Documente Academic
Documente Profesional
Documente Cultură
ND
GRADE
JANEL SANDERS
STUDY OF WHO WE ARE AND WHERE WE COME FROM
Connecting earth systems and geographical variations within the land to our ancestors
discovering who we are and where we come from.
Common Core: Earth is made of materials that have distinct properties and provide
resources for human activities.
NGSS: Earth Systems-Processes that Shape the Earth
IB: Who We Are
TABLE OF CONTENTS
Parent Letter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Lessons:
1. Rock and Mineral Scavenger Hunt . . . . . . . . . . . . . . . . . . . 4
2. Soil Filtration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
3. What on Earth?! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
4. Changes in the Earth (web quest) . . . . . . . . . . . . . . . . . . 16
5. Change Happens . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
6. Past Lands . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
7. Mapping Our Land . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
8. Modeling Our Land . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
9. Researching My Land . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
10. Natural Disaster Solution Prototype . . . . . . . . . . . . . . . . 40
Whole Unit Summative Assessment . . . . . . . . . . . . . . . . . . . 43
Dear Parents/Guardians,
Over the next six weeks we will be embarking on a journey of self discovery to find out where we
come from and how that makes us unique individuals contributing to society.
This International Baccalaureate (IB) standard of Who We Are is an integrated curriculum tying all
subject matters together. In this letter I will inform you of our agenda for the science section of the
curriculum.
We will be diving into Earth Science learning about Earths properties, systems, changes, and
sustainability to life. While learning about these earthly features while traveling around the globe
learning about geographical variations in differing locations.
Our science unit lessons incorporate STEAM (Science, Technology, Engineering, Art, and
Mathematics) components addressing the many types of learners we have in our class. As we utilize
the Next Generation Science Standards (NGSS) we will be learning about the science practices,
focusing on the core ideas, and using cross cutting concepts through the 8 scientific common core
practices:
1. Asking questions (for science) and defining problems (for engineering)
2. Developing and using models
3. Planning and carrying out investigations
4. Analyzing and interpreting data
5. Using mathematics and computational thinking
6. Constructing explanations (for science) and designing solutions (for engineering)
7. Engaging in argument from evidence
8. Obtaining, evaluating, and communicating information
Throughout our educational journey we will be using the 21st Generation Skills 4 Cs which are
Creativity, Communication, Collaboration, Critical Thinking. These are life skills that students can
mimic out of the classroom in their everyday lives.
A goal of mine is to establish social and cultural competence within our classroom and hopefully
within your second graders as we learn more about each other and where we come from
appreciating and learning about our differences.
While we will be focused on content at the beginning of this unit, towards the end we will establish
student center learning where students take the content learned at the beginning of the unit
choosing an area to focus on for repetitive retention relating content concepts to something (in this
case, their native land).
At the end of the unit we will be inviting you to a presentation of Our Earth where students will
display their work including a portfolio and a 3D model prototype of a solution they designed for a
natural disaster problem that occurs in their native land.
If you have any questions, please contact me.
Sincerely,
Mrs. Janel Sanders
jsanders@sandiego.edu
Grade: 2
Time: 1 hour
STANDARDS
Common Core:
2-Earth Science
3.Earth is made of materials that have distinct properties and provide resources for human
activities. As a basis for understanding this concept:
a. Students know how to compare the physical properties of different kinds of rocks and
know that rock is composed of different combinations of minerals.
e. Students know rock, water, plants, and soil provide many resources, including food,
fuel, and building materials, that humans use.
Integrated Common Core:
2-Math: Measurement and Data
Represent and Interpret Data
10. Draw a picture graph and a bar graph (with single-unit scale) to represent a data
set with up to four categories. Solve simple put-together, take-apart, and compare
problems4 using information presented in a bar graph.
STEAM:
This is a science driven lesson that will incorporate an introduction of graphing (math) through
the rock and mineral charts the students will be creating. Technology is utilized as a research
tool.
IB:
Who We Are
An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and
spiritual health; human relationships including families, friends, communities, and cultures;
rights and responsibilities; what it means to be human.
Central Idea: Family histories affect who we are.
Key Concepts: Perspective, Causation, Reflection
Related Concepts: History, Traditions, Chronology
Lines of Inquiry:
The history of a family
How culture shapes personal identities
Where ancestors come from
The immigrations of families to the community
This is the foundation lesson for students to learn about earth as global practices are
imbedded in the research scavenger hunt as students discovery where in the world these rock
types can be found.
OBJECTIVES
Content:
Students will connect prior knowledge to create and answer questions they formulate
about minerals through a hands interactive discovery of rocks and minerals they find on
school grounds to create a rock chart learning about composition and properties of rock
types through the jigsaw method of teaching.
