphasize and redirect students to think of the category not the
specific description of their object
4. Pair s t udent s up and expla in t o t hem how t o play “I Spy”
5. Pass out t he I Spy Recording Sheet
6 . Give s t udent s t im e t o t ake t urns playing “I Spy” and em phas ize t o t hem t hat
t hey should be t rying t o use as m any propert ies of m at t er t o des cribe t heir
it em as poss ible
Explain:
1. Watch the States of Matter song again:
https://www.youtube.com/watch?v=C33WdI64FiY
2. This time, continue to the end so that students can hear the part about
properties of matter
Elaborate:
1. Provide each student/pair/small group with the Properties of Matter foldable
2. Glue/tape together the foldable pieces so that students are able to write under
the flaps
3. Explain that students will be hunting for objects that represent examples of
these properties (different sizes, different shapes, colors, hardness, and
texture)
4. Students will hunt for objects and either trace/write the name of the object in
their foldable
Evaluate:
1. Allow students to share out their foldables with the class
2. Discuss the different objects students recorded and prompt the class to
challenge or question the types of objects selected
3. Students should be able to explain why they selected each object and use the
property of matter to describe it
Unit 2, Part A, Lesson 4: Intro to States of Matter
Taught by ACE Teacher - Week 2
Materials:
- Various objects
- Rootbeer Float Lab sheet
(https://drive.google.com/open?id=0B5e_0qncfnkBTnQ4OVZ2WUhvUlU)
- Cups
- Ice cream
- Rootbeer
- What is the World Made of?
Engage:
1. Present students with various objects
2. Ask the group to review the states of matter and ways to describe them
based on the discussion of these objects
Explore:
1. Using their lab sheet, students will create a question based on the experiment,
make predictions, and record initial observations
2. Students will conduct the root beer float experiment
3. Students will record final observations and write conclusions about the states
of matter in root beer floats
Explain:
1. Review with students conclusions on their sheets to ensure accuracy of
information
Elaborate:
1. Review with students conclusions on their sheets to ensure accuracy of
information
Evaluate:
1. Students should be able to provide examples of solids, liquids, and gases
2. Students should be able to explain that solids keep their shape, while liquids
and gases take the shape of their container
Unit 2, Part A, Lesson 6: Properties of Matter
Taught by ACE Teacher - Week 3
Materials:
- Lab Sheet (https://drive.google.com/open?id=0B5e_0qncfnkBVl9tbU5icF8wZk0)
- Variety of crackers to test
Engage:
1. Review properties of matter with the class by playing I Spy
2. Ask volunteers to describe objects and have students identify the property
being described
Explore:
1. St udent s will be given t heir Propert ies of Mat t er lab sheet
2. Groups will m ake observat ions of t he crackers and record answers on t heir
lab sheet
Explain:
1. Groups will share their lab sheets with the class
2. Review the types of properties and emphasize the differences
Elaborate:
1. Students will continue the lab and make comparisons about the crackers
Evaluate:
1. Students should be able to describe the various categories of properties and
examples of properties of matter
Unit 2, Part A, Lesson 5: Properties with a Purpose
Taught by Grade Level Teacher - Week 3
Materials:
- Properties Planning Sheet ( https://drive.google.com/open?id=1JYB7ktiITQy-
Y4X3p6Z9qVk8kSU4wKqv5lHxVm5UNLE)
- Variety of Plates (borrow from Cicchino)
Engage:
1. Review the states of matter and properties of matter with students, as this
will be the first science class in awhile
2. W at ch and discuss t he m at t er song from previous les son:
ht t ps ://www.youtube.com /wat ch?v=C33W dI6 4FiY
3. Play I Spy t o get s t udent s pract icing and t hinking about propert ies of various
object s
4. Aft er s t udent s have guessed t he object you were t hinking of, ask t hem a
ques t ion t o init ia t e a connect ion bet ween t he propert ies of object s having
specific purposes
a . W hy is t he carpet soft ? W hat would it be like if t he propert ies of t he
carpet were different ? (hardy, sharp, cold)
b. W hy is t he exit s ign red? W hat would it be like if t he proper t ies of t he
exit s ign were different ? (sm all, s ee-t hrough, blue)
c. W hy is t he desk hard? W hat would it be like if t he propert ies of t he
desk were different ? (rough, sharp, soft )
5. Em phas ize t he idea t ha t propert ies of an object have a purpose
Explore:
1. Explain to stud ents that they are going to be building bridges in ACE this
week, but first they needed to decide what materials to use
2. Break students into teams and provide each student with a Properties
Planning Sheet
3. Show students the various types of plates to make in itial observations - just
observe!
4. Complete the Properties Planning Sheet
a. Groups will discuss and conclude on which property they need to test
the plates for in order to build the best bridge to hold weight.
Essentially, what is the most important property to consider when
building a bridge?
b. Groups will discuss and plan out the simple investigation that they can
conduct to test their plates. Record the investigation - emphasize that it
should
c. be s im ple - s t epping on it , flicking it , poking it wit h a pencil, folding it
over t he edge of a desk
Explain:
1. Review with students the typ es of plates that they are testing and fill in the
left -hand column of the chart on the Properties Planning Sheet (styrofoam,
paper, plastic, compartments, small)
2. Explain to students that now they will test the plates for the property they
selected by conducting their investigation
Elaborate:
1. Groups will conduct their simple test on the 5 types of plates
2. After each test, students should record their results in the chart of the
Properties Planning Sheet
3. Once groups have finished testing, groups should compl ete the conclusion
steps on the Properties Planning Sheet
Evaluate:
1. On the Properties Planning Sheet, groups will sketch the bridge they will build
during ACE using the plate that performed best during the investigation
2. Students should be able to explain that they selected this specific plate
because it has the properties needed to build the strongest bridge based on
the test they conducted.
Unit 2, Part A, Lesson 8: Properties with a Purpose
Taught by ACE Teacher - Week 4
Materials:
- Propert ies Planning Sheet from science clas s
- Variet y of pla t es
- Tape
- Toilet paper t ubes
- Pops icle St icks
- Legos
- W eight s
Engage:
1. Review of Properties Planning Sheet
2. Discussion of materials and expectations for building challenge
3. Present students with challen ge: Build the strongest bridge using the material
selected from tests
Explore:
1. Teams will build their bridges using the supplies provided
Explain:
1. Groups will present their bridges to the class
Elaborate:
1. Using weights, teams will test their bridges
2. Data will be collected using a flip chart to track how strong each plate was
and how important the various properties were to building a strong bridge
Evaluate:
1. Students should be able to explain that various properties are used for specific
purposes and that we can test objects to discover what properties they have
and what purposes they can be used for
In the Classroom: Unit 2, Part B
Part B Guiding Question :
- How can matter change? Are all changes reversible?
Part B Teaching Points:
- Objects can break into smaller pieces and by put together into larger pieces or
changes shapes
- A great variety of objects can be built up from a small set of pieces
- Events have causes that generate patterns
- Heating or cooling substances may cause changes that can be observed
- Sometimes changes are reversible, sometimes they are not
Part B Assessment Objectives:
- Observe and use patterns in the natural world as evidence to make
predictions
- Use observations to answer scientific questions
Unit 2, Part B, Lesson 1: Small Pieces to Large Objects
Taught by Grade Level Teacher - Week 4
Materials:
- Blocks
- Unifix cubes
- Legos (borrow from Cicchino if needed)
- Matter Changes Scavenger Hunt
(https://drive.google.com/open?id=1mtdtJZ5CdJfKyiph4dI1IZM3xPOqodwv8SI_0L
LFCz8)
Engage:
1. Ask students: Can matter change?
2. Turn and talk/stop and jot, then share out students responses to discuss ideas
about if matter can change
3. After many ideas have been shared out, explain to students that we are going
to be investigating if matter can change - first, if matter can be disass embled
and rebuilt into something new.
Explore:
1. Discuss with students the following words: disassemble, demolish, reversible,
irreversible
2. W at ch t he following video of dem olit ions : https://www.youtube.com/watch?v=sK50So-yYRU
3. Allow t he video t o s t ar t a discuss ion. As s t udent s bring up point s or ideas ,
have t hem refer t o an observat ion t hey m ade from t he video
a . W hat changes occurred?
b. Are t hese changes revers ible?
c. Can t he dem olished s t ruct ures be rebuilt us ing t he disassem bled
pieces?
d. Can a s t ruct ure be t aken down and recons t ruct ed int o a different
s t ruct ure?
Explain:
1. Explain to students that they are going to be investigating this by
constructing their own structures with a partner
2. Provide partners with cubes, blocks, etc
3. Give students 4 minutes to build their structure, then freeze
4. Ask students: Could someone else recreate this structure with their pieces?
Would changes to this structure be reversible?
