rigorous curriculum design - · pdf fileexplain: students will obtain ... cat, dog, frog,...
TRANSCRIPT
Houghton Mifflin Harcourt™ is a trademark of Houghton Mifflin Harcourt Publishing Company. © Houghton Mifflin Harcourt Publishing Company. All rights reserved.
1
DEKALB COUNTY SCHOOL DISTRICT
RIGOROUS CURRICULUM DESIGN
UNIT PLANNING ORGANIZER
Subject(s) Science
Grade and Course
2
Unit of Study
Unit 1: Lifecycles
Pacing
Timeframe: Date To Date:
7 Weeks
“Unwrapped” Priority Science Georgia Standards of Excellence
Disciplinary Core Ideas
S2L1. OBTAIN, EVALUATE, and COMMUNICATE information about the life cycles of different
organisms.
c. CONSTRUCT an explanation of an animals’ role in dispersing seeds or in the pollination of plants.
d. DEVELOP models to illustrate the unique and diverse life cycles of organisms other than humans.
Houghton Mifflin Harcourt™ is a trademark of Houghton Mifflin Harcourt Publishing Company. © Houghton Mifflin Harcourt Publishing Company. All rights reserved.
2
“Unwrapped” Disciplinary Core Ideas
“Unwrapped” Skills (Students Need
to Be Able to Do)
“Unwrapped” Concepts
(Students Need to Know)
Bloom’s Taxonomy Levels
DOK (For Overall Standard)
S2L1 ❖ OBTAIN ❖ EVALUATE ❖ COMMUNICATE ❖ ASK QUESTIONS
❖ Life cycles are different for living organisms.
❖ 2 (Comprehension)
2 (Skill/Concept)
S2L1c.
❖ CONSTRUCT AN EXPLANATION
❖ Animals have roles in dispersing seeds or in the pollination of plants.
❖ Understand the unique and diverse life cycles of organisms other than humans.
❖ 4 (Analysis)
❖ 3 (Strategic Thinking/Reasoning )
S2L1d. ❖ DEVELOP MODELS
❖ ILLUSTRATE
❖ Unique and diverse life cycles of organisms other than humans.
❖ 3(Application)
❖ 3 (Strategic Thinking/Reasoning )
Houghton Mifflin Harcourt™ is a trademark of Houghton Mifflin Harcourt Publishing Company. © Houghton Mifflin Harcourt Publishing Company. All rights reserved.
3
Supporting Disciplinary Core Idea
S2L1a. ASK questions to DETERMINE the sequence of the life cycle of common animals in your area:
a mammal such as a cat, dog or classroom pet, a bird such as a chicken, an amphibian such as a frog,
and an insect such as a butterfly.
S2L1b. PLAN and CARRY OUT an investigation of the life cycle of a plant by GROWING a plant from
a seed and by RECORDING changes over a period of time.
Crosscutting Concepts & Science and Engineering Practices
Crosscutting Concepts (All Daily) 1. Patterns, Similarity, & Diversity 2. Cause & Effect 3. Scale, Proportion, & Quantity 4. Systems & System Models 5. Energy & Matter 6. Structure & Function 7. Stability & Change Science & Engineering Practices: #1, 2, & 6 (Daily) 1:Asking Questions (Science) and Defining Problems (Engineering) 2. Developing & Using Models 3. Planning and Carrying Out Investigations 4. Analyzing & Interpreting Data 5. Using Mathematics & Computational Thinking 6. Constructing Explanations (Science) & Designing Solutions (Engineering) 7. Engaging in Argument from Evidence 8. Obtaining, Evaluating, & Communicating Information
Houghton Mifflin Harcourt™ is a trademark of Houghton Mifflin Harcourt Publishing Company. © Houghton Mifflin Harcourt Publishing Company. All rights reserved.
4
Essential Questions Corresponding Big Ideas
A. What would be the best questions to ask a scientist to help you determine the sequence of the life cycle of a common animal in your neighborhood?
B. How would you plan and carry out an investigation to observe the life cycle of a plant from a seed?
C. What information can you gather to support your ideas about how animals help with the dispersing of seeds or in the pollination of plants?
D. How would you design the best model to illustrate the unique and diverse life cycle of an organism other than a human?
A. Life cycles are different based on their beginning or metamorphosis. The life cycle of an organism refers to the sequence of developmental stages that it passes through on its way to adulthood. Mammals, reptiles, amphibians, birds, fish, insects and other invertebrates--they each have their own unique way of reproducing life. There is an amazing variety of life cycles within the animal world.