Key Vocabulary:
Cleavage
Composition
Density
Fracture
Igneous
Luster
Metamorphic
Mineral
Mohs Scale
Properties
Rock
Sedimentary
Soil
Streak
ASSESSMENT
Informal or Formative:
1. Once completing the worksheet for the research scavenger hunt, students will share
their findings to the teacher.
Teacher will determine if the group is ready to share knowledge based on information
students found and are providing.
If teacher determines work is adequate to share teacher will have students sign the
bottom of the worksheet signifying that he/she has checked students work.
2. Fill in Learned (middle section) of the KWL Chart (vein diagram) with students as they
tell you, the teacher, what they learned.
Formal or Summative:
Students will write the type of the rocks or minerals they found and their thinking as to
why they believe it is that type.
INSTRUCTIONAL STRATEGIES AND LEARNING TASKS
I. ANTICIPATORY SET
Motivation:
Watch a short video (link below) to set tone for the unit getting students excited to
learn about Earth Science and rocks and minerals for this lesson.
https://www.youtube.com/watch?v=T20RT0GgOB4
Read captions to students as the video plays.
Activate Prior Knowledge:
Ask students what they already know about rocks and minerals.
Have students formulate I wonder statements from what they already know and want
to know about rocks and minerals.
Create a KWL Chart (vein diagram) placing what students said they know in the Know
(left circle) and their I wonder statements in the Want to Know (right circle).
Name: _________________________________ Date: _________________
Topic: ______________________________________________
Color
Luster
Streak
Density
Breakage
Location
(Cleavage or Fracture)
I, _______________________________, am an expert in this subject and am ready to
share my knowledge with my fellow earth science colleagues.
Soil Filtration
Grade: 2
Time: 1 hour
STANDARDS
Common Core:
2-Earth Science
3.Earth is made of materials that have distinct properties and provide resources for
human activities. As a basis for understanding this concept:
b. Students know smaller rocks come from the breakage and weathering of
larger rocks.
c. Students know that soil is made partly from weathered rock and partly from
organic materials and that soils differ in their color, texture, capacity to retain
water, and ability to support the growth of many kinds of plants.
e. Students know rock, water, plants, and soil provide many resources, including
food, fuel, and building materials, that humans use.
STEAM:
This is a highly science driven lesson that incorporates a science experiment and uses
technology as a research tool.
IB:
Who We Are
An inquiry into the nature of the self; beliefs and values; personal, physical, mental,
social and spiritual health; human relationships including families, friends, communities,
and cultures; rights and responsibilities; what it means to be human.
Central Idea: Family histories affect who we are.
Key Concepts: Perspective, Causation, Reflection
Related Concepts: History, Traditions, Chronology
Lines of Inquiry:
This lesson and experiment will incorporate global discoveries of the different types of soil
that is found around the world and how that soil that provides vegetation variants among
the world.
OBJECTIVES
Content:
Students will learn about soils properties and composition and its ability to retain water
and support the growth of many types of plants providing resources for human use.
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Key Vocabulary:
Bed rock
Decompose
Humus
Minerals
Organic Matter
Organisms
Soil
Ecosystem
Vegetation
ASSESSMENT-
Informal or Formative:
Collect experiment papers and review data, analysis, and conclusion.
Formal or Summative:
Collect location worksheet to review.
INSTRUCTIONAL STRATEGIES AND LEARNING TASKS
I. ANTICIPATORY SET
Motivation:
Set up bowls with different types of soil. Have students feel with their bare hands each
soil, noting differences they see and feel.
Bowl 1 Sand
Bowl 4 - Dirt
Bowl 2 Clay
Bowl 5 Gardening Soil
Bowl 3 Humus
Bowl 6 - Gravel
Modeling:
Go over the scientific method with students to utilize as they are conducting their
experiment.
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Materials:
6 bowls
Dirt
Humus
Sand
Gardening Soil
Test Tubes
Clay
Gravel
Plastic Spoon
Name: __________________________________ Date: ________________
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Soil Inquiry
Directions: Relate knowledge and understanding from the Soil Filtration lesson to
your native land. Research the following components in the box and describe their
appearance from your research. Then answer the following questions.
Location: ____________________________________________
Ecosystem
Vegetation
Land
Soil
Infer water usage: ______________________________________________
_____________________________________________________________
Infer human impact on vegetation: ________________________________
_____________________________________________________________
Infer what the land looked like long ago before human influence:
_____________________________________________________________
______________________________________________________________________
13
What on Earth?!
