Download Understanding By Design Unit Template

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...
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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?
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What materials make up Earth?
How do air, wind and water change the land?
Where can we find rocks?
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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…
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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
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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.
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Table of contents
Glossary
Assessment
Students will be able to use their
science notebooks.
Resources
Science Notebooks
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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.
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Students understand that Earth
is made up of rocks.
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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.
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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/
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Week 9: How do air, wind, water
change the land?
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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
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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?
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Question and questioning
Multimedia
Smart board lessons
Explicit teaching
Modeling
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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)