B. A life cycle shows how a living thing grows, changes, and reproduces itself. While plants’ life cycles are continuous, the study of one plant’s life begins with the seed. The seed goes through various stages to develop into a plant, which include, sprout (germinates), roots and stem, leaves, and flowers or fruit.
C. Animals help with the transporting of seeds and with the pollination of plants.
Houghton Mifflin Harcourt™ is a trademark of Houghton Mifflin Harcourt Publishing Company. © Houghton Mifflin Harcourt Publishing Company. All rights reserved.
5
Unit Assessments
Pre-Assessment Post-Assessment
Student Version: Gr2_Science_Unit1_preassessment_Student
Teacher Version: Gr2_Science_Unit_Preassesment_Teacher
Student Version:
DeKalb Benchmark Assessment
Teacher Version:
Houghton Mifflin Harcourt™ is a trademark of Houghton Mifflin Harcourt Publishing Company. © Houghton Mifflin Harcourt Publishing Company. All rights reserved.
6
Performance Assessment
Engaging Scenario
Suggested Phenomenon: Rebuilding the Future A tornado just hit the Natural Life Cycle Museum. All exhibits have been destroyed and need to be rebuilt. Unfortunately, the life cycle blueprints were destroyed in the tornado. As honorary biologists, you have to obtain information about the various life cycles of animals and plants. Develop and use a model to rebuild the plant and animal life cycle exhibit.
Performance Task Synopses
Task 1: S2L1a: Explore animal life cycles Task 2: S2L1b: Seed Dispersal Construct an explanation of how animals disperse seeds and pollinate plants. Task 3: S2L1a, b, c, d: Create an informational museum diorama
Performance Task 1 In Detail
Engage
Task 1 Student Directions: S2L1a: Animal Life Cycles
A tornado just hit the Natural Life Cycle Museum. All exhibits have been destroyed and need to be rebuilt. Unfortunately, the life cycle blueprints were destroyed in the tornado. As honorary biologists, you have to obtain information about the various life cycles of animals and plants. You and your team are responsible for developing and using a model (plant and animal life cycle) exhibit to demonstrate the life cycle of an animal and plant. Explore: Students will work with a partner to develop and ask 5 questions to determine the sequence of the life cycle of common animals in the area (at least 1 insect and 1 non-human animal). Explain: Students will obtain (multi-media, Lexile Level trade books, life cycle models) information to answer the questions they developed about the life cycle processes of the 2 organisms. (examples include: cat, dog, frog, insect, butterfly). Elaborate: The information obtained from research about the organisms unique life cycles can be inserted into a Venn diagram. The Venn diagram will enable students can compare and contrast the organisms diverse life cycles. Students can include at least 3-5 similarities and differences between the two organisms. Evaluate: Students will develop and use a model (multimedia, graphic organizer, illustration, diorama, etc.) to illustrate the unique and diverse life cycles of organisms other than humans. Task 1 Teacher Notes: Teacher Notes: The goal of the Engage phase is to capture students’ attention and interest. Get the students focused on the phenomenon and other specific aspects of the
Houghton Mifflin Harcourt™ is a trademark of Houghton Mifflin Harcourt Publishing Company. © Houghton Mifflin Harcourt Publishing Company. All rights reserved.
7
Performance Task 1 In Detail
phenomenon that lead to the standard. The main point is that students are engaged in making sense of the phenomenon using their own conceptual models and core ideas. Science & Engineering Practices are in Bold:
Cross Cutting Concepts (All Daily)
Patterns, Cause and Effect, Systems & Systems Model, Scale, Proportion, & Quantity, Energy & Matter,
Structure & Function, Stability & Change
Performance Task 1 Scoring Guide
4 Advanced 3 Proficient 2 Basic 1 Below Basic
Student developed 5
questions to ask to
determine the
sequence of the life
cycle of a common
animal
Student developed 4
questions to ask to
determine the
sequence of the life
cycle of a common
animal
Student developed 3
questions to ask to
determine the
sequence of the life
cycle of a common
animal
Student developed 1-
2 questions to ask to
determine the
sequence of the life
cycle of a common
animal
Students obtained information on 1 insect and 1 non-human animal and created a Venn Diagram to record at least 3-5 similarities and differences between the two animals.
Students obtained information on 1 insect and 1 non-human animal and created a Venn Diagram to record at least 2-3 similarities and differences between the two animals.
Students obtained information on 1 insect and 1 non-human animal and created a Venn Diagram to record at least 1-2 similarities and differences between the two animals.