Grade: 2
Time: 45 minutes
STANDARDS
NGSS:
2. Earth System: Processes that shape the Earth
2-ESS2-2 Develop a model to represent the shapes and kinds of land and bodies of
water in an area.
2-Ess2-3 Obtain Information to identify where water is found on Earth and that it can
be solid or liquid.
STEAM:
This lesson is science orientated and focuses on scientific information.
IB:
Who We Are
An inquiry into the nature of the self; beliefs and values; personal, physical, mental,
social and spiritual health; human relationships including families, friends, communities,
and cultures; rights and responsibilities; what it means to be human.
Central Idea: Family histories affect who we are.
Key Concepts: Perspective, Causation, Reflection
Related Concepts: History, Traditions, Chronology
Lines of Inquiry:
The history of a family
How culture shapes personal identities
Where ancestors come from
The immigrations of families to the community
This lesson allows students to learn about geographical features including land
formations and bodies of water around the world.
OBJECTIVES
Content:
Students will learn the types of land formations and and bodies of water while locating
them to where they can be found around the world.
Key Vocabulary:
Bay
Channel
Cliff
Coast
Coral Reef
Cove
Dune System
Estuary
Gulf
Island
Lagoon
Ocean
Peninsula
River
Sea
Cave
Shore
Tide pool
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Volcano
Canyon
Mountains
Rock formations
Valley
Swamp
Bayou
River
Flood plain
Gorge
Marsh
Lake
Spring
Stream
Waterfall
Sink hole
Beach
Pond
Glacier
Ice Cap
Hill
Mesa
Plain
Plateau
Trench
ASSESSMENT
Informal or Formative:
Teacher will be walking around the room as students are marking which land formation
is pictured taking note of anything witnessed.
Formal or Summative:
Teacher will use the location posters to review and gage level of understanding.
INSTRUCTIONAL STRATEGIES AND LEARNING TASKS
I. ANTICIPATORY SET
Motivation:
Inform students today they are going to travel world and discover its natural beauties.
Activate Prior Knowledge:
Ask students if they have ever vacationed anywhere.
Have students say where and what the natural environment looked like.
II. INSTRUCTION AND MODELING (Best Practice Strategies)
Instruction:
Show pictures of land formations and bodies of water on the board teaching students
about its characteristics and location.
Modeling:
Go over safe practices when playing the game.
15
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Grade: 2
Time: 45 minutes
STANDARDS
Common Core:
2-Earth Science
3.Earth is made of materials that have distinct properties and provide resources for human
activities. As a basis for understanding this concept:
b. Students know smaller rocks come from the breakage and weathering of larger rocks.
NGSS:
2. Earth Systems: Processes that Shape the Earth
2-ESS1-1 Use information from several sources to provide evidence that Earth events
can occur quickly or slowly.
STEAM:
This science lesson will be done with the use of technology from webquest.com as well
as the internet as a research tool.
IB:
Who We Are
An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social
and spiritual health; human relationships including families, friends, communities, and
cultures; rights and responsibilities; what it means to be human.
Central Idea: Family histories affect who we are.
Key Concepts: Perspective, Causation, Reflection
Related Concepts: History, Traditions, Chronology
Lines of Inquiry:
The history of a family
How culture shapes personal identities
Where ancestors come from
The immigrations of families to the community
This lesson will go global as students will learn natural disasters that occur in different
parts of the world.
OBJECTIVES
Content:
Students will learn about natural disasters and where they occur.
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Key Vocabulary:
Erosion
Volcanic Eruption
Land Slide
Earth Quakes
ASSESSMENT
Informal or Formative:
Teacher will walk around taking notes of students.
Formal or Summative:
Collect papers of students ancestry place of origin natural disasters to read and
distinguish level of understanding.
INSTRUCTIONAL STRATEGIES AND LEARNING TASKS
I. ANTICIPATORY SET
Motivation:
Inform students they will be learning about some natural disasters in this lesson and
they will use the information they learn in their engineering project they will later do.
Activate Prior Knowledge:
Ask students if they know what a natural disaster is and what types of natural disasters
are there?
II. INSTRUCTION AND MODELING (Best Practice Strategies)
Instruction:
Slip class up into eight groups. Assign a natural disaster from the web quest lesson to a
group (there will be two of each).
Modeling:
Discuss best teaching and student interaction practices for the jigsaw method of
teaching.
III. GUIDED PRACTICE
Students will interactively work on the web quest lesson (link below) only doing the natural
disaster they were assigned to.
http://questgarden.com/48/54/1/070409194606/index.htm
IV. CLOSURE (Student summary of learning)
Students will return to their home teams and teach the other students about the natural
disaster they interacted with on web quest.
