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EDC 274
M8A1
Signature Assignment
Integrated Unit
Unit Outline:
Grade Level: 2
Standards:
Science
• Identify how diverse people and/or cultures, past and present, have made important
Social Studies
• Discuss examples of responsible citizenship in the school setting and in stories about the
ELA
2.W.1
Write opinion pieces in which they introduce the topic or book they are writing about, state an
opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to
Key Terms:
Key People:
Amelia Earhart
Martin Luther King Jr.
Neil Armstrong
Jane Goodall
Ben Franklin
The Wright Brothers
Sally Ride
George Washington Carver
Alexander Graham Bell
Mae C. Jemison
Charles Drew
Rachel Carson
Galileo
Thomas Edison
Requisite Knowledge:
Students should understand how to write an opinion statement & paragraph development of an
opinion. Students should have a concept of rights and laws and how they are meant to protect us.
Students should be aware that people in the United States have varied backgrounds.
Students will point new knowledge toward the development of an opinion piece.
Overall Description:
Students will be introduced to the idea that kids are scientists through a read-aloud, “What is a
Scientist?” by Barbara Lehn. Then, students will embark on a journey that allows them to travel
through time and space, uncovering pieces of our past that should be celebrated and others that
should be learned from. To begin, students will participate in a project-based lesson that invites
discussions that allow them to learn about the opportunities each of them have in the careers of
math and science. Students will ponder higher-level thinking questions, making them aware of
some gender biases that still exist today. Moving forward, students will be introduced to key
people from our nation’s past that that stood up to inequality. For example, Amelia Earhart, who
challenged gender inequality and Martin Luther King Jr., who challenged racial inequality.
Students will chart what characteristics of Amelia Earhart and Martin Luther King Jr. exhibited
that made them examples of responsible citizens. Students will learn more about what a
responsible citizen looks like and how we can contribute by being responsible citizens in our
own communities and schools. Lastly, students will develop opinion pieces. Students will choose
a focal person from a list of key people derived from the sciences. Students will share their
opinion (“I think ___________ is/was a responsible citizen.”). They should persuade others in
Studies, and English/Language Arts to allow students a fuller, deeper, and more authentic
To begin, I will combine ELA and Science in a read-aloud about what makes up a
scientist. Students will pull ideas from the text and brainstorm examples of their own to support
I will also discuss and apply metacognition across a variety of different lessons, putting
the students in the driver’s seat. To start, children will be prompted to think about why it is
important to learn about the many careers available in math and science. Students will be
stretched further to brainstorm reasons children could be detoured from wanting a career in
science. Later, students will engage in a meaningful discussion about how careers in math and
science are presented to children and how careers in science could be presented in a more gender
neutral way. I will explicitly refer to and define metacognition as “driving their brains” to help
Next, students will have the opportunity to explore key people from history who stood up
to inequality and compile a list of characteristics about each. I will help model for students by
talking through my thinking when I tie the characteristics of MLK and Amelia Earhart to the idea
of responsible citizenship.
Then, students will be able to choose who they want to research/learn about from a list of
key people derived from the sciences to help them write a well-supported opinion. Is ______ a
responsible citizen? Why/why not? This is another component of metacognition which motivates
and engages students at a higher degree (choice). I will use the cross-disciplinary skills approach
Students will end this unit by writing opinion pieces. I will use the disciplinary approach
and refer to the students as masterful writers and researchers throughout the process. For
example, “How would a masterful writer support his/her opinion?” and “How would a researcher
record his/her findings?”. This unit will be successful because of the way the material is
Opinion pieces/research.
Lesson #1
Subject: ELA & Sci. Topic: What is a Scientist?/ Grade Level: 2 Duration: 45
Kids are Scientists too!
List of Materials, Handouts, Rubrics, and other Documents:
ELA
(2.L.5)
Learning Objective
§ Choose ONE level of Objective: SWBAT…
complexity from Bloom’s
Revised Taxonomy. illustrate a book page using action verbs/ideas from What is a
§ Write ONE objective that leads Scientist? (to demonstrate understanding that kids are scientists too.)
toward mastery of the focal
standard
§ Must be ONE simple sentence Kid-Friendly Objective:
with at least two parts: learning
(the content) and behavior (the I can… prove that kids are scientists through drawing and writing.
cognitive process).
§ Must be specific, measurable,
and realistic.