5. Have partners switch structures with anothe r group and instruct them to look
at, then demolish the structure they just received
6. Give partners 4 minutes to attempt to rebuild the structure as it was
7. Continue to discuss and repeat this process until students understand the
concept
8. Emphasize that rebuild structures is possible depending on the properties of
matter you have
9. Emphasize the some changes are reversible and some changes are irreversible
depending on the properties of matter
Elaborate:
1. Continue the discussion of reversible and irreversible changes
2. Turn and talk/stop and jot, then share out: What are other types of reversible
and irreversible changes
3. Creat e a chart t o lis t Revers ible Changes and Irrevers ible Changes
a . Revers ible: freezing wat er , cut t ing your hair , cut t ing t he gras s
b. Irrevers ible Changes : t earing paper , baking a cake, burning m at ch
4. Take s t udent s on a walk out s ide t o look for revers ible and irrevers ible changes
around t he school
5. Provide s t udent s wit h t he Mat t er Changes Scavenger Hunt sheet and a llow
s t udent s t o use clipboards t o record t heir observat ions .
Evaluate:
1. Students should present their scavenger hunt notes to the class
2. Prompt students to use their observations to explain their ideas and points
3. Students should be able to explain that changes in matter depend on the
properties of matter
Unit 2, Part B, Lesson 2: Small Pieces to Larger Objects
Taught by ACE Teacher - Week 5
Materials:
- Dream Something Big - Tangram sets
- Simon Rodia slides
(https://drive.google.com/open?id=195ug9664hBf2C8auxx42SfzgNqYU2xHpyAEce
OysH1M)
Engage:
1. Introduce the idea that engineers and builders use small pieces to create
bigger objects
2. Tell students that the build in the book you are going to read used smaller
objects that some people would consider junk to build
3. Have students predict what Simon Rodi a could have been making by putting
junk together
4. Share out responses to predictions
Explore:
1. Read aloud Dream Something Big: The Story of the Watts Tower and discuss
2. Review with students the states and properties of matter being utilized in the
story
3. Review slides and photographs of the Watts Tower to expand discussion
Explain:
1. Explain that students that they will be building new things out of small pieces
today similarly to how Rodia did
2. Provide partners with tangram shapes and patterns
Elaborate:
1. Have pairs complete tangram puzzles and switch with partners as they finish
2. Discussion: Do you think something new can be made using the same pieces?
Why or why not Do you think you can make a third design with the same
pieces?
Evaluate:
1. Students should b e able to reconstruct various shapes from the smaller pieces
of matter
2. St udent s should be able t o expla in t his proces s us ing observat ions of t heir
work
Unit 2, Part B, Lesson 3: Heating and Cooling Matter
Taught by Grade Level Teacher - Week 5
Materials:
- Clear cup of ice (borrowed from Cicchino if needed)
- Paper to create charts
- Temperature Matter prompt sheet
(https://drive.google.com/open?id=1m11wZwAnvp4341CPSbLksp0j9OBOpC_77JCO
WeNthxQ )
Engage:
1. Present students with an object in the classroom that is plastic and ask: what
will happen if we make this object extremely cold - like if we put it in the
freezer?
2. Turn and talk/stop and jot, then share out thoughts about what would happen
3. Now present students with the same object and ask: what will happen if we
make this object extremely hot - like if we put it in a fire place?
4. Turn and talk/stop and just, then shar e out thoughts about what would
happen
5. Go through this same process but using a liquid (water bottle, juice, coffee, etc)
Explore:
1. Show students the clear glass filled with ice ask students what is going to
happen to the ice by the end of science class.
2. Discuss what students think will happen - push back on ideas by saying
things like but it isn’t hot in here or it is winter time it is cold outside. Put the
glass aside to revisit later in the lesson.
3. Watch the egg frying video: https://www.youtube.com/watch?v=Cg_NYBAIvf0
4. After one time through, ask students to explain what objects were heated up
during this video (egg, water, butter)
5. Rewatch the video and pause after each object is heated
a. Wat er (liquid) is heated and turns into steam (gas)
b. Butter (solid) is heated and turns into melted butter (liquid)
c. Egg (liquid) is heated and turns into a cooked egg (solid)
6. Have groups of students break off and assign each group a focus question
a. What would happen to the steam if it was made cold again?
b. What would happen to the melted butter if it was made cold again?
c. What would happen to the cooked egg if it was made cold again?
7. Allow groups time to debate their ideas and prompt students to provid e
evidence from observations in life
8. Have groups share out the conclusion that they come to with the rest of the
class
Explain:
1. As groups present their conclusions, correct any misinformation and guide
students towards conclusions that matter changes when temperature
changes and the way matter reacts depends on its properties
2. At some point, be sure to revisit the clear glass and di scuss what happened.
Have students make observations and draw conclusions based on those
observations. Pose questions to students about what would happen if that cup
was put in the freezer. Emphasize the way properties of matter determine if
changes are revers ible or irrevers ible.
3. Review t he int eract ive gam e on heat ing and cooling various object s : http://www.bbc.co.uk/schools/scienceclips/ages/8_9/solid_liquids.shtml
Elaborate:
1. Watch the BrainPopJr.:
https://jr.brainpop.com/science/matter/changingstatesofmatter/
2. Pause throughout and have students turn and talk each of the questions
before playing the video and listening to the explanation
3. As a class, create a chart that states the following information:
a. Solid + heat = liquid
b. Liquid + cold = solid
c. Liquid + heat = gas
d. Gas + cold = liquid
4. Discuss examples of each, have groups discussion different observations they
have made of these concepts
5. Complete the quizzes on the bottom of t he BrainPop video and allow students
to discuss and share out their answers
Evaluate:
1. Distribute the Temperature Matters Prompt sheet to each student
2. Have students respond to the following prompt and assess for understanding
and use of diagram (This promp t will be used for ACE GT 2nd grade
screenings. Please place all completed prompts in Cicchino’s mailbox)
a. You leave a bowl outside overnight. It snows and fills up the bowl! You
notice the bowl in the morning and leave it there all day while you are
at school. Throughout the day, the sun shines in the sky and warms the
air to feel like spring. You decide to make observations when you get
home. What do you see? Draw a diagram to explain what happened
throughout the day and describe the observations you made?
Unit 2, Part B, Lesson 4: Heating and Cooling Matter
Taught by ACE Teacher - Week 6
Materials:
- Various m elt ing and non-m elt ing candies
- Lab sheet (ht t ps ://dr ive.google.com /open?id=0B5e_ 0qncfnkBUnRjQzlET3dqdEk)
- Dat a Chart Flipchart
(ht t ps ://dr ive.google.com /open?id=0B5e_ 0qncfnkBUnpVanNHYm NJ OW M)
- Plas t ic cont a iners in hot wat er
- Plat es
- Plas t ic bags
- Pops icle s t icks
Engage:
1. Break students into teams and ask them to think of as many foods as they
can think of that melt when heated up
2. Give teams 90 seconds to make their lists
3. Share out lists with the class and discuss answers
4. Emphasize on candies and prompt discussion around this
Explore:
1. Show students the first video for the Candy Melt investigation to introduce
the problem to be solved through the experiment:
https://mysteryscience.com/materials/mystery -3/material -changes-phases-of-
matter/66?r=10092018#slide -id-1040
2. Distribute supplies and lab sheets to teams
3. Students will make and record initial observations of the two candies to be
tested
4. Groups will submerge their candy in the hot water
Explain:
1. While students are submerging candy in hot water, discuss the following:
a. Do you think the candy will melt?
b. Why or why not?
2. Circula t e and prom pt for use of observat ions as evidence
Elaborate:
1. Students will make observations of the candy while it is still in the hot water
and record their answers
2. Students will take out the bags and squish the candy with their fingers
3. Record observations of how the candy resulted
4. Groups will come up forward and add their candy data to the flipchart
Evaluate:
1. Discuss the fo llowing questions to conclude experiment
a. Which candy would you send to the camp? Use data as evidence.
b. If the water was even hotter, do you think the other candies would have
melted?