Students obtained information on 1 insect and 1 non-human animal but did not create a Venn Diagram to record at least 3-5 similarities and differences between the two animals.
Students included a model to illustrate the life cycles of the
Students included a model to illustrate the life cycles of the insect only
Students included a model to illustrate the life cycle of a
Students did not include a model to illustrate the life
Houghton Mifflin Harcourt™ is a trademark of Houghton Mifflin Harcourt Publishing Company. © Houghton Mifflin Harcourt Publishing Company. All rights reserved.
8
insect and non-human animal
non-human animal only
cycle of a no-human animal
Performance Task 2 In Detail
Task 2 Student Directions: S2L1b: Seed Dispersal Engage: Choose a common animal in your area and develop and ask 5 questions to obtain information, which will help you understand and evaluate how that animal helps with the dispersing of seeds or the pollination of plants. Explore: Students will obtain information (multi-media & trade-books) to learn about the process that animals participate in to disperse seeds. Explain: Students will use a graphic organizer to organize and record information on the processes that animals use to disperse seeds. Elaborate: Students will review their data to analyze and evaluate the processes that animals use to disperse seeds, and they will construct an explanation using evidence (3-5 sources) to engage in argumentation. Evaluate: Students will communicate information in at least 8 sentences explaining how animals assist with the dispersing of seeds or the pollination of plants. Task 2 Teacher Notes: Students should review videos and read trade books to determine how animals assist with pollination and seed dispersal. The teacher can provide students with a list of animals in order to differentiate. Examples of animal life cycle dioramas can be found on Pinterest and Google Science and Engineering Practices are in bold
Cross Cutting Concepts (All Daily)
Patterns, Similarity, & Diversity, Cause & Effect, Scale, Proportion, & Quantity, Systems &
System Models, Energy & Matter, Structure & Function, Stability & Change
Performance Task 2 Scoring Guide
4 Advanced 3 Proficient 2 Basic 1 Below Basic
Students developed and asked 5 questions to obtain information, which will help you understand and
Students developed and asked 4 questions to obtain information, which will help you understand and
Students developed and asked 3 questions to obtain information, which will help you understand and
Students developed and asked questions to obtain information, which will help you understand and
Houghton Mifflin Harcourt™ is a trademark of Houghton Mifflin Harcourt Publishing Company. © Houghton Mifflin Harcourt Publishing Company. All rights reserved.
9
Performance Task 2 In Detail
evaluate how that animal helps with the dispersing of seeds or the pollination of plants.
evaluate how that animal helps with the dispersing of seeds or the pollination of plants.
evaluate how that animal helps with the dispersing of seeds or the pollination of plants.
evaluate how that animal helps with the dispersing of seeds or the pollination of plants.
Students constructed an explanation using evidence (3-5 sources) to engage in argumentation about the animals’ role of seed dispersal and pollination.
Students constructed an explanation using evidence (2-3 sources) to engage in argumentation about the animals’ role of seed dispersal and pollination.
Students constructed an explanation using evidence (1-2 sources) to engage in argumentation about the animals’ role of seed dispersal and pollination.
Students did not construct an explanation using evidence (sources) to engage in argumentation about the animals’ role of seed dispersal and pollination.
Students constructed at least 8 sentences based on evidence explaining how the animal helps with dispersing of seeds or in the pollination of plants
Students constructed at least 5-7 sentences based on evidence explaining how the animal helps with dispersing of seeds or in the pollination of plants
Students constructed at least 2-4 sentences based on evidence explaining how the animal helps with dispersing of seeds or in the pollination of plants
Students constructed at least 1-2 sentences based on evidence explaining how the animal helps with dispersing of seeds or in the pollination of plants
Performance Task 3 In Detail
Task 3 Student Directions: Life Cycle Diorama Engage: The museum owner has requested that you develop and use a model (a diorama of the Natural Life Cycle Museum) as an exhibit to illustrate the unique and diverse life cycles of a plant and animal. Explore: The students will plan an investigation to conduct, so they can observe and understand the life cycle of a plant. Explain: Students will carry out an investigation by planting a seed to observe, so they can record changes over time. Elaborate: Students will illustrate and summarize the changes observed of the plant in their science journal. Evaluate: You will design a museum diorama, which includes an illustration of 1 animal and 1 plant life cycle. You will attach a welcome letter for the guests of the museum, and your welcome letter will require you to construct an explanation of the life cycle of the plant and animal. You will use
Houghton Mifflin Harcourt™ is a trademark of Houghton Mifflin Harcourt Publishing Company. © Houghton Mifflin Harcourt Publishing Company. All rights reserved.
