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Understanding By Design Unit Template (Revised & adapted) Title of Unit Subject Earth Materials Grade Level Second Grade Science Time Frame September – November Developed By Stage 1 - Identify Desired Results Narrative about this Unit of Study: (including the Big Idea) In this unit we will learn that Earth is made up of different materials; including different types of rocks and soil. Rocks and soil can be classified according to texture, color and materials. We will also learn the effects of air, wind and water on the environment. Learning Outcomes – Identified Primary Standards What relevant goals will this unit address? PS 2.1d - Observe and describe the basic properties and components of soil: • Living components • Nonliving components PS 2.1d, PS 3.1b,c,d, PS 3.1e,f,g - Investigate different types of soil according to: • Color • Texture • Materials • Capacity to retain water PS 2.1d - Explore how erosion and deposition are the result of interactions between air, wind, water, and land. PS 3.1b,c, PS 3.1d,e - Observe and describe the physical properties of rocks (size, shape, color, presence of fossils). Compare and sort rocks by size, color, luster, texture, patterns, hardness/softness. PS 3.1f - Make clear that nonliving things can be human-created or naturally occurring. Speaking and Listening StandardsFrom September to October 2 1.Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). 2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on page 36 for specific expectations.) November 2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Language Standards September to October 2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use collective nouns (e.g., group). b. Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish). c. Use reflexive pronouns (e.g., myself, ourselves). d. Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told). e. Use adjectives and adverbs, and choose between them depending on what is to be modified. f. Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy). 2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies. a. Use sentence-level context as a clue to the meaning of a word or phrase. b. Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell). c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). d. Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark). e. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases. Understandings What understandings about the big ideas implied in the PLOs are desired? Students will understand that... The different layers of the earth are composed of different materials (Inner core, outer core, mantle, and crust) Living and nonliving components make up soil There are three types of soil (sand, clay, humus) and each type can be classified by their properties Air, wind and water change the land by erosion, weathering, and gravity Essential Questions What provocative questions will foster inquiry into the content? What materials make up Earth? How do air, wind and water change the land? Where can we find rocks? There are three types of rock (igneous, metamorphic, sedimentary) and each type can be classified by their properties Rocks and minerals can be found everywhere (beaches, waterbeds, mines, quarries, jewelry, buildings) Knowledge: What knowledge will student acquire as a result of this unit? Skills What skills will students acquire as a result of this unit? Students will know... Students will be able to… There are different types of soil There are living and non-living components of soil Erosion and deposition are the result of interactions between air, wind, water and land Rocks can be found in the mountains, canyons, riverbeds, etc. A Rock is made up of one or more mineral Minerals have properties like color, luster and hardness There are 3 types of rocks (igneous, sedimentary and metamorphic) Many things we use are made of rocks (buildings, jewelry) Nonliving things can be human created or naturally occurring Use senses and scientific tools (e.g. hand lense/magnifier, metric ruler, balance etc.) to observe, describe and classify rocks and soil using their physical properties. Investigate types of soil according to: color, texture, materials, capacity to retain water Classify rocks by arranging and distributing objects, events or information representing objects or events in classes according to some method or system Describe ways that humans use rocks Compare and contrast by identifying similarities and differences between or among objects, events, data, systems Identify variables by recognizing the characteristics of objects or factors in events that are constant and change. Observe by becoming aware of an object or event by using any of the senses (or extensions of the senses) to identify properties. Stage 2 – Assessment Evidence Performance Task Through what authentic performance task will students demonstrate the desired understandings, knowledge, and skills? Brief