Modifications:
Gifted and Talented:
● Student choice for projects ● Access to higher level texts/ articles ● Research opportunities as an extension of content being taught ● Strategic small groups based on IRLA level ● Individual project opportunities ● Critical thinking questions ● At home project suggestions
Special Education:
● Key vocabulary terms related to unit focus will be reviewed and accompanied with visuals
● Students will be provided with modified graphic organizers ● Modifications will be followed as stated in IEP ● Students will be provided small group instruction to ensure understanding of
concepts ● Teachers will modify work when appropriate to meet individual needs
● Students will have access to “Read to Me” books ● Teacher will present information using a multi -sensory approach ● Strategic small group instruction based on IRLA l evels ● Differentiated project options and assessments
At Risk Students:
● Key vocabulary terms related to unit focus will be reviewed and accompanied with visuals
● Teacher will frequently check on understanding and completion of work ● Extension on completion of assignments ● Modified amount based on individual needs ● Provide student choice within projects ● Deliver instruction based on student interests ● Small group instruction ● Positive praise/reinforcement
ELL/ESL:
● Students will be provided visual cards to support new vocabulary words related to unit
● Students will refer to visual vocabulary cards throughout unit ● Modified graphic organizers ● Peer collaboration and opportunities for partner work ● Checklists with visuals will be provided to assist task completion ● Repetition of routines and procedures will be emphasized to support learning ● Relate content to culture when possible ● Language Learning Opportunities ● Cognate Word Wall
ELL/ESL:Grades 2-3 WIDA Can Do Descriptors:
● Listening: Process recounts by • Showing what happens next based on familiar oral stories (e.g., by pointing or drawing) • Drawing or providing other visual displays of people, animals, or objects in response to oral prompts
● Speaking: Recount by • Reproducing facts or statements in context • Participating in multi -media presentations based on research
● Reading: Process recounts by • Identifying key words and phrases in illustrated text ● Writing: Recount by • Listing ideas using graphic organizers • Descr ibing visual
information
Unit Three: Shapes of our Earth
(3rd/4th Marking Period)
2 - ESS2 -3. Obtain information to identify where water is found on Earth and that
it can be solid or liquid
- W at er is found on Eart h in m any different form s
- W at er is found in solid and liquid form s
“I can gain information to identify where water is found on Earth and that it can be solid or liquid.”
2 - ESS2 -2. Develop a model to represent the shapes and kinds of land and bodies
of water in an area
- Land and water come in many different forms
- Models can represent the shapes of the Earth
“I can develop a model to represent the shapes and kinds of land and bodies of water in an area.” 2 - ESS1 - 1. Use information from several sources to provide evidence that Earth
events can occur quickly or slowly
- Fast changes: volcanic explosions, earthquakes
- Slow changes: Erosion of rocks
“I can use information fr om several sources to give evidence that Earth events can happen quickly or slowly.” 2 - ESS2 - 1. Compare multiple solutions designed to slow or prevent wind or water
from changing the shape of the land
- Different designs of dikes and windbreaks
- Different designs for using shrubs, grass, and trees to hold back the land
“I can compare multiple solutions that are meant to slow or prevent wind or water from changing the shape of the land.”
Unit Focus and Targets:
“Act like Scientists” (Science and Engineering
Practices)
“Think like Scientists” (Disciplinary Core Ideas/Content)
“See the World like Scientists”
(Crosscutting Concepts)
- Developing and using models
- Constructing explanations and designing solutions
- Obtaining, evaluating, and communicating information
ESS1.C: The History of Planet Earth - Some events happen very
quickly - Some events happen very
slowly, over a time period much longer than one can observe
ESS2A: Earth Materials and Systems - Wind and water can change
the shape of the land ESS2.B: Plate Tectonics and Large-Scale System Interactions
- Maps show where things are located
- It is possible to map the shapes and kinds of land and water in an area
ESS2.C: The Roles of Water in Earth’s Surface Processes
- Water is found in the ocean, rivers, lakes, and ponds
- Water exists as solid ice and in liquid form
ETS1.C: Optimizing the Design Solution - Because there is always more
than one possible solution to a problem
- It is useful to compare and test designs
Patterns - Patterns in the
natural world can be observed
Stability and Change - Things may
change slowly or rapidly
Influence of Engineering. Tech, and Science on Society and the Natural World
- Developing and using tech has impacts on the natural world
In the Classroom: Unit 3, Part A
Part A Guiding Question:
- What types of shapes do we find on our Earth?
Part A Teaching Points:
- Water is found in oceans, rivers, lakes, and ponds
- Water exists on Earth as frozen ice and in liquid form
- There are many different landforms and bodies of water on Earth
- It is possible to represent the shapes of the Earth in different ways
Part A Assessment Objectives:
- Obtain information from texts and other sources to answer scientific
questions
- Understand t hat water is found on Earth in many forms
Unit 3, Part A, Lesson 1: Water on Earth
Taught by Grade Level Teacher - Week 1
Materials:
- Graphic Organizer
(https://drive.google.com/open?id=14Y3L5yBhla7W4THiIWjSWPxKkC22FZ3OXwK
y1qu00Sw)
- Chromebooks
- Presentation supplies
Engage:
1. Explain to students that our unit learning about matter is concluding and we
are going to be studying our Earth. First we will be learning about water that
we find on Earth
2. Prompt students to close their eyes and imagine water that they find in
different p laces
3. Allow students to list examples and record their answers into two columns:
Natural water and human -placed water. Do not label these columns!
4. After students have shared all of their examples and the list is complete, ask
students to analyze the list a nd create titles for the columns
5. Get s t udent s t hinking about how som e wat er is found on our Eart h nat ura lly,
and ot her wat er has been m oved places for t he use of hum ans - we are going
t o be focus ing on natura lly occurr ing wat er . Hopefully t his lis t will help guide
research for t he res t of t his les son
Explore:
1. W at ch t he following drone video of Mill Dam Park in Mt . Holly:
https://www.youtube.com/watch?v=BRn3sTAwmso 2. W at ch unt il a t leas t t he 2 m inut e m ark t hen discuss
a . W hat do you not ice about t he wat er?
b. W here is it com ing from ?
c. Is it a ll liquid or solid?
3. W at ching t he following video of an iceberg breaking apart :
ht t ps ://www.youtube.com /wat ch?v=gpseIhAapt 0
4. Discuss wit h s tudent s and encourage observat ions t o be used as evidence
a . W hat is happening in t he video?
b. W hat is t he iceberg m ade out of? (Expla in and elabora t e on how
icebergs cover m ass ive areas of t he Eart h’s surface, a reas bigger t han
our ent ire count ry)
c. W hy is t he iceberg m elt ing? W hat do we know about m at t er t o expla in
what is happening t o t he iceberg?
d. W hat m ight happen if m ore icebergs cont inue t o change in t his way?
Explain:
1. Expla in t o s t udent s t ha t t here are m any different t ypes of wat er on Eart h’s
surface - bot h frozen and solid. Expla in t ha t oft en t im es , s cient is t s don’t jus t
do experim ent s , but a lso do research.
2. Break s t udent s up int o part ners or groups
3. St udent s will research wat er on Eart h s t ar t ing wit h t he following s t ar t ing
point s
a. ht t p://easyscienceforkids .com /eart h-science/planet -eart h-
s t ruct ure/oceans -r ivers -s t ream s /
b. ht t p://easyscienceforkids .com /all-about -geysers -and-hot -springs /
c. ht t p://easyscienceforkids .com /all-about -ice-sheet s -and-glaciers /
d. ht t p://easyscienceforkids .com /all-about -wat er-deep-underground/
e. ht t p://easyscienceforkids .com /life-in-t he-ocean/
f. ht t p://easyscienceforkids .com /all-about -vict oria-fa lls /
4. This can be done a few ways . Ideas including
a . Each part ner/group com plet es t he ent ire graphic organizer
b. Each part ner/group researches one specific t ype of wat er on Eart h,
com plet e t ha t port ion of t he graphic organizer , crea t es Google
s lides /pos t er based on t he graphic organizer info, groups present t o t he
clas s , and record info int o graphic organizer about t he ot her group’s
t ype of wat er
Elaborate:
1. Allow students ample time to research and record their information
2. Encourage groups to look at images and videos of their types of water in
order to gather observations to be used as evidence
3. After partners/groups have completed either the graphic organizer or
presentation, share the work with the class to ensure all type s of water are
discussed
4. Encourage students to draw connections between different types of water on
Earth and to compare patterns as to where certain types of water are found
(icebergs, glaciers in cold environments)
5. After groups have presented, ask studen ts to consider whether water on
Earth that is liquid can become solid. Push them to think about this with this
group and use observations/experiences from life to discuss how liquid water
on Earth freezes
6. Aft er your clas s has ACE t his week, revis it t he frozen cont a iners t ha t were
set up t o inves t iga t e whet her oceans are able t o freeze or not . St udent s will
com plet e t he observat ions on t he lab sheet t ha t t hey s t ar t in ACE. Dispose of
a ll supplies upon com plet ion.
Evaluate:
1. Assess graphic organizers and pres entations
2. Students should be able to use research to support their ideas and apply
observations to draw conclusions
3. Students should be able to describe various examples of both solid and liquid
water on Earth
Cross Curricular Connection: Students will be able to connect ideas previously learned
in social studies unit (Earth and Maps) to science lesson: “Water on Earth”..