10
Performance Task 3 In Detail
evidence (3-5 sources) to communicate and justify how the animal helps with the dispersing of seeds or the pollination of plants. Task 3 Teacher Notes: Plant observations are scheduled to take place for a minimum of 2 weeks. Students should record daily observations. Teachers need to gather resources prior to this week, so students can conduct their investigations. Science and Engineering Practices are in Bold
Cross Cutting Concepts
Patterns, Similarity, & Diversity, Cause & Effect, Scale, Proportion, & Quantity, Systems & System
Models, Energy & Matter, Structure & Function, Stability & Change
Performance Task 3 Scoring Guide
4 Advanced 3 Proficient 2 Basic 1 Below Basic
The students created a diorama, which explains the life cycle of a plant and animal.
The students created a diorama, which explains the life cycle of a plant and animal.
The students created a diorama, which explains the life cycle of a plant.
The students did not create a diorama, which explains the life cycle of a plant and animal and a description of how the animal helps with the dispersing of seeds or the pollination of plants.
Students constructed a welcome letter with an explanation of the sequence of the plant and animal life cycle. Students included 3-5 sources of evidence.
Students constructed
a welcome letter with
an explanation of the
sequence of the plant
and animal life cycle.
Students included 2-4
sources of evidence.
Students constructed a welcome letter with an explanation of the sequence of the plant and animal life cycle. Students included 1-2 sources of evidence.
Students constructed a welcome letter with an explanation of the sequence of the plant and animal life cycle. Students did not include any sources of evidence.
Students included a 3-5 sentence description of how the animal helps with the dispersing of seeds or the pollination of plants.
Students included a 2-
4 sentence description
of how the animal
helps with the
dispersing of seeds or
the pollination of
plants.
Students included a 1-2 sentence description of how the animal helps with the dispersing of seeds or the pollination of plants.
Students did not include a minimum of 1 sentence description of how the animal helps with the dispersing of seeds or the pollination of plants.
Houghton Mifflin Harcourt™ is a trademark of Houghton Mifflin Harcourt Publishing Company. © Houghton Mifflin Harcourt Publishing Company. All rights reserved.
11
Instructional Strategies Instructional Strategies
Research-Based Effective Teaching Strategies
21st Century Learning Skills
Learning Objectives (posted and referenced)
Identifying Similarities and Differences
Summarizing and Note Taking
Reinforcing Effort, Providing Recognition
Homework and Practice
Nonlinguistic Representations
Cooperative Learning
Purposeful small group instruction
Increased think time
Setting Objectives, Providing Feedback
Check for Understanding
Generating and Testing Hypotheses
Cues, Questions, and Advance Organizers
Interdisciplinary Non-Fiction Writing
Teamwork and Collaboration
Initiative and Leadership
Curiosity and Imagination
Innovation and Creativity
Critical thinking and Problem Solving
Flexibility and Adaptability
Effective Oral and Written Communication
Accessing and Analyzing Information
Other
Houghton Mifflin Harcourt™ is a trademark of Houghton Mifflin Harcourt Publishing Company. © Houghton Mifflin Harcourt Publishing Company. All rights reserved.
12
Intervention Strategies Intervention Strategies
(Tiers 1, 2, 3) Additional Supports in
Classroom
Specially Designed Instruction for Special
Education Students
Strategies for English Language Learners
Re-voicing
Explaining
Prompting for participation
Challenging or countering
Asking “Why?” “How?”
Reread
Practice new academic vocab.
Assistive technology
Pre-teach & re-teach in a different way
Repetition
Use of manipulatives
Collaborative work
Direct/explicit instruction
“Chunking”
Accommodating different learning styles
Create differentiated text sets
Conferencing
Additional time
Small group collaboration
Modify quantity of work
Take student’s dictation
Scaffold information
Differentiated content process or product
Consistent reward system
Refer to students’ IEP or 504 plan
Assistive technology
Visuals/Regalia
Front-loading
Echoing/Choral response
Color-coding
Multiple exposures in different media
Pair-share
Modeling
Language scaffolds: eg, sentence frames
Deconstruct complex sentences and texts
L1 support
increased opportunities for student-student talk
Strategic vocabulary instruction
Additional think time
Houghton Mifflin Harcourt™ is a trademark of Houghton Mifflin Harcourt Publishing Company. © Houghton Mifflin Harcourt Publishing Company. All rights reserved.