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19
Change Happens
Grade: 2
Time: 2 hours
STANDARDS
Common Core:
2-Earth Science
3.Earth is made of materials that have distinct properties and provide resources for human
activities. As a basis for understanding this concept:
b. Students know smaller rocks come from the breakage and weathering of larger
rocks.
c. Students know that soil is made partly from weathered rock and partly from organic
materials and that soils differ in their color, texture, capacity to retain water, and ability
to support the growth of many kinds of plants.
NGSS:
2. Earth Systems: Process that Shape the Earth
2-ESS1-1 Use information from several sources to provide evidence that Earth events
can occur quickly or slowly.
2-ESS2-1 Compare multiple solutions designed to slow or prevent wind or water from
changing the shape of the land.
STEAM:
This is a science driven lesson that includes a science experiment and is a anticipatory step
to our engineering project.
IB:
Who We Are
An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social
and spiritual health; human relationships including families, friends, communities, and
cultures; rights and responsibilities; what it means to be human.
Central Idea: Family histories affect who we are.
Key Concepts: Perspective, Causation, Reflection
Related Concepts: History, Traditions, Chronology
Lines of Inquiry:
The history of a family
How culture shapes personal identities
Where ancestors come from
The immigrations of families to the community
This lesson provides a framework for what happens around the world and how weather and
erosion creates diverse geographical features around the world.
20
OBJECTIVES
Content:
Students will learn and understand the different types of weathering and erosion and the
factors they play on rocks and minerals causing Earth to change over time placing events
in chronological order.
Key Vocabulary:
(Vocabulary in previous lessons from this unit)
ASSESSMENT
Informal or Formative:
Teacher will walk around noting level of content understanding and difficulty as
experiment is taking place.
Gage understanding through answers students provide from questions.
Formal or Summative:
Have students write one thing they learned from each station.
Have students chose one weathering or erosions type and have them write a solution
to the problem it causes.
INSTRUCTIONAL STRATEGIES AND LEARNING TASKS
I. ANTICIPATORY SET
Motivation:
Describe the hands on interactive day the students will have as they will take what they
learn in this lesson and apply it to their engineering project.
Activate Prior Knowledge:
Ask students to think of a land formation we previously learned and ask if they know how
they were created.
II. INSTRUCTION AND MODELING (Best Practice Strategies)
Instruction:
Briefly describe the stations the students will be going to.
Modeling:
Go over classroom rules and best practices for time management.
III. GUIDED PRACTICE
Students will have 6 minutes at each station to complete the activities on weathering and
erosion.
The stations are as follows:
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Station 1
Materials:
One clear plastic cup per student pair A marker to label and mark the cups
At this station, students will do a test to show that water expands as it freezes by filling a cup with water and
marking the water level on the cup before freezing and after freezing. Comparing the before to after freezing
water level, they should make predictions on how this particular behavior of water will impact rocks. Students
will need to set this up on Day 1, place their cups in the freezer, and observe again on Day 2.
Station 2
Materials:
2 copper pennies (before the year 1981 works the best) per student pair 2 beakers per student pair
1 tsp. of salt (the salt makes the reaction go more quickly)
A teaspoon
Vinegar
Water
Pair of tweezers to remove the penny on Day 2 A marker and tape to label the beakers
Here students test the effect of acid rain (modeled using vinegar and salt) on copper-bearing rocks
(pennies). Students should place a penny in each cup. In one cup (the acid rain experiment) they should
sprinkle 1/2 tsp. of salt over the pennies and then pour enough vinegar in to cover the penny. This cup should
be labeled acid rain. In the other cup, they should cover the penny with water and label it uncontaminated
rain. Students should record their observations initially, after 10 minutes, and again the following day.
Station 3
Materials:
2 Alka-Seltzer or other brand antacid tablets per student pair Pair of tweezers to remove tablet
A small beaker
Water
Timer or clock
This experiment will test the effect water has on carbonate rocks (Alka-Seltzer tablets). Students should
place one tablet in the small beaker or bowl and cover with water. They should make observations during the
first few minutes of the experiment and after about 3 minutes (the tablet will be completely dissolved after
about 5 minutes) remove the tablet from the water and compare its surface to the second tablet that was not
immersed in water to get information about how water affects carbonate rocks. Students will need to clean the
used beaker after their experiment to make sure it is ready for the next group to use.