Unit 3, Part A, Lesson 2: Water on Earth
Taught by ACE Teacher - Week 1
Materials:
- Lab sheet
(https://drive.google.com/open?id=1LsECggVg_vVKG_pMAV9n0KwxDez__aSzwH
KjdnGL-vc)
- Salt
- Water
- Containers
- Spoons
- Did a Dinosaur Drink This Water?
Engage:
1. Activate prior knowledge about solid and liquid water on Earth based on
research done in science class
2. Pose the following question: Can the water found on Earth as liquid change to
solid?
3. Have students turn and talk, then share their reasonings
Explore:
1. Can oceans freeze? Collect predictions and ideas without limiting answers
2. Visualize and discuss what type of water does the ocean have in it? What
type of water does lakes, rivers, etc have in it?
3. Students will use lab sheet to make predictions a bout the investigation
Explain:
1. In groups, students will set up the experiment to test saltwater and
freshwater in the freezer
Elaborate:
1. After setting up the experiment, students will complete their predictions and
observations
2. Read aloud of Did a Dinosaur Drink This Water?
Evaluate:
1. Discuss and questioning during read aloud to check understanding of water on
Earth and its ability to change and move
Unit 3, Part A, Lesson 3: Shapes of the Land
Taught by Grade Level Teacher - Week 2
Materials:
- Landform Flipchart
(https://drive.google.com/open?id=0B5e_0qncfnkBX1ZxSDBpUmw0cjQ)
- Map a Country Sheet
(https://drive.google.com/open?id=1FR5BX_snyGvDu303j2tmmeFTO0-
90wF5INeA45KoZDI)
Engage:
1. Explain to students that we are continuing our study of the Earth by stu dying
different ways we represent the land
2. Ask students to think about the land on our Earth - think about the shape of
the field and land around Brainerd, the beach and coast, hills and mountains
3. Brainstorm a list of as many landforms as students already know - this will
include bodies of water as well
Explore:
1. Use the Landforms Flipchart to present various landforms and bodies of
water to the group
2. Volunt eers can com e forward t o m ove t he pieces around on t he board t o
int eract wit h t he vocabulary
3. Have s t udent s t urn and t a lk/s t op and jot , t hen share out for each ques t ion
present ed in t he Flipchart
4. W at ch t he BrainPopJ r .: ht t ps ://jr .bra inpop.com /science/land/landform s / and
discuss t he shapes of t he landform s and different ways propert ies each
landform has - rounded, long, short , t a ll, big, sm all, et c
Explain:
1. Present the idea to students that sometimes, we need models of the land
because we cannot have examples of landforms to carry around wi th us
2. Ask students to think about reasons why we might need models of
landforms and bodies of water (learn about it, travel new places, look at
places we have never been before, use as a map)
3. Discuss student ideas about why we need models of landforms and lead this
into creating a list of different models of our Earth - paper maps, globes,
sculptures, pictures, GPS systems, online maps, symbols
Elaborate:
1. Explain that students are going to be creating their own country. They will
create a country that incl udes at least two landforms and two bodies of
water.
2. Provide students with the Map a Country sheet
3. Students will be creating three different models of their country - a drawing
and a written description in science and a sculpture in ACE
4. Provide students am ple time to complete the Create a Country sheet -
planning the landforms that will be in their country, sketching the country,
coloring the country, labeling, and writing about the country.
Evaluate:
1. W hile s t udent s are working on t he Map a Count ry sheet , circula t e and prom pt
s t udent s t o describe t heir m odels t o you
2. Em phas ize t he im port ance of us ing m odels t o convey your ideas t o ot her
people
3. Assess t he Map a Count ry sheet for unders t anding of landform s and use of
m odel t o represent ideas
Unit 3, Part A, Lesson 4: Shapes of the Land
Taught by ACE Teacher - Week 2
Materials:
- Create a Country sheets
- Index cards
- Clay
Engage:
1. Review various landform s wit h s t udent s us ing different m odels and im ages
t o represent t hem
2. Review Creat e a Count ry sheet s wit h clas s
3. Expla in t ha t t oday, we will be building anot her m odel t o help us convey our
ideas - a s culpt ure
Explore:
1. Provide students with index card base and label
2. Show students a sample to model using clay
3. Provide students with time to build their country
Explain:
1. As students work, circulate to prompt students to explain their thinking and
support students in their model
2. Review and emphasize the importance of using a model to convey ideas with
other people
Elaborate:
1. Students will complete their models
2. Present models to small groups in order to practice using models to convey
ideas
Evaluate:
1. While students present their models in their small group, they should be
using it to share the ideas about their country
2. Students should be able to explain the two landforms and two bodies of
water represented in their model
In the Classroom: Unit 3, Part B
Part B Guiding Question:
- What evidence can we find to prove that Earth events can occur quickly or
slowly?
Part B Teaching Points:
- Some events happen very quickly
- Some events happen very slowly over a time period much longer than one can
observe
- Scientists can observe fast and slow changes to look for patterns
Part B Assessment Objectives:
- Make observations from sources to construct an evidence -based account for
the natural world
- Research information to understand examples of fast and slow land changes
Unit 3, Part B, Lesson 1: Using Models to Understand Land Changes
Taught by Grade Level Teacher - Week 3
Materials:
- Sand (borrow from Cicchino if needed)
- Magnifying glasses (borrow from Cicchino)
- Scrap paper circles to serve as boulders
- River printouts (borrow from Cicchino)
Engage:
1. Ask students to think about the beach and imagine all of the sand. Prompt
students to think about what they know about sand.
2. Show students the following picture: 8341aee7f481194742b83b944ce6bf37.jpg
and ask students to explain what they observe in the picture
3. Explain that Pfeiffer Beach is in California and it has purple sand.
4. Ask students to think about what color sand we usually see is - why is the
sand at Pfeiffer Beach purple? Where would purple sand come from?
Explore:
1. Ask s t udent s , how could you look for clues t o help you figure out where t he
purple s and com es from .
2. Allow s t udent s t o share out t heir ideas about clues
3. Expla in t ha t t he firs t t hing you could do is t o look a t s and up close
4. Dis t r ibut e a m agnifying glas s t o each pair of s t udent s
5. Give each group a sm all s am ple of s and and a llow t hem t o explore t he sand
wit h t he m agnifying glas s
6 . Ask each group t o share out what t hey observed in t he sand and guide
discuss ion t o t he fact t ha t s and is m ade up of t iny rocks
7. Pose t he ques t ion: Now t hat we know sand is m ade up of t iny rocks , we know
t hat Pfieffer Beach has purple s and m ade of t iny purple rocks . But where do
t he purple rocks com e from ?
Explain:
1. Look at the following pictures of Pfeiffer Beach: images; ob_dff701_plages-
insolites -violet.jpg; main -qimg-af09ec342f9ac397c183833496f79361 -c
2. Make observations and give descriptions of what the land around the purple
sand looks like - the mountains and rocks are tan, brown, grassy - not purple
- the sand is not coming from that land
3. Explain to students also that scuba divers have gone out under the sea at
Pfeiffer Beach to study the purple sand and have found that the purple sand
does not exist under the sea! It is only white sand with brown rocks .
4. Show students the following symbol: cust_W8 -14-2.gif and explain that this is
found in some mountains more inland of Pfeiffer Beach
5. Ask students to explain the sign a nd then guide the conversation to the rocks
falling and breaking into smaller pieces, eventually becoming so small that
they are sand - but how do they get to the actual beach? What could be
moving them?;
6. Brains t orm ideas about how t he sand could have m oved and guide t he
conversa t ion t o conclude t ha t r ivers carry t he rocks from t he m ount a ins t o
t he beach
7. St art t o em phas ize here t ha t our landform s are changing - m ake t he
connect ion t ha t a ll of t his is happening because t he land is changing shapes
(m ount a in breaking, r iver carrying, beach changing)
Elaborate:
1. Explain that now we will be acting like the river that changes mountain rocks
into sand at the beach
2. Show students the following video clip:
https://www.youtube.com/watch?v=WLE7mozj4ME and discuss the power of
the river, how its strength is breaking rocks free to tumble into smaller
shapes
3. Break students into groups of 3 -4 and distribute the River printouts and
about 16 pieces
4. Put boulders at the top of the mountain
5. Explain that each time the 20 second timer starts (and river music if you’d
like to set the mood: https://www.youtube.com/watch?v=ZD4X5JyXg8U) - it is
a storm washing ro cks off the mountains and into the river
6. Each storm will take the boulders to the next section of the river printout (the
printout is numbered)
7. When the timer starts, members of the group will grab one boulder at a
time, rip it in half, and send the pieces downstream
8. After 20 seconds - stop! If not all boulders are ripped, that is okay
9. Repeat this 20 second timer and music for each section of the river printout
(5 times)
10. Once the small pieces reach the sand, repeat the process one more time as
the waves br eak the rocks even more
Evaluate:
1. Reflect and review the activity by discussing the original question - why is
there purple sand at Pfeiffer Beach?