13
Intervention Strategies (Tiers 1, 2, 3)
Additional Supports in Classroom
Specially Designed Instruction for Special
Education Students
Strategies for English Language Learners
Providing additional guided practice
Houghton Mifflin Harcourt™ is a trademark of Houghton Mifflin Harcourt Publishing Company. © Houghton Mifflin Harcourt Publishing Company. All rights reserved.
14
Strategies for Gifted Learners
Tier 1: Low Preparation Tier 2: Medium Preparation
Flexible-Learning Groups by Readiness, Interest, Learning Profiles
Gifted Education Cluster Classes
Choice of Books Gifted Education Collaboration Classes
Homework Options Tiered Activities and Products
Use of Reading Buddies Use of Literature Clubs
Various Journal Prompts Multiple Testing Options
Student/Teacher Goal Setting Multiple Texts
Varied Pacing with Anchor Options Alternative Assessments
Work Alone or Together Subject Advancement within class
Flexible Seating Curriculum Compacting
Varied Scaffolding Tiered Centers
Varied Computer Programs Spelling by Readiness
Design-A-DAY Varying Organizers
Varied Supplemental Materials Community Mentorships
Computer Mentors Stations
Think-Pair-Share by Readiness, Interest, Learning Profiles
Group Investigations
Open-ended Activities Students are Assessed in Multiple Ways
Explorations by Interest Student choice in selecting learning activities.
Options for Competition Simulations
Tier 3: High Tier 4: Advanced/Autonomous
Advanced Content English/language arts,
mathematics, science and/or social studies courses
Above grade level accelerated English/language
arts, mathematics, science and/or social studies courses
Resource Classes Advanced Placement Classes
Independent/Directed Study International Baccalaureate Classes
Socratic Seminars Internship/Mentorships
Whole Grade Acceleration
Houghton Mifflin Harcourt™ is a trademark of Houghton Mifflin Harcourt Publishing Company. © Houghton Mifflin Harcourt Publishing Company. All rights reserved.
15
Instructional Resources and Materials Suggested Resources Suggested Technology Resources
Directions: Identify a variety of tangible resources that include selected texts and hands-on manipulatives, maps, charts, diagrams, realistic, multimedia, etc., to use while teaching students the “unwrapped” Priority Standards concepts and skills, supporting standards, interdisciplinary connections, unit vocabulary terms, and extension/enrichment activities.
Include tools/tutorials needed for instruction. (i.e. creating a double number line)
Internet sites and software that correspond with the “unwrapped” Priority Standards concepts and skills, supporting standards, interdisciplinary connections, unit vocabulary terms, and extension/enrichment activities.
Unit Vocabulary Directions: Identify and list academic vocabulary from the unit’s priority and supporting standards.
Include unit-specific vocabulary terms from the performance tasks.
Include the code and text of any cross-curricular standards included in this unit.
Unit Vocabulary Terms Interdisciplinary Connections
Academic / Tier 2 Unit-Specific / Domain / Tier 3
Obtain Evaluate Communicate Sequence Investigation Recording ModelModel Illustrate
Life cycle Adult Tadpole Larva Pupa Seed Roots Stem Flower Fruit Metamorphosis Photosynthesis
ELAGSE2W2
Rigorous Curriculum Design—Unit Planning Organizer Blank
Houghton Mifflin Harcourt™ is a trademark of Houghton Mifflin Harcourt Publishing Company. © Houghton Mifflin Harcourt Publishing Company. All rights reserved.
16
Weekly Planner Course: Second Grade Science Unit 1: Lifecycles
Pacing Priority (in bold) and Supporting
Standards
Engaging Learning Experiences
Core Instruction (in bold) and additional resources
Formative Assessments
Week 1 & 2 Start date: ______
S2L1c S2L1d S2L1a S2L1b
How am I like a Scientists? Introduce rituals and routines Introduction to Science and Engineering Practices Introduce Suggested Phenomena: From Destruction to Life Scenario to Engage Student Learners
Pre-teach academic vocabulary. Teaching Academic Vocabulary seed, roots, plant, flower Teachers introduce students to the life cycles of plants through the use of books, videos, and time elapsed videos on plant life cycles. From a Seed to a Plant Video
Discussion of the Essential Questions (throughout unit) Suggested informal progress monitoring checks:
1. Knowledge Rating
2. Exit Ticket
2-3 S2L1a
Task 1 Explore: Students will work with a partner to develop and ask 5 questions to determine the sequence of the life cycle of common animals in the area (at least 1 insect and 1 non-human animal). Explain: Students will obtain (multi-media, Lexile Level trade books, life cycle models) information to answer the questions they developed about the life cycle processes of the 2 organisms. (examples include: cat, dog, frog, insect, butterfly).
