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