2. Ask students to discuss how the land changed throughout the process
3. Guide discussion to the power of water in the form of storm, river, and oceans
to move rocks and sand around to change the shapes of our Earth
4. Students should be able to explain that water helps change the shape out the
Earth and that landforms change into other landforms
Unit 3, Part B, Lesson 2: Using Models to Understand Land Changes
Taught by ACE Teacher - Week 3
Materials:
- Cornstarch “Land”
- Dixie cups
- Spoons
- Paper plates
- Binder clips
- Plastic plates
- Ruler and medicine cup to make drip stick
- Cinnamon shaker
- Labsheet (https://drive.google.com/open?id=16dnQQO-
5z8VKg0_BK5TSvIjUwHvPc_3Q9WOUoKtwgQo)
Engage:
1. Discuss the types of land we see in Mt. Holly
2. Show pictures of the Grand Canyon and discuss how this is called a canyon -
where the land goes down
3. Show pictures of the bottom of the Grand Canyon and ask - how did this
happen? How did the land get this way?
4. Share out ideas and brainstorm possibilities
Explore:
1. Ask groups to think of an experiment that would let us figure out whether
water could make a canyon
2. Why is a model helpful in this situation? Why can’t we experiment with real
land?
Explain:
1. Present experiment - discuss importance of observing and using model s to
experiment
Elaborate:
1. Break students into groups
2. Put paper plate on plastic plate
3. Fill 1 dixie cup halfway with land and use another cup to squeeze it down 2 at
a time
4. Turn cups over near edge of plate and create 2 hills of land
5. Repeat process to create 4 hills. Push hills up towards edge of plate
6. Push paper plate up and clip plates together to create a slope
7. Fill in hills to create one large chunk of land
8. Put cinnamon on land to notice changes
9. Build drip stick and push land under the arrow
10. Discuss what is going to happen when you drip water on the land - make a
lake, river, waterfall?
11. Fill the drip cup and observe - look for small changes in the land and record
observations on labsheet
12. Repeat 3 more times and continue recording on labsheet
Evaluate:
1. Discuss and explain what has happened to their land
2. Record conclusions on labsheet
3. Students should be able to explain how water changes land and how models
help us investigate
Unit 3, Part B, Lesson 3: Fast Changes
Taught by Grade Level Teacher - Week 4
Materials:
- Fast Change Flipchart
(https://drive.google.com/open?id=0B5e_0qncfnkBT0JmTTNtcExGbU0)
- Fast Changes Reading
(https://drive.google.com/open?id=0B5e_0qncfnkBblRXRTlRX0ZRRVE)
- Fast Changes Research Chart
(https://drive.google.com/open?id=0B5e_0qncfnkBMGtJdG1UbXM3SGs)
- Chromebooks
- Fast Changes Cut and Paste
(https://drive.google.com/open?id=0B5e_0qncfnkBRFFyYnYzT0lEaUU)
Engage:
1. Reflect on the activity from last week that set up the concept that landforms
can change. Discuss the changes that happen in order for sand to be created.
2. Explain to students that changes to the land can either be fast changes that
happen immediately or sl ow changes that happen over a long period of time
3. Ask s t udent s t o decide if t he changes t ha t t ake place t o m ake sand are fas t
or s low (s low - t he break it s elf is im m edia t e but it t akes a longer t im e for
t he rocks t o becom e t o t he s ize of s and and be relocat ed t o t he ocean)
4. Ask: If t his is a s low change, what are som e fas t land changes you m ight
know of? Turn and t a lk/s t op and jot , t hen share out ideas s t udent s m ay have
(volcano, eart hquake, lands lide, t sunam i, t ornado)
Explore:
1. Work through the Fast Change s Flipchart with the class - make observations,
turn and talk/stop and jot, then share how the land has changed in each
before and after picture
2. Emphasize how each of these changes happen instantly - there are effects
afterwards like cooled lava and cracks in the ground, but the change itself
happened immediately
Explain:
1. Watch the Fast Changes BrainPopJr:
https://jr.brainpop.com/science/land/fastlandchanges/
2. Discuss the information presented in the video to give specifics about different
types of fast changes
3. Use the Fast Changes reading independently or as a group to gather more
information about fast changes and highlight important research
Elaborate:
1. Students will do research about fast land changes using the following sites as
starting points:
a. http://kids.nationalgeographic.com/explore/science/earthquake/#earthquak
e-houses.jpg
b. http://kids.nationalgeographic.com/explore/science/tornado/#tornado.jpg
c. ht t p://kids .nat ionalgeographic.com /explore/science/volcano/#volcano-
explode.jpg
d. ht t p://www.weat herwizkids .com /?page_ id=100
e. ht t p://www.weat herwizkids .com /?page_ id=1326
2. St udent s can eit her work t o com plet e t he ent ire chart wit h a part ner or
groups can research one fas t change, t hen present res earch t o t he clas s t o
com plet e t he chart in a jiggle s aw fashion
3. Inform at ion should be recorded in t he Fas t Changes Research Chart and/or on
Google Slides
Evaluate:
1. Assess student research for accuracy and use of observations
2. Students can complete the Fast Changes Cut and Paste to assess for
understandin g of types of fast land changes
Unit 3, Part B, Lesson 4: Fast Changes
Taught by ACE Teacher - Week 4
Materials:
- Aluminum tray
- Cut outs
- Cup wit h bot t om cut out
- Clay
- Baking Soda
- Vinegar wit h red food dye
- Labsheet (ht t ps ://dr ive.google.com /open?id=1q0rBIjPol5XpCGe-
m Zm 17CCglRAGu1ant aqU1O0W AB0)
Engage:
1. Activate prior knowledge by watching video of Mt. St. Helen’s eruption a nd
resulting landslide
2. Discuss video and review fast changes
Explore:
1. Students will be building a model of a fast change - a volcano
2. Groups will be given supplies
3. Build the volcano in tray and place cut outs of environment around volcano
Explain:
1. Use labsheet to prepare an investigation question, record predictions, and
create initial observations
Elaborate:
1. Using red vinegar and baking soda, students will erupt their volcanos
2. Make observations and discuss what has happened to the land during this
fast change
Evaluate:
1. Complete labsheet by making final observations and conclusions
Unit 3, Part B, Lesson 5: Slow Changes
Taught by Grade Level Teacher - Week 5
Materials:
- Slow Changes Flipchart
(https://drive.google.com/open?id=0B5e_0qncfnkBNGpPLW9vUVVNMDA)
- Slow Changes Readings
(https://drive.google.com/open?id=0B5e_0qncfnkBbjFuY3RIbVJYRHc)
- Slow Changes Research Charts
(https://drive.google.com/open?id=0B5e_0qncfnkBbDBPREZGSGk2X28)
- Chromebooks
- Slow Changes Cut and Paste
(https://drive.google.com/open?id=0B5e_0qncfnkBTHZtVWhPUU94Q2c)
Engage:
1. Activate prior knowledge by reminding students of the slow changes they
have already experienced - rocks breaking into sand and water creating
canyons in ACE
2. Review the following pictures and ask students: These rocks were not always
this shape. What do you see here? What has happened to these landforms?
Did these happen immediately or over time?