Suggested Activities Plant Life Cycle Video Time Elapsed Videos of Plant Life Cycles Paper Towel Plant Video The Tiny Seed Storybook by Eric Carle Students develop questions to determine the sequence of the life cycle of common animals in the area. Once the questions are developed, students complete webquest or research in trade books, etc. to locate information about specific animal life cycles. Resources for students
Venn Diagram
Rigorous Curriculum Design—Unit Planning Organizer Blank
Houghton Mifflin Harcourt™ is a trademark of Houghton Mifflin Harcourt Publishing Company. © Houghton Mifflin Harcourt Publishing Company. All rights reserved.
17
Pacing Priority (in bold) and Supporting
Standards
Engaging Learning Experiences
Core Instruction (in bold) and additional resources
Formative Assessments
Elaborate: The information obtained from research about the organisms unique life cycles can be inserted into a Venn diagram. The Venn diagram will enable students to compare and contrast the organisms diverse life cycles. Students can include at least 3-5 similarities and differences between the two organisms.
4-5 S2L1b
Task 2: Students should plan and carry out an investigation to observe the life cycle of a plant from a seed. Observations should be done over a 2-week period. Students should make their first observation on the data collection form or in science journal this week
Activities can include: 1. Draw About It 2. Write About It 3. Talk About It
Focus on a cycle graphic organizer to record notes and pictures of their investigations.
Task 2 scoring guide Suggested informal progress monitoring checks: Observation Form Think Pair Share Discuss that plants have a life cycle that includes sprouting; developing roots, stems, leaves, etc. Reflect daily in science journals on observation of the growth of a plant
Rigorous Curriculum Design—Unit Planning Organizer Blank
Houghton Mifflin Harcourt™ is a trademark of Houghton Mifflin Harcourt Publishing Company. © Houghton Mifflin Harcourt Publishing Company. All rights reserved.
18
Pacing Priority (in bold) and Supporting
Standards
Engaging Learning Experiences
Core Instruction (in bold) and additional resources
Formative Assessments
Week 5 S2L1d S2L1b
Vocabulary: Reproduce, environment, develop survive, space, larva, habitat Task 3: Diorama Introduce the Diorama "project" to students. Be sure to review all requirements and the rubric. The teacher might want to give students a list of animals or assign each student an animal.
Plant and animal life cycle Seed dispersal Teacher leads discussion on Seed dispersion and plant pollination. When animals take fruits or seeds for food, they act as willing transporters of the plant's seeds. Sometimes, the plants make use of animals to carry their seeds without giving them any reward. Suggested Resources: Pollination Video Pollinators Video Seed Dispersal Video Powerpoint & Graphic Organizer (Retrieved from www.kyrene.org/cms/lib2/AZ01001083/Centricity/.../Seed%20Dispersal%20PP.pptx Powerpoint on Seed Dispersal You might want to invite other classes to your room for a Gallery Walk and have each student in your class explain their exhibit.
Task 3 scoring guide Suggested informal progress monitoring checks: Observation journals should include recorded changes of the plant over time. Thumbs up Thumbs down Diorama
Week 6 S2L1a S2L1b S2L1c S2L1d
Task 3: Museum Exhibit Students create an exhibit for the Natural Life Cycle Museum that includes 1 plant, diorama of the life cycle of an animal, and a welcome letter that explains the life cycle of a plant and animal.
Teacher clarify any misconceptions about the following concepts: The life cycles of different living organisms (plants and animals). Animal’s role in dispersing seeds or in the pollination of plants.
Exhibit Welcome Letter Diorama
Rigorous Curriculum Design—Unit Planning Organizer Blank
Houghton Mifflin Harcourt™ is a trademark of Houghton Mifflin Harcourt Publishing Company. © Houghton Mifflin Harcourt Publishing Company. All rights reserved.
19
Pacing Priority (in bold) and Supporting
Standards
Engaging Learning Experiences
Core Instruction (in bold) and additional resources
Formative Assessments
Task 3 continued: Description of how the animal helps with the dispersing of seeds or the pollination of plants. Encourage students to use the vocabulary that they learned throughout the unit in their write up.
Week 7 S2L1a S2L1b S2L1c S2L1d
Final presentation of Life Cycles Diorama
Cumulative review for Unit 1 DSCD Unit 1 Post Assessment