Written Description of the Performance Task Pre-Assessment Students will complete an activity assessing knowledge of content. Please see attached Pre-Assessment. Use the provided checklist to determine next steps. Monitor throughout the unit and use the checklist to track their growth in the “Mid’ section. Post-Assessment Students will complete the same activity as the Pre-Assessment showing knowledge gained. Please see the Attached Pre-Assessment. Use the provided checklist to show Post Assessment data. Other Evidence Through what other evidence – student work samples, observations, quizzes, tests, self-assessment or other means – will students demonstrate achievement of the desired results? Formative Assessment- Information will be gathered through small group and individual student conferences; teacher observations; student responses during science lessons experiments understanding the scientific method checklist Objective(s) Related to knowledge, skills or both? Week 1 &2: Introduction to Science Notebooks. Listed Aim or Learning Intention of Each Lesson. Table of contents Glossary Assessment Students will be able to use their science notebooks. Resources Science Notebooks Week 3: What materials make up the Earth (layers of the Earth) Week 4: Where can we find rocks? Forms of writing Sections Observations The Earth has 3 main layers core is made up of mostly metal; mantle is made of a thick, solid, rocky substance; crust is composed of igneous, metamorphic, and sedimentary rocks Rocks and minerals can be found all around us. Earth’s crust and part of its mantle are made of rock. Students understand the 3 layers of the Earth. Students understand that Earth is made up of rocks. Week 5: How do we classify rocks? Week 6: How do people use rocks in the present and the past? Rocks can be classified by its properties, like color, luster, texture, and hardness We use rocks and minerals in many different ways. Rocks and minerals are used to building materials for example, the steel in our buildings are made with iron, which is a mineral. The clay and glass used in our pottery and dishes are made of a mixture of rocks and minerals. We even need minerals to stay healthy, and we get them from a variety of different foods. Students understand how to classify rocks. Students understand how people use rocks. Week 7: What makes up soil? Soil is made up of: living (worms, insects, algae, bacteria) nonliving things (rocks, rotting plants, animal matter) Students understand what soil is made up of. Week 8: How do we investigate soil? We can investigate soil based on its: Students understand what to http://www.brainpopjr.com/science/ space/earth/ http://www.kidsgeo.com/geologyfor-kids/0019-inside-of-earth.php Let’s Go Rock Collecting: Subheading: Moes Scale of Hardness http://www.brainpopjr.com/science/ land/rocksandminerals/ http://www.brainpopjr.com/science/ land/rocksandminerals/ Week 9: How do air, wind, water change the land? color texture materials capacity to retain water Weathering: when rocks and minerals break down (ex: water slipping into cracks of rocks and then freezing which causes the cracks to expand) Erosion: when rocks and soil are carried away by water, wind, and air. look at when investigating soil. Students understand that changes in the Earth’s surface can be caused by air, wind, and water. Earth’s Changing Surface (Big Book) http://www.brainpopjr.com/science/lan d/slowlandchanges/ Universal Design for Learning REPRESENTATION The ‘what’ of teaching & learning.. Websites: Brainpopjr DiscoveryEducation Touchstone Text: National Geographic Rocks and Soil Let’s Go Rock Collecting: Subheading: Moes Scale of Hardness Earth’s Changing Surface (Big Book) Recommended Readings: Diary of a Worm by Doreen Cronin A Handful of Dirt by Raymond Bial Dirt: Jump into Science by Steve Tomecek ACTION & EXPRESSION The ‘how’ of teaching & learning… ENGAGEMENT The ‘why’ of teaching and learning… Field Trips: Suggested Trips: Museum of Natural History – FREE Collaborative learning Small group instructions Read Aloud/ Guided Reading/Writing Shared reading/writing Independent Reading/writing Graphic organizers How do I support students to understand and interact with knowledge and skills and then demonstrate what they know and understand in a range of ways? Question and questioning Multimedia Smart board lessons Explicit teaching Modeling Small group instructions Question and questioning techniques Modeling Listening centers Smart board activities National Geographic from the website that the school has brought Looking at Soil by Judith Rosenbaum Soil by Christin Ditchfield Jump Into Science Dirt by Steve “The Dirtmeister” Tomecek The Magic School Bus Inside the Earth by Joanna Cole & Bruce Degen The Magic School Bus Rocky Road Trip Investigating Rocks by Natalie Lunis & Nancy White National Geographic Rocks and Minerals From: Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development, ISBN # 0-87120-313-8 (pbk)