a. Garden of the Gods in Colorado: maxresdefault.jpg
b. Antelope Canyon in Arizona: _ntelope__anyon.png
c. Horseshoe Bend in Arizona: images
Explore:
1. Work through the Slow Changes Flipchart with the class - make observations,
turn and talk/stop and jot, then share how the land has changed in each
before and after picture
2. Em phas ize how each of t hese changes happen over a long period of t im e - t he
changes t ha t happen are very sm all and t ake a long t im e t o m ake a
difference
a . W eat hering: Breaking down or shape changing by wind, wat er , ice,
anim als
b. Eros ion: when land is m oved t o a new place by nat ura l causes like wind,
wat er , ice
Explain:
1. Watch the Slow Changes BrainPopJr:
https://jr.brainpop.com/science/land/slowlandchanges/
2. Discuss the information presented in the video to give specifics about different
types of slow changes. As you discuss, emphasize that not all erosion and
weathering is going to look like the beautiful pictures in Colorado and Arizona
- sometimes it can cause lots of problems, like at the beach washing sand
away and on areas near houses that make the ground weak
3. Use the Slow Changes reading independently or as a group to gather more
information about slow changes and highlight important research
4. Watch Magic School Bus Rocks and Rolls:
https://www.youtube.com/watch?v=a_yoRqDXhJc
Elaborate:
1. Students will do research about slow land changes using the following sites as
starting points:
a. http://www.ducksters.com/science/earth_science/erosion.php
b. http://easyscienceforkids.com/all-about-weathering/
4. Students can either work to complete the entire chart with a partner or
groups can research one slow change, then present research to the class to
complete the chart in a jiggle saw fashion
5. Inform at ion should be recorded in t he Slow Changes Research Chart and/or on
Google Slides
Evaluate:
1. Assess student research for accuracy and use of observations
2. Students can complete the Slow Changes Cut and Paste to assess for
understanding of types of f ast land changes
Unit 3, Part B, Lesson 6: Slow Changes
Taught by ACE Teacher (Week 5)
Materials:
- Labsheet (https://drive.google.com/open?id=1jtqLei-
o1kJm44FJxbmj27GYUiESw2P85u84dbX9N7I)
- Cookie
- Plate
- Water dropper
- Toothpick
- Straw
Engage:
1. Activate prior knowledge by reviewing pictures of canyons, beaches, and
landforms that reflect erosion and weathering
2. Expla in t ha t t oday we are going t o look closely a t how bot h eros ion and
weat hering are different and how t hey can happen as a result of different
t hings
Explore:
1. Students will use labsheet to prepare an investigation question, record
predictions, and make initial observations
Explain:
1. Explain that students will be testing out multiple different types of erosion
and weathering
2. Review materials and expectations
Elaborate:
1. Students will explore erosion and weathering by using the straw as wind,
toothpick as animals, and dropper as water
2. Discuss and record observations after each slow change
3. Emphasize that these changes take much more time than fast changes
Evaluate:
1. Student s will write conclusions on their labsheet and use observations as
their evidence for that change
In the Classroom: Unit 3, Part C
Part C Guiding Question:
- How can different designs slow or prevent changes to the shape of our Earth?
Part C Teaching Points:
- Changes can happen s lowly or quickly
- Technology has im pact s on t he nat ura l world
- W ind and wat er can change t he shape of t he land
- It is useful t o com pare and t es t des igns t o find solut ions t o problem s
- A s it ua t ion t ha t people want t o change or crea t e can be approached as a
problem t o be solved t hrough engineering
Part C Assessment Objectives:
- Compare multiple solutions to a problem
- Ask questions, make observations, and gather information about situations
that people can change
- Design and create sketches and models to solve problems
Unit 3, Part C, Lesson 1: Local Erosion Solution
Taught by Grade Level Teacher - Week 6
Materials:
- Erosion and Weathering at Brainerd sheet
(https://drive.google.com/open?id=10csOxIHmWITqvRSpGh6bXlM-
M9uqMCfKte4oMZxKKdo)
- Slow Change Solutions sheet
(https://drive.google.com/open?id=1pIH5nRRT5zifGDPw8iNc5cz0eDXYCMi4BCepsF
NZpuA)
Engage:
1. Activate prior knowledge to review erosion and weathering and its effects
a. Weathering: Breaking down or shape changing by wind, water, ice,
animals
b. Erosion: when land is moved to a new place by natural causes like wind,
water, ice
2. Explain that we are going to assess the school for erosion and weathering
3. Brainstorm and discuss what this might look like - students will need to be
prompted as this erosion is not the same as what they have seen in last
week’s pictures
Explore:
1. Explain that now you will be going outside to assess the school grounds for
examples of erosion and weathering
2. Distribute the Erosion and Weathering at Brainerd sheet to take outside with
them. Instruct students to write in the “Observation Box” at this point.
Encourage them to take quick notes of what they see - focus ing on recording
t he observat ion t o review la t er ins t ead of perfect spelling or s ent ences
3. Take s t udent s out s ide and look in different areas around t he building for
exam ples of eros ion and weat hering
a . Tree root s breaking t hrough ground - weat hering
b. Cracks in s idewalk - weat hering
c. Dirt washed out from curbs - eros ion
d. Broken bricks on building - weat hering
e. Pot holes in t he road - weat hering
4. Discuss what would cause t his t ype of eros ion and weat hering - ice freezing in
cracks and expanding; heavy ra in s t orm s ; snow s t orm s and m elt ing sun
wat ers ; heavy winds
5. Have s t udent s use t heir observat ion not es t o draw a sket ch of one exam ple of
weat hering and one exam ple of eros ion t ha t t hey observed out s ide of t he
s chool building. Be sure s t udent s draw, color , and label t heir drawings
Explain:
1. Ask students if the erosion and weathering they saw was helpful or hurtful
to the land around the school. Encourage students to think of other examples
of weathering or erosion they may see around their neighborhood
2. Introduce to students the idea that finding solutions to stop erosi on is
important to preserving our land. People called engineers study the land and
design solutions to slow down or prevent erosion and weathering from
happening.
3. Look at the following images of sand dunes at the Jersey Shore: jersey24n-2-
web.jpg; ocbeachfence-e001837.jpg; island-beach-state -park.jpg
4. Discuss the purpose of the dunes in preventing storm waves fr om surging
into the town, carrying away (erosion) tons of sand with it. Dunes were
created or engineered to slow down the process of erosion
Elaborate:
1. Provide students with a Slow Changes Solution sheet, Allow students to work
with a partner or independe ntly
2. The task is to select one of the slow changes noticed around Brainerd and
design a solution to slow down or prevent that slow change
3. Allow students ample time to work on their solution. Work through selecting
a problem, discussing and looking at possi ble solutions, sketching, coloring, and
labeling the final solution, and writing a conclusion statement.
Evaluate:
1. Students or partners can present their slow changes solution to the class
2. Assess students on understanding of the slow change they decided t o fix, their
creativity in designing a solution, and their use of the sketch as a model to
convey ideas
Unit 3, Part C, Lesson 2: Local Erosion Solution
Taught by ACE Teacher
Materials:
- Lab sheet
- Cups
- Soil
- Sand
- Water
- Fans
- Spray bottles
Engage:
1. Activate prior knowledge by talking about the Slow Change Solutions students
designed in science class
2. Ask: could we change the type of surface we have on Earth to prevent or slow
down erosion and weathering?
3. Brainstorm and discuss ideas about this possibi lity
Explore:
1. Take a look at the experiment materials and discuss
a. How does the sand feel?
b. How does the soil feel?
c. Do sand and soil stick together easily or fall apart?
2. Record observations on labsheet
3. Make predictions based on the observations
a. What will happen to the soil structure?
b. What will happen to the sand structure?
c. Which will last longer?
Explain:
1. Take supplies to outside and create wet soil and wet sand mixtures
2. Use cups to make a structure of wet soil, wet sand, dry soil, and dry sand
Elaborate:
1. Groups will test the structures first with fans as wind
2. Record observations after using the fan on the structure
3. Test the structures using spray bottles as rain
4. Record observations after using the spray bottle
Evaluate:
1. Based on observat ions , s t udent s will writ e conclus ions on which surface t ype
should be used t o prevent or s low down eros ion and weathering
Unit 3, Part C, Lesson 3: Slow Change Solution - Wind Erosion
Taught by Grade Level Teacher (Week 6)
Materials:
- Boxes with dirt (borrow from Cicchino)
- Straws (borrow from Cicchino)
- Building materials (unifix cubes, legos, clay, popsicle sticks, tape, string, etc -
borrow from Cicchino as needed)
- Windbreaker Labsheet
Engage:
1. Show students the following pi ctures: shelterbelt.jpg; alley-cropping.jpg
2. Ask students to describe what they see in both of the images
3. Explain that these are both pictures that show strategies for preventing wind
erosion.
4. Ask students to explain how these strategies work to prevent wind erosion
5. Discuss how wind can cause rocks and land to change and what would happen
to the farmland if wind erosion was not be slowed down by these strategies
Explore:
1. Explain to students that this week we will be studying different solutions to
wind erosion
2. Provide each group wit h a box wit h dir t and each s t udent a s t raw. Expla in t ha t
t hey will be act ing as t he wind, blowing from t he left s ide of t he box t o t he
r ight
3. In order t o s ee how m uch wind eros ion occurs wit hout a windbreaker , a llow
each m em ber of t he group 30 seconds t o crea t e as m uch wind eros ion as
poss ible (wit hin keeping it in t he box). Collect /t hrow away s t raws so s t udent s
do not play wit h t hem while working on des igning t he windbreaker .
4. Dis t r ibut e t he W indbreaker Labsheet and have s t udent s crea t e t he
inves t iga t ion ques t ion and m ake init ia l observat ions about what happened t o
t he land wit hout a windbreaker
5. Provide groups with t im e t o discuss t he wind eros ion t ha t occurred
6 . Provide supplies t o groups and a llow t hem t o m anipula t e t he building
m at eria ls wit hout us ing t ape t o build - t his is rea lly t o let t hem t es t out what
t hey want t o use
7. Expla in t ha t once groups have decided what t hey would like t o use, t hey can
select 4 m at eria ls (t ape count s as 1 m at eria l!) t ha t will be t here building
supplies - if s t udent s pick pops icles s t icks , s t r ing, legos , et c use your
judgem ent t o give t hem an appropria t e am ount - bet t er t o give les s and have
t hem ask for m ore as t hey build
Explain:
1. Groups will work together to create a plan to build a windbreaker that will
block the wind from blowing the dirt from one end of the box to the other.