Station 4
22
Materials:
2 pieces of chalk per student pair
A mortar and pestle
Pair of tweezers for removing the rocks Water
Vinegar
2 small beakers
At this station, students will test the effect of water and acid rain on limestone (chalk). Depending on the
state of the chalk you provide, they may need to crush it up a bit using the mortar and pestle. Make sure they
dont crush it too fine or it will simply mix with the liquids and dissolve immediately. You want students to have
some small pieces of chalk about the size of pebbles to observe the changes. Then they should put equal
amounts of the chalk pieces in the 2 beakers. In one beaker, cover the chalk with water. In the other, cover it
with vinegar. Make observations of what happens to the surfaces of the rocks in each situation. Students can
take the rocks out of the solutions to observe if that is easier. At this station, students will need to clean the
mortar and pestle and the beakers after their experiment so they are ready for the next group to use.
Station 5
Materials:
Super-fine iron wool (1 clump per student pair) (this can be found in paint or hardware stores; the steel wool
you find in grocery stores is usually stainless steel and will resist rust)
Pair of tweezers for removing the iron wool Water
One small beaker per student pair
Tape and a marker to label beaker with
In this experiment, students will place a clump of iron wool in the beaker and cover it with water. They should
make observations of the wool before it is placed in water and then return the next day to remove it and make
a second set of observations. Make sure they label the beaker so they will know which one is theirs the
following day. This models the effect of water on iron-bearing rocks.
Station 6
Materials:
Sugar cubes (approximately 5-7 per student pair) One baby food jar or canning jar with lid
Gravel (one handful per student pair)
To model how erosion breaks down rocks for instance when rocks are tumbled with sand in the ocean or a
river, students will put sugar cubes and a small handful of gravel into a jar with a lid. The sugar cubes
represent a softer type of rock and the gravel a harder rock type. Students will shake the jar vigorously for
about 5 minutes and make observations about what happens to the softer rocks (the sugar cubes). They will
need to clean out the jar after their experiment to have it ready for the next group.
Station 7
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Materials:
Sandpaper (a 50 grain or similarly coarse sandpaper will work best for this) (1 small piece per student pair)
Rough samples of a soft stone such as calcite, limestone, dolomite, fluorite, rhyolite or similar stone with a
hard- ness of about 3-4 on the Mohs hardness scale.
In this investigation, students will explore how wind erosion can erode rocks. Due to the impracticality of using
actual blowing sand against rocks, sandpaper will substitute. Students should choose a rock sample that has
not been used by any previous groups and sand it down for their 5-10 minutes at the station. If you can have
multiple rock types avail- able, they can compare how different rock types affect the rate of erosion. They
should record initial and final observations of the rock surfaces. You will need to make sure students set aside
the already used rock samples when theyve finished so that the next group to arrive at the station doesnt
inadvertently use the same ones and find that there is no change in the look and feel of the surface since its
already been sanded!
Station 8
Materials:
Water
A beaker with a pouring lip
Shallow pan (an 8x8 baking dish works well)
Dry sand (enough for each student pair to fill the shallow pan once)
To make observations of splash erosion, students will need to pack the shallow pan with dry sand and then
drop or pour water from the beaker onto the surface to make observations of how dropping water can erode
rock surfaces. They can start this with the dry sand and as it gets wet, repack it and smooth it down and try
again to make observations of the differences. Students can also mound the dirt up into piles and sprinkle
water over the piles to simulate rain and notice some interesting shapes appearing in the sand. If you can find
one, you may want to have a sample of rock with a hole eroded into it at the lab station to demonstrate how
solid rock (in place of the packed sand) that has water dripping on it for a long period of time can wear down.
When each student pair is finished, you will need to provide them some place to dispose of the wet, used sand
so that the next group can start with a pan of dry sand.
Station 9
Materials:
Large pan (a turkey roasting pan or plastic tub works well)
2-3 textbooks
Dirt (enough to fill the pan a few times over depending on your class size) Water
Beaker with a pouring spout
Students will model erosion on slopes by creating a hillside of packed dirt in a pan that is propped up using
heavy textbooks. Students should pour water down the hill and observe erosion. Make sure students repack
the dirt for the next group. You will need to keep an eye on this station because depending on how many
student pairs you have rotating through the stations, you may need to replace the packed dirt if/when it gets
too water-logged to effectively complete this demonstration.
Station 10
24
Materials:
Large pan (a turkey roasting pan or plastic tub works well) Water
Sand (enough to make a beach at one end of the pan)
Demonstrate beach erosion in this experiment by using a pan of sand with enough water to slosh back and
forth when it is picked up and moved. Have students make a sand pile at one end and then slide the pan back
and forth to create wave motion. You might start by putting the amount of water in the pan that you feel is
safe for students to slosh around. Provide them with a bucket or bowl to put any used wet sand into after their
turn. Ask them to make predictions about what would happen to larger rocks undergoing this process over
long periods of time. You could have a piece of sea glass sitting at this station to provide some evidence of
how this process can erode solid materials.