Est Anticipatory Set
# of § Sometimes called a TW pass out a blank post-it note to each student.
Min "hook" to grab the
student's attention SW engage with the objective by…
10 § Students must state the
OBJECTIVE &
TPS
PURPOSE
§ Activates prior 1) Drawing a picture to represent a “scientist”.
knowledge of the 2) Sharing their picture with a partner and explaining why their
objective picture represents science.
§ Requires active 3) Pressing their post-it note picture to the board on the left side
participation from ALL
of a T chart drawn by the teacher.
learners
See below.
SW also raise their hands to share ideas with the group about…
I can… prove that kids are scientists through drawing and writing.
When I do… I will be able to relate better with the scientists we are
going to learn about in this unit.
Est Teaching-Input
# of Using effective and varied TW pass out a piece of paper to each student with an essential
Min strategies, the teacher question at the top: “What do scientists do?”
provides information and
10 vocabulary students will need
in order to grasp the concept,
SW engage in a read aloud, “What is a Scientist” by Barbara Lehn, by
strategy, or skill.
writing down action verbs from the book that help answer the essential
question.
SW share ideas with a partner about the verb they will use to
support the idea that they are scientists and the picture they
might draw to go with it.
Est Closure
# of § ALL students must SW engage with the objective by…
Min engage in brief closure
5 activity to cement Sharing what they did today with a partner and repeating as a class:
learning and optimize
transfer. “We can prove that kids are scientists through writing and drawing.”
§ Students must restate
OBJECTIVE &
PURPOSE.
SW restate the purpose of the lesson.
SW repeat…
TW examine children final work on the front board before breaking for
literacy centers and refocus students who need extra support with an
all-group “check-in”.
Assessment Options Pre-Assessment of Objective: Students will add ideas about scientists
§ Describe how you will pre- and to the left side of the T-Chart, “Before Reading”.
post-test students’
understanding of the objective. Post-Assessment of Objective: Students will complete the essential
§ Alternative options for diverse question worksheet and add it to the right side of the T-Chart to
learners should also be
demonstrate new learning.
provided
Alternative Assessment Options: Support students during Literacy
Centers if necessary.
Differentiation Options Content: Students who finish early will be asked to expand on this
Describe how you will reach diverse concept by thinking about the higher order question; “How do scientists
learners (ability & learning style) by contribute to our community?” “Why does the world need kid
varying the: scientists?”
§ Content
§ Process
Process: Students who would benefit from using the book as a visual
§ Product
tool in helping them formulate their own ideas toward the learning
objective will have this option available to them.
Product: Students who are ready to expand during literacy centers can
use the classroom camera to take pictures of classmates
demonstrating kids being scientists to support action statements (rather
than drawing). TW print them for students.
21st Century Learning Technology: Elmo Projector for modeling + Camera for differentiation
Includes technology as well as the 4 option.
Cs:
§ Critical Thinking Critical Thinking: Students will be challenged to think about what makes
§ Creativity a scientist a scientist and who can be considered a scientist. How do
§ Collaboration
we prove this?
§ Communication
Creativity: Students will be able to choose their own action verb and
create their own action statements and drawing to support this.
Lesson #2
Name: Gretchen Ellwood Pima Course: EDC 274 Instructor: Eagleton
Picture Cards
Tape
Cartoon Character Slide/Document
Foam Football
Props (Optional)
Anchor Chart w/ Questions
Student Response/Guiding Questions Worksheet
Presentation Evaluation
&
ELA
(2.SL.1)
Learning Objective
§ Choose ONE objective that
leads toward mastery of the SWBAT list at least 4 opportunities for careers in science.
focal standard
§ Must be specific, measurable,
and realistic.
§ Must have at least two parts:
learning and behavior
Est ENGAGEMENT SW ask each other (in pairs) what they want to be when they
# of § Describe how the grow up.
Min teacher will captivate
s
5
students’ interest. TW share video: STEM Careers - Why aren't kids interested in them?
§ What questions should
students ask https://www.youtube.com/watch?v=HxuEHhERFIQ
themselves after the SW share what they learned from the video.
engagement?
TW prompt students, “Why is it important to learn about careers
in math & science?”
TW…
Say: “I researched a list of cartoon characters who are scientists
on the internet last night.”
SW respond.