Provide ample time for groups to discuss and plan their design.
2. Record designs on Windbreaker Labsheet
3. Ensure that groups sketch, color, and label their designs
Elaborate:
1. Provide groups with ample time to construct their windbreaker using the 4
materials they selected
2. Help wit h r ipping t ape but a llow groups t o work t hrough t heir m is t akes and
challenges
3. Aft er groups have finished building, redis t r ibut e s t raws and a llow s t udent s 30
seconds each t o crea t e wind eros ion
4. Observe, discuss , and record result s on t he W indbreaker Labsheet
Evaluate:
1. Groups can present their windbreakers to the class
2. Show students the following picture: windbreak -fences-fig12.jpg
3. Students should be able to observe and describe what they see in the picture
as well as explain how this could be a solution to wind erosion
4. Explain that this is a windbreak fence that can be built up around gardens,
farms, and other landforms to protect the area from wind erosion
Unit 3, Part C, Lesson 4: Slow Change Solutions - Water Erosion
Taught by ACE Teacher
Materials:
- Erosion: Changing Earth’s Surface Read aloud
- Labsheet
- 4 water bottles
- Soil
- Plant s , la rge rocks , gravel
- Cups
- Lab t ray
- Coffee filt ers
- Scales
Engage:
1. Review with students solutions to wind erosion to activate prior knowledge
2. Ask students: Which type of land is eroded most easily?
3. Turn and talk, then share out ideas and brainstorm
4. Discuss with students what happens to soil when heavy rains come - how can
we stop that? How are we able to prevent this? Think about wind erosion
solutions and apply to water erosion
Explore:
1. Students will create their investigation question and create predictions based
on observations
2. Analyze materials and types of soil in order to make initial observations on
labsheet
Explain:
1. Explain to students that water would be poured into each bottle
2. Make observations as the water drains through the soil and deposits into the
cup
3. Shift the water out of the deposits and weigh the deposits
Elaborate:
1. Students will collect data from the deposits on their labsheet
2. Use labsheet to record final observations
Evaluate:
1. Using the data, students will draw conclusions about which type of land is
best to p revent water erosion
2. Discuss how roots and rocks are ways to slow water erosion
3. Read aloud Erosion: Changing Earth’s Surface
Unit 3, Part C, Lesson 5: Fast Change Solution - Floods
Taught by Grade Level Teacher - (Week 7)
Materials:
- yardstick/rulers
- Flood Solutions Labsheet
- Building supplies (borrow from Cicchino)
Engage:
1. Project the following images to prompt observation and discussion: hurricane-
sandy-photos-of-flooding-across-new-jersey-ca02846df3780977.jpg; hurricane-
sandy-floods-new-jersey.jpg; f64684c2ae45d06438e75b88683d8012 --october--
hurricane-sandy.jpg
2. Make observations and discuss what is happening in the photographs - these
are from Hurricane Sandy at the NJ Shore. Feel free to share stories about
t his hurricane or view other images to continue discussion. Discuss what types
of land have changed due to the flood - ocean water displaced; erosion and
weathering of beach and inland areas
3. Expla in t o s t udent s t ha t t his week t he focus will be on s t udying solut ions t o
s low down or prevent t he land changes crea t ed by floods
Explore:
1. Watch the following video about floods:
https://www.youtube.com/watch?v=qLvLFdy6lVI - use this as a preview,
instruct students to pick out an interesting fact and not focus on parts that
are confusing
2. Share out the facts from the video and create a list of Flood Facts to refer to
later
3. Restart the video from the beginning - stop at the f ollowing points to discuss
a. :16: Review the 15 cm and 60 cm showing students the measurements
in real life
b. :42: Discuss this image - share observations and guide discussion to the
fact that not only the high waters, but also that there is no drainage to
carry the water away. In the case of extremely dry, hard ground, the
water cannot be absorbed
c. :51: Dangers of Floods - optional to watch, but will lead to valuable
conversations about why floods are problematic beyond just lots of
water
Explain:
1. Pause the video at :24 to show the image of the valley retaining water
2. Turn and talk/stop and jot, then share out to discuss the image. Then prompt
students to start brainstorming solutions to the challenge that will be built
and tested during ACE: A doghouse is in t he middle of this flood! What can be
designed to prevent danger to the doghouse and dog during the flood?
3. Create a master list of possible solutions to save the doghouse
a. Building draining
b. Softening soil in dry places for absorption
c. Blocking wat er from com ing in with a barr ier
d. Elevat e t he doghouse on s t ilt s t he way beach houses are built
e. W at erproof, floa t ing device
f. Anyt hing else t hey t hink of!
Elaborate:
1. Put students into groups and distribute a Flood Solutions Labsheet to each
student
2. Distribute samples of the building supplies
3. Provide students ample time to manipulate the materials, decide what they
want to use as building materials (5 items), and sketch, color, and label their
design
4. Designs will be constructed during ACE
Evaluate:
1. W hile students are working on their Flood Solutions Labsheet, circulate to
groups and prompt students to explain their designs, using the model to
convey ideas
2. Assess labsheets for accuracy and creativity
Unit 3, Part C, Lesson 6: Fast Change Solution - Floods
Taught by ACE Teacher
Materials:
- Shoe Boxes
- Index card dog houses
- Water
- Lab sheet
- Building supplies (popsicle sticks, clay, paper plates, styrofoam plates, rubber
bands, tape, plastic bowls, plastic cups, straws, etc)
- Floods
Engage:
1. Review designs for flood solutions designed during science class
2. Discuss expectations for building, testing, and use of supplies
Explore:
1. Groups will have a period of time to construct their flood solutions
2. Circulate and assist, prompt students to reinven t ideas and start over after
facing a failure
Explain:
1. After time is up, test the flood solutions by pouring water into the shoe box
and allowing the dog house to be caught in the flood
2. Discuss each solution as the test takes place to assist with observat ions
Elaborate:
1. Record data of testing on labsheets
2. Draw conclusions about the flood solutions
3. Read aloud: Floods
Evaluate:
1. Assess labsheets and models for creativity, use of design, and ideas
Unit 3, Part C, Lesson 7: Fast Change Solutions - Earthquakes
Taught by Grade Level Teacher - (Week 8)
Materials:
- Graham crackers (borrow from Cicchino)
- Plastic cups filled with water (borrow from Cicchino)
- Paper plates (borrow from Cicchino)
- Cool Whip (borrow from Cicchino)
- Styrofoam blocks (Borrow from Cicchino)
- Pie tins with soil, gravel, and sand (borrow from Cicchino)
- Earth Science Journal sheet (please give to Cicchino after completing)
Engage:
1. Show students the following photograph:
1325f00a1383837760596d96dcd18d98.jpg
2. Turn and talk/stop and jot, then share out ideas about what is the picture
showing and which fast land change this is of
3. Show students the tectonic plate map: earth -s-tectonic-plates.jpg
4. Explain that our world is made up of plates deep under the ground. Point out
where the Eurasian and African plates meet.
5. Inform students that the first photograph was taken in Greece - a country
that lies right along where the Eurasian and African plates meet
6. Prompt students to think about and discuss how these plates are connected
to the fast land change of earthquakes
7. Point out t o s t udent s where we are locat ed on t he t ect onic pla t es m ap and
discuss what t his m eans for us
Explore:
1. Explain to students that today you will be exploring how the plates interact
with the land around it to change the land
2. Provide each students with a dollop of Cool Whip on the plate and two
graham cracker squares
3. Have students place the graham cracker squares next to each other with a
small gap in between. Discuss what this represents and how this is what
happens where tectonic plates meet. Emphasize that the actual movement of
the plates is creating an earthquake
4. Instruct students to gently push their crackers together then slowly slide one
up and the other down.
5. Discuss what it sounds like and looks like when this happens
6. Instruct students to now pull apart the graham crackers, then pushing the
squares back together to create a “mountain” of cool whip in between
7. Discuss what is happening and what is being created by the movement of the
plates (mountains, v olcanos, hills)
8. Instruct students to now pull the crackers apart and slide one under another
to create a cliff
9. Discuss what is happening and what is being created by this movement of the
plates
10. Emphasize that these are different examples of how tectonic pl ates move and
create earthquakes
Explain:
1. Explain that now we can better think about solutions to slow or prevent
changes to our land due to earthquakes
2. Turn and t a lk/s t op and jot , t hen share out : In places where eart hquakes are
com m on (a long t he t ect onic pla t es ), what t ypes of land do you t hink is bes t t o
build houses on?