Station 11
Materials needed by teacher:
To make the mini glaciers you will need ...
small plastic bowls (1 per student pair) gravel and sand (a handful per bowl)
water
Fill the bowl half full of water and throw in some sand and gravel. Freeze overnight. The following day, throw
more sand and gravel on top of the already frozen water and fill again with water to freeze again. You should
then have a mini glacier with some sand and gravel distributed throughout the ice.
Materials needed by students:
A mini glacier
A thick layer of clay (about the length and width of a brick) A brick (1 brick for every 2 pairs of students)
Students will model glacial erosion by moving their mini glacier slowly over the clay and/or the brick surface.
Each group will need their own mini glacier since it will melt over the course of their 10-15 minutes at the
station. This melting process will leave sand, gravel, and water all over the area where students are
experimenting, so if needed you may want to have them do all of this in a large pan or a surface that is okay
to get wet and dirty. Students should make observations of the surfaces of the bricks and clay. Make sure they
actually feel the bricks surface. Although the texture of the brick changes as it is eroded, its appearance can
be quite similar before and after, so touching it before and after will give students a better idea of how eroded
it is. The clay should show very clear markings where the sand and gravel scraped over it. The bricks will
smooth out very quickly, so youll need a brick for every two groups (one side per pair of students).
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26
Past Lands
Subject: Earth Science
Topic: Fossils
Grade: 2
Time: 30 minutes
STANDARDS
Common Core:
2-Earth Science
3.Earth is made of materials that have distinct properties and provide resources for human
activities. As a basis for understanding this concept:
d. Students know that fossils provide evidence about the plants and animals that lived
long ago and that scientists learn about the past history of Earth by studying fossils.
e. Students know rock, water, plants, and soil provide many resources, including food,
fuel, and building materials, that humans use.
STEAM:
This science lesson will incorporate technology with an understanding of math placing things
in order.
IB:
Who We Are
An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social
and spiritual health; human relationships including families, friends, communities, and
cultures; rights and responsibilities; what it means to be human.
Central Idea: Family histories affect who we are.
Key Concepts: Perspective, Causation, Reflection
Related Concepts: History, Traditions, Chronology
Lines of Inquiry:
The history of a family
How culture shapes personal identities
Where ancestors come from
The immigrations of families to the community
This lesson will allow students discover what their native land looked like in years past
including its inhabitants.
OBJECTIVES
Content:
Students will learn the process of fossilization and earth systems impact on preserving
history as humans infer what the land looked like years ago.
Key Vocabulary:
Amber
Casts
Fossil
Fossilization
Geologic Time Scale
Impressions
Matrix
Paleontology
Strata
Radio Carbon Dating
27
ASSESSMENT-
Informal or Formative:
Collect students paper of the three fossils they created from the game.
Formal or Summative:
After the game interaction and discussion have students write if they were a
paleontologist what would they discover about their native lands past.
INSTRUCTIONAL STRATEGIES AND LEARNING TASKS
I. ANTICIPATORY SET
Motivation:
Inform students they will be playing a game.
Activate Prior Knowledge:
Ask students what they know about dinosaurs and how people know they existed if
humans were not around.
II. INSTRUCTION AND MODELING (Best Practice Strategies)
Instruction:
Give a whole class lesson on fossilization through pictures displayed on the board utilizing
the key terms and students prior knowledge.
Modeling:
Discuss best technology practices.
III. GUIDED PRACTICE
Students will play Fossil Fabricator (see link below) while recording three fossils they
created on the worksheet (attach under lesson).
Game - http://www.wonderville.ca/asset/fossil-fabricator
IV. CLOSURE (Student summary of learning)
Students will share their fossils with an elbow partner.
As a whole group discuss how this science could be used on
more than just dinosaurs.
V. INDEPENDENT PRACTICE (Summative assessment)
Have students write what they could discover about their native land as paleontologists.
INSTRUCTIONAL RESOURCES AND MATERIALS
Instructional Resources:
Game website - http://www.wonderville.ca/asset/fossil-fabricator
Materials:
One on one electronic device
Pictures of Paleontology
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Name: __________________________________ Date: _________________
Fossil Fabrication
Directions: Create three fossils from the Fossil Fabrication Game and record what you
created.
Game Site URL: http://www.wonderville.ca/asset/fossil-fabricator
Fossil 1:
How did your dinosaur die? _______________________________________
Where did your dinosaur die? _____________________________________
What effects happened over time? _________________________________
How were the bones exposed? ____________________________________
What was your fossil? ___________________________________________
If a fossil could not be created, why? _______________________________
_____________________________________________________________
Fossil 2:
How did your dinosaur die? _______________________________________
Where did your dinosaur die? _____________________________________
What effects happened over time? _________________________________
How were the bones exposed? ____________________________________
What was your fossil? ___________________________________________
If a fossil could not be created, why? _______________________________
_____________________________________________________________
Fossil 3:
How did your dinosaur die? _______________________________________
Where did your dinosaur die? _____________________________________
What effects happened over time? _________________________________
How were the bones exposed? ____________________________________
What was your fossil? ___________________________________________
If a fossil could not be created, why? _______________________________
_____________________________________________________________
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Subject: Earth Science
Topic: Maps
Grade: 2
Time: 45 minutes
STANDARDS
Common Core:
2-Math: Measurement and Data
1. Measure the length of an object by selecting and using appropriate tools such as
rulers, yardsticks, meter sticks, and measuring tapes.
2. Measure the length of an object twice, using length units of different lengths for the
two measurements; describe how the two measurements relate to the size of the unit
chosen.
3. Estimate lengths using units of inches, feet, centimeters, and meters.
4. Measure to determine how much longer one object is than another, expressing the
length difference in terms of a standard length unit.
Represent and interpret data.
9. Generate measurement data by measuring lengths of several objects to the nearest
whole unit, or by making repeated measurements of the same object. Show the
measurements by making a line plot, where the horizontal scale is marked off in whole-
number units.
10. Draw a picture graph and a bar graph (with single-unit scale) to represent a data set
with up to four categories. Solve simple put-together, take-apart, and compare
problems4 using information presented in a bar graph.
NGSS:
2. Earth Systems: Processes that Shape the Earth
2-ESS2-2 Develop a model to represent the shapes and kinds of land and bodies of
water in an area.
STEAM:
This lesson takes the science of mapping as students will draw their land on graph paper and
create a scale to represent the actual size of their land.
IB:
Who We Are
An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social
and spiritual health; human relationships including families, friends, communities, and
cultures; rights and responsibilities; what it means to be human.
Central Idea: Family histories affect who we are.
Key Concepts: Perspective, Causation, Reflection
Related Concepts: History, Traditions, Chronology
Lines of Inquiry:
The history of a family
How culture shapes personal identities
Where ancestors come from
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For this lesson students are drawing the land of where their ancestors resided.
OBJECTIVES
Content:
Students will learn and understand measurement while being introduced to measurement
conversation when graphing their land.
Key Vocabulary:
NA
ASSESSMENT-
Informal or Formative:
Collect students rough draft sheet that shows their unit measurement and conversions.
Formal or Summative:
The finished product will be the formal assessment.
INSTRUCTIONAL STRATEGIES AND LEARNING TASKS
I. ANTICIPATORY SET
Motivation:
Show the students various types of maps relating the idea that they all look different.
Activate Prior Knowledge:
Review measurement with the students which they have previously learned in math.
II. INSTRUCTION AND MODELING (Best Practice Strategies)
Instruction:
Measure the graph paper squares with the students.
Give an introductory lesson on unit conversion (this is not a second grade standard and
will not be the focus for this lesson, just explain the concept).
Have students create a key with this conversion.
Modeling:
Explain to students they will not be expected to know or understand unit conversion,
just the measurements they conducted for their math.
III. GUIDED PRACTICE
Have students look at a variety of maps of their location including Google Earth to visually
see their land and the geographical features their map must contain.
Have students draw a rough draft then a final draft.
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Grade: 2
Time: 3 hours
STANDARDS
NGSS:
2. Earth Systems: Process that Shape the Earth
2-ESS2-2 Develop a model to represent the shapes and kinds of land and bodies of
water in an area.
STEAM:
This lesson brings sculpting into science as students will create their own dough and sculpt
land formations of their land.
IB:
Who We Are
An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social
and spiritual health; human relationships including families, friends, communities, and
cultures; rights and responsibilities; what it means to be human.
Central Idea: Family histories affect who we are.
Key Concepts: Perspective, Causation, Reflection
Related Concepts: History, Traditions, Chronology
Lines of Inquiry:
OBJECTIVES
Content:
Students further understand land formations and bodies of water through this visual and
hands on activity while noting geographical variations among other students lands.
Key Vocabulary:
(Terms previously used in lesson What on Earth?!)
ASSESSMENT
Informal or Formative:
Collect the sheet of paper students wrote which land formations and bodies of water
will be represented in their model.
Formal or Summative:
The final product of the model which includes geographical features will be the formal
assessment.
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Researching My Land
Grade: 2
Time: 3 hours
STANDARDS
Common Core:
2-ELA
Reading Informational Text
Key Ideas and Details
1. Ask and answer such questions as who, what, where, when, why, and how to
demonstrate understanding of key details in a text.