Est Closure: Using a foam football to pass, give students the opportunity to
# of § Actions or statements respond popcorn style.
Min made by students that
s
summarize lesson "If you could pick one science career, which one would you
5 objectives. choose and why?" (Allow a couple students to share and pass
§ Essential for helping football)
students integrate ideas
and improve their We can list opportunities in the career of science! Say it with me!
chances of retention
and transfer. “I can list 4 opportunities for careers in science.”
But…
As you know, kids are already scientists!
What ways are we learning to think and talk like scientists?
You don’t have to wait to grow up to be a scientist! Kids are
scientists too! Girls & Boys!
Differentiation Options Content:
Describe how you will reach diverse I can offer descriptions of careers in more simplified language for
learners by varying the: some learners. I can ensure that children are matched with the
§ Content correct card to fit their particular reading level.
§ Process Process:
§ Product Using pictures and writing questions to help guide thinking. Using
opportunities for modeling with the whole group and with
pairs/small groups as needed.
Product:
Products are collaborative. I will group children accordingly.
21st Century Learning Critical Thinking:
Describe how you incorporated The lesson is built on higher-order questioning about how images
technology and the 4 Cs: we see in school and in our world affect our idea of careers in
§ Critical Thinking science.
§ Creativity Creativity:
§ Collaboration Children have the opportunity to create a presentation in a
§ Communication gender neutral way.
Collaboration:
Students work in pairs and in small groups.
Communication:
Students are participating in a discussion that allows them the
experience of debate.
Lesson #3
Name: Gretchen Ellwood Pima Course: EDC274 Instructor: Eagleton
Evaluation
Video/Screen
Essential Question Slips
Fictional Character Pictures
Chart Paper
writing about, state an opinion, supply reasons that support the opinion,
use linking words (e.g., because, and, also) to connect opinion and
Social Studies
Strand 3, Concept 4, PO 1.
Product: Students who need it will be given a list of people from the
community to choose from.
21st Century Learning Technology: I used a YouTube video (Kid President) to engage
Describe how you incorporated students.
technology and the 4 Cs:
§ Critical Thinking Critical Thinking: Students were asked to think about people around
§ Creativity them in terms of how they fit into the mold of a responsible citizen.
§ Collaboration
Students were asked to think about the difference between fact and
§ Communication
opinion.
Lesson 4:
Name: Gretchen Ellwood Pima Course: EDC274 Instructor: Eagleton
Social Studies
citizenship.
TW ask: How did you connect the two words/ideas in your writing?
Est Teaching-Modeling TW model how a masterful writer would connect two examples from the
# of Teacher demonstrates and text to support an opinion about MLK being a responsible citizen using
Min shows examples of what
s linking words.
students are expected to do
10 (how to solve the problem, SW offer input about which words/ideas to use from the chart best
answer the question, do the
connect to the examples in the text to support the opinion that MLK is a
activity etc.).
responsible citizen.
TW practice filling out the linking words handout with students using
vocabulary words from the Anchor Chart we created together.
EX)
LINKING WORDS
Opinion:
________________________________________________.
Also, ____________________________________________
________________________________________________
And, ____________________________________________.
Est Closure
# of § ALL students must SW engage with the objective by…
Min engage in brief closure
s
activity to cement Sharing some of their supporting details with linking words aloud with the
5 learning and optimize group.
transfer.
§ Students must restate Students will turn to their neighbor and tell them 3 linking words (and,
OBJECTIVE &
because, also)
PURPOSE.
Students will all repeat together…
Name: Gretchen Ellwood Pima Course: EDC274 Instructor: Eagleton
Science
Strand 2, Concept 1, PO 2.
Learning Objective
§ Choose ONE level of Objective:
complexity from Bloom’s
Revised Taxonomy. SWBAT…compose a conclusion statement by restating the original
§ Write ONE objective that leads opinion.
toward mastery of the focal
standard
§ Must be ONE simple sentence Kid-Friendly Objective:
with at least two parts: learning
(the content) and behavior (the I can…write a conclusion statement by restating my opinion.
cognitive process).
§ Must be specific, measurable,
and realistic.
Est Anticipatory Set TW unveil an unfinished anchor chart titled “Parts of an OPINION
# of § Sometimes called a PIECE”.
Min "hook" to grab the
s
student's attention SW see a drawing of a hamburger and discuss with a partner why they
10 § Students must state the think a hamburger will help us remember the parts of an opinion.