3. Discuss what propert ies could be helpful t o s low or prevent dam age from
eart hquakes (s t rong, flexible, s t iff, et c)
Elaborate:
1. Set up an area where students can gather around to watch you conduct an
investigation on different types of land that could slow or prevent damage
from earthquakes
2. Place the blocks standing up to represent buildings
3. Turn and talk/stop and jot, then share out hypotheses about which type of
land will be best to slow or prevent damage. Prompt students to justify their
answers with observations
4. Shake each pan once at a t ime with varying strengths
5. Discuss what happened after each pan and then at the end to compare and
contrast observations
6. Draw conclusions about what types of land could be used as a solution to slow
or prevent damage from earthquakes
Evaluate:
1. Distribute the Earth Science Journal sheet
2. Give students time to complete the prompt on the sheet. Prompt students to
use evidence from the investigation to support their conclusions
Unit 3, Part C, Lesson 8: Earthquake Resistance
Taught by ACE Teacher -
Materials :
- Trays
- Blocks
- Legos
- Toot hpicks
- Marshm allows
- Lab sheet
Engage:
1. Review plate tectonics and movements that create earthquake
2. Review what types of land can be used as a solution to slow or prevent land
changes
Explore:
1. Explain to students that today you will best different building materials and
building designs to see which is a solution to slow or prevent damage due to
earthquakes
2. Put students into groups of 3
3. Provide groups with lab sheets and materials to create pred ictions about
which structures will work best
4. Record predictions on labsheets
Explain:
1. Review expectations for building and using materials
2. Review types of structures needed to complete tests
Elaborate:
1. Groups will build the listed structures
2. Test structures
3. Record results from each test
Evaluate:
1. Complete conclusions using evidence from the recording sheet to support ideas
Project Based Learning Option 2 -3 Weeks 4th Marking Perio d
Students will review information learned from Unit One on Ha bitats Objectives:
The students will be able to:
● Com pare t he divers it y of life in different habit a t s ● Unders t and what living t hings need in order t o survive ● Ident ify why habit at s change
St andards : St udent s who dem ons t ra t e unders t anding can: 2-LS4-1. Make observa t ions of plan t s and
anim als t o com pare t he divers it y of life in different habit a t s . [ Em phas is is on t he divers it y of living
t hings in each of a var iet y of different habit a t s .] [Ass essm ent Boundary: As sess m ent does not
include specific anim al and plant nam es in specific habit a t s .]
Activities:
Mat erials :
● Chart Paper ● Anim als in t heir Habit at s Flipchar t
(ht t ps ://dr ive.google.com /open?id=0B5e_ 0qncfnkBVDJ vV3Zoa1M0YVk) ● Anim als in t heir Habit at s Recording sheet
(ht t ps ://dr ive.google.com /open?id=0B5e_ 0qncfnkBOGE2ZEk2QUdpR1k) ● Magazines (borrowed from Cicchino if needed) ● Cons t ruct ion paper ● Chrom ebooks ● Books from t he library ● Online webs it es provided by t eacher
Engage:
1. Teacher will ask s t udent t o t hink about what t hey a lready know about habit at s and
what t hey want t o learn m ore about 2. Creat e a web of Habit at In form at ion t ha t s t udent s a lready know t o act iva t e pr ior
knowledge and ques t ions t hey want t o learn m ore about
3. This will also be an opportunity for reflection about their field trip to the aquarium -
what different habitats/animals d id they observe
Explore:
1. Students will review Animals in their Habitats Flipchart and watch a variety of Brain Pop
Jr. videos on habitats 2. Provide students with the Animals in their Habitats recording sheet and explain that
they will be making observations like a scientist to record the different types of animals
they see in different habitats 3. As you go through the slides, allow students time to make and record observations
before discussing 4. Discuss and emphasize the diversity of both plants and animals within each habitat 5. Ask and discuss for each slide:
1. Can you observe and describe this habitat ? Think about the temperature,
how much rain that habitat gets, types of vegetation 2. What kinds of plants do you see? 3. What kinds of animals do you see? 4. How is this habitat different from the previous habitat 5. Could a ____________ (fill in the animal) live in this habitat? Use the
observations as evidence 6. What allows ____________ (fill in the animal) to live in this habitat? (ex.
fish have gills so that they can survive under water)
Explain:
1. Allow students to play following habitat games:
http://www.bbc.co.uk/schools/scienceclips/ages/8_9/habitats.shtml http://www.scholastic.co
m/magicschoolbus/games/habitat/index.htm 2. Circulate while students play and prompt them to think about the diversity of animals
and plants that live in the same place 3. Wrap up the games and expla in to students that now they are going to study different
habitats and the life inside of them 4. Students will write down and submit three habitats of interest
Elaborate:
1. Separate students into groups and give each group a habitat to study based on
interest /choice:
1. Rainforest 2. Arctic 3. Desert 4. Freshwater 5. Ocean 6. Forest
2. Each group will be using the corresponding BrainPopJr. Video and the following sites as
starting points to research their habitat http://www.skyenimals.com/browse_habitat.cgi . 3. Students will have access to www.getepic.com to utlize different books to research their
habitat. 4. Students will be allowed to choose how they would like to present their information ( a
choice menu of different project options will be provided) 5. Teacher will provide a rubric of information they must include, but they can choose HOW
they present the info rmation in their final presentation
Incorporating Centers:
Dioramas- have a rubric, clay, glue, paper, etc.
Students work collaboratively to create diorama
Local Connection/Comparison
Walking tour of local habitat Mt. Holly Mill Dam
Students explore the ir local habitat
Take notes and draw pictures on what the see (animals, trees, plants, etc.)
Parents will be invited to take walking tour with class
Students will then create a research project based on habitat of their choice. Students will extend
their project by comparing their research to what was observed in their walking tour, comparing the
features of the habitats.
Culminating Activity
Students will present their habitat of interest as “experts”
Students will choose how they want to present their project s (powerpoint , t r ifold pos t er , brochure,
im ovie, com ic, book et c.)
Ot her second grade clas ses will be invit ed and s t udent s will present t heir project s and explain t heir
learning
Essential Question:
How does the diversity of plants and animal vary among different habitats?
Driving Question: Why do we see different living things in different habitats? How do people impact habitats?
Differentiation:
Multi -sensory presentation of information
Teacher assistance if needed
Choice of final projects
Assessment:
1. Groups will present their habitat research to the class 2. Students should be explaining and focusing on the diversity of animals and plants in
their habitats - many animals and plants living together in the same place. 3. Students should also make a connection as to how people impact habitats -locally and
around the world
Modifications:
Gifted and Talented:
● Student choice for projects ● Project Based Learning Opportunity ● Access to higher level texts/ articles ● Research opportunities as an extension of content being taught ● Strategic small groups based on IRLA level ● Individual project opportunities
● Critical thinking questions ● At home project suggestions
Special Education:
● Key vocabulary terms related to unit focus will be reviewed and accompanied with visuals
● Students will be provided with modified graphic organizers ● Modifications will be followed as stated in IEP ● Students will be provided small group instruction to ensure understanding of
concepts ● Teachers will modify work when appropriate to meet individual needs ● Students will have access to “Read to Me” books ● Teacher will present information using a multi -sensory approach ● Strategic small group instruction based on IRLA levels ● Differentiated project options and assessments
At Risk Students:
● Key vocabulary terms related to unit focus will be reviewed and accompanied with visuals
● Teacher will frequently check on understanding and completion of work ● Extension on completion of assignments ● Modified amount based on individual needs ● Provide student choice within projects ● Deliver instruction based on student interests ● Small group instruction ● Positive praise/reinforcement
ELL/ESL:
● Students will be provided visual cards to support new vocabulary words related to unit
● Students will refer to visual vocabulary cards throughout unit ● Modified graphic organizers ● Peer collaboration and opportunities for partner work ● Checklists with visuals will be provided to assist task completion ● Repetition of routines and procedures will b e emphasized to support learning ● Relate content to culture when possible
● Language Learning Opportunities ● Cognate Word Wall
ELL/ESL:Grades 2-3 WIDA Can Do Descriptors:
● Listening: Process recounts by • Showing what happens next based on familiar oral stories (e.g., by pointing or drawing) • Drawing or providing other visual displays of people, animals, or objects in response to oral prompts
● Speaking: Recount by • Reproducing facts or statements in context • Participating in multi -media presentations base d on research
● Reading: Process recounts by • Identifying key words and phrases in illustrated text ● Writing: Recount by • Listing ideas using graphic organizers • Describing visual
information
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