3. Describe the connection between a series of historical events, scientific ideas or
concepts, or steps in technical procedures in a text.
Integration of Knowledge and Ideas
7.Explain how specific images (e.g., a diagram showing how a machine works)
contribute to and clarify a text.
Writing
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STEAM:
This lesson allows students to partake on scientific research learning more about their native
land.
IB:
Who We Are
An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social
and spiritual health; human relationships including families, friends, communities, and
cultures; rights and responsibilities; what it means to be human.
Central Idea: Family histories affect who we are.
Key Concepts: Perspective, Causation, Reflection
Related Concepts: History, Traditions, Chronology
Lines of Inquiry:
The history of a family
How culture shapes personal identities
Where ancestors come from
The immigrations of families to the community
This lesson has students conduct scientific research on their land which they will then share
with their classmates to learn about other locations.
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OBJECTIVES
Content:
Students will research their land decoding informational text identifying key concepts that
apply to information they are inquiring about.
Key Vocabulary:
(Any vocabulary that applies to their native land)
ASSESSMENT
Informal or Formative:
Teacher will walk around noting students works and progress.
Teacher will collect research sheets the students filled out.
Formal or Summative:
Teacher will revise rough draft essay.
INSTRUCTIONAL STRATEGIES AND LEARNING TASKS
I. ANTICIPATORY SET
Motivation:
This topic is completely related to the student as they are researching the land in which
their ancestors came from as students learn more about who they are and where they
come from.
Activate Prior Knowledge:
Students will utilize previous work the did from the other lessons in this unit to support
their research.
II. INSTRUCTION AND MODELING (Best Practice Strategies)
Instruction:
Go over the research sheet the students will be filling out as they are researching their
land.
Instruct students on close reading guidelines when decoding informational text by
utilizing the appropriate annotations:
-Star important fact sentences
-Circle important words
-Underline words you dont know or understand
-Question mark by something you have a question about
-Mark a C next to connections
-Put a heart by what you like
Instruct students to use mark these annotations on their research materials.
Modeling:
Do one informational text close reading annotations with the class on the board.
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Name: __________________________________ Date: __________________
Research Sheet
Soil
Land Formations
Bodies of Water
Natural Disasters
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Grade: 2
Time: 4 hours
STANDARDS
NGSS:
2. Earth Systems: Processes that Shape the Earth
2-ESS2-1 Compare multiple solutions designed to slow or prevent wind or water from
changing the shape of the land.
STEAM:
This is an engineering project the students will design.
IB:
Who We Are
An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social
and spiritual health; human relationships including families, friends, communities, and
cultures; rights and responsibilities; what it means to be human.
Central Idea: Family histories affect who we are.
Key Concepts: Perspective, Causation, Reflection
Related Concepts: History, Traditions, Chronology
Lines of Inquiry:
The history of a family
How culture shapes personal identities
Where ancestors come from
The immigrations of families to the community
This lesson will have students solve a natural disaster problem that occurs in their native
land. Students will learn about other parts of the world from other students.
OBJECTIVES
Content:
Students will think critically and be creativity by designing a prototype that will solve a
natural disaster problem their native land faces by understanding the natural disaster and
geographical features of the land.
Key Vocabulary:
(students will use vocabulary specific to their location)
ASSESSMENT
Informal or Formative:
Teacher will walk ask students to show him/her there problem and solution paper and
instruct them to think deeper or move on to the next step.
Formal or Summative:
The teacher will ask the student questions about their blue prints.
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The whole unit summative assessment will be divided into two parts:
1. Portfolio
Students will create a folder of all their work they did for this lesson organizing it by
date and lesson title.
Students will create a cover page, table of contents, and reflection sheet.
Students will grade their own work as a self assessment following the same rubric the
teacher will be grading with.
Teacher will grade the portfolio based on the following rubric (see below) after the
presentation.
2. Performance
Parents, guardians, care givers, and other family members will be invited to
presentation of the students work.
Students will be placed in stations with their work portfolio and 3D model on their
desk.
Audience will be given a station sheet (see below) to fill out as they walk around to
see students work and ask them the following questions (on sheet) to find out what
they learned.
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Welcome Parents and Guardians to our Earth Science Presentation of Native Lands.
1. Walk around and enjoy the students hard work.
2. Approach students and ask questions about their project.
Questions you might ask the students:
What is the ecosystem of your native land?
What rocks, minerals, and soil is in your native land?
What geographical features are in your native land?
What natural disasters occur in your native land?
What does your prototype do?
How will it solve the problem?
3. Write celebrations for students you spoke to.
When finished please in the complete bin. Thank you for your participation!
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