OBJECTIVE &
PURPOSE
§ Activates prior SW share their ideas one at a time.
knowledge of the
objective SW help their teacher label the parts of a hamburger to match their
§ Requires active current knowledge about how to write an opinion piece.
participation from ALL
learners EX)
SW give ideas about what the bottom bun should represent.
SW will think about the essential question, “How would a masterful writer
end his/her opinion piece?”
By reading watching the teacher decode the “?” for them and reading it
aloud.
SW brainstorm and write down ideas on post its. Group leader will
gather them at the end and stick them to the front board.
Est Teaching-Modeling
# of Teacher demonstrates and
Min TW write an Opinion Piece Outline using the Hamburger Model
shows examples of what
10 students are expected to do
with the help from his/her students on the Elmo Projector.
(how to solve the problem,
answer the question, do the Teacher will model for students, talking aloud so that students
activity etc.). understand why he/she is doing what they are doing.
EX)
Est Closure A few students will share their outlines/closing statements. Other
# of § ALL students must students will be asked to recall what the writer used in his/her closing
Min engage in brief closure statement to replace “I think.”
5 activity to cement
learning and optimize SW engage with the objective by…
transfer.
§ Students must restate Repeating all together that “We can write a conclusion statement by
OBJECTIVE & restating the opinion.”
PURPOSE.
SW restate the purpose of the lesson.
“If we do… our writing will be clearer.”
Est Independent Practice At literacy centers, students will have the opportunity to change my “I
# of AFTER proper closure, it is think” statements on the board to closing statements by restating the
Min important to provide time for opinions I write.
X additional practice. It may be
group or individual work in
class or it might be
homework.
Checks for Understanding TW ask students to help him/her complete the Hamburger Outline
§ Describe the quick, informal during the modeling portion of this lesson. Before writing the
strategies you will use to check
conclusion, TW ask students to write their own and TW walk
understanding throughout the
lesson. around to check for understanding.
§ Checks enable the teacher to
determine whether ALL TW walk around during guided practice to redirect students and
students have "gotten it" before support children who need it/challenge students who are ahead.
moving on.
§ MUST be done prior to guided
practice and again prior to TW ask students to recall what their classmates used to restate
independent practice. their original opinions in the sharing/closing time of this lesson.
Assessment Options Pre-Assessment of Objective: Students brainstorm different ways to say,
§ Describe how you will pre- and “I think”. Teacher creates a final list of ideas for students to use in their
post-test students’ writing.
understanding of the objective.
§ Alternative options for diverse Post-Assessment of Objective: Students complete an outline of an
learners should also be
opinion piece to include the restating of the objective.
provided
Alternative Assessment Options: Students can label the parts of a
hamburger to align with the parts of an opinion piece.
Differentiation Options Content: Students who are visual learners can take the time to draw and
Describe how you will reach diverse color a hamburger and label it with the pats of an opinion piece to help
learners (ability & learning style) by them remember the structure!
varying the:
§ Content Process: Students who show mastery could come up with a creative
§ Process
way to present the parts of an opinion piece in a new way to students
§ Product
who are smuggling. For example, using a taco or an oreo instead!
Days 6-8
Science
Strand 2, Concept 1, PO 1.
• Identify how diverse people and/or cultures, past and present, have made important
summarizes/connects the material we have covered across the curriculum in this unit so far.
Students will be in the driver’s seat! Students will choose from a list of well-known scientists
and be guided in the process of research. Students will use the information they record to write a
polished opinion piece to support why their scientist of choice is or isn’t a responsible citizen.
Students will be expected to use “I think” statements, key vocabulary on citizenship, linking
verbs/supporting details, and the restatement of the original opinion in a closing statement.
Teacher and student will use the following rubric to assess learning/mastery of objective.
Objective: SWBAT… develop a polished opinion piece about a scientist of his/her choosing.
Kid-Friendly Objective: I can… write an opinion piece about the scientist I choose.
Contributors to Science Research Project/ Opinion Piece
Rubric
Student uses 1 website and 1 text to gather information about his/her scientist. Yes No
Notes: _____________________________________________________________________
Student gathers and records at least 10 supporting facts about his/her scientist. Yes No
Notes: ______________________________________________________________________
Name ______ Date _______ Scientist’s Name ______ Picture of Scientist _____
Student uses 3 or more vocabulary words or ideas from the citizenship web of words/definitions.
Yes No Sometimes
Yes No Sometimes
Appendices: