Understanding By Design Unit Template

(Revised & adapted)

Title of Unit / Earth Materials / Grade Level / Second Grade
Subject / Science / Time Frame / Unit Begins: 9/4/14
Ends: 11/26/14
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 Standards-
From 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? / Essential Questions
What provocative questions will foster inquiry into the content?
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
·  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) / ·  What materials make up Earth?
·  How do air, wind and water change the land?
·  Where can we find rocks?
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...
·  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 / Students will be able to…
·  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? / Listed Aim or Learning Intention of Each Lesson. / Assessment / Resources
Week 1 &2: Introduction to Science Notebooks. / ·  Table of contents
·  Glossary
·  Forms of writing
·  Sections
·  Observations / Students will be able to use their science notebooks. / Science Notebooks
Week 3: What materials make up the Earth (layers of the Earth) / 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 / Students understand the 3 layers of the Earth. / ·  http://www.brainpopjr.com/science/space/earth/
·  http://www.kidsgeo.com/geology-for-kids/0019-inside-of-earth.php
Week 4: Where can we find rocks? / Rocks and minerals can be found all around us. Earth’s crust and part of its mantle are made of rock. / Students understand that Earth is made up of rocks. / ·  Let’s Go Rock Collecting: Subheading: Moes Scale of Hardness
·  http://www.brainpopjr.com/science/land/rocksandminerals/
Week 5: How do we classify rocks? / Rocks can be classified by its properties, like color, luster, texture, and hardness / Students understand how to classify rocks.
Activity: My Pet Rock (Refer to server for the pdf.) / ·  http://www.brainpopjr.com/science/land/rocksandminerals/
Week 6: How do people use rocks in the present and the past? / 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 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. / National Geographic: Rocks and Soil (Book)
Week 8: How do we investigate soil? / We can investigate soil based on its:
·  color
·  texture
·  materials
·  capacity to retain water / Students understand what to look at when investigating soil. / National Geographic: Rocks and Soil (Book)
Week 9: How do air, wind, water change the land? / ·  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. / Students understand that changes in the Earth’s surface can be caused by air, wind, and water.
Activities:
·  Cookie Crumbling (Refer to activity below)
·  Destructive Forces Dance / ·  Earth’s Changing Surface (Big Book)
·  http://www.brainpopjr.com/science/land/slowlandchanges/
·  Discovery Education: The Magic School Bus: Rocks and Rolls (Video)
Universal Design for Learning
REPRESENTATION
The ‘what’ of teaching & learning.. / ACTION & EXPRESSION
The ‘how’ of teaching & learning… / ENGAGEMENT
The ‘why’ of teaching and 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
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 / 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

From: Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development, ISBN # 0-87120-313-8 (pbk)

Cookie Crumbling / This experiment reinforces the differences among weathering, erosion and deposition. Give each student a paper plate, a straw and two cookies. Tell students that they will first weather, or break, one cookie with their hands. Once they have crumbled the cookie into a small pile on their plate, ask the students to use their straws to blow on, or erode, the cookies to another part of the plate. Finally, have the students place the cookies in their mouth to represent deposition. Make sure to use the words "weathering," "erosion" and "deposition" frequently throughout the activity. Use the other cookie and dip it in water or milk to show how water can make the cookie soggy and break apart like a rock. They can eat the rest!
Destructive Forces Dance / The Destructive Forces Dance provides your class with another brief activity to help them remember the difference between weathering, erosion and deposition. This simple dance requires your students to chant, "Wea-ther-ing! (pause) Ero-sion! (pause) De-po-si-tion!" repeatedly. It may help if you set a simple, straightforward beat for them by clapping. During each part of the chant, students will perform an easy dance maneuver to represent that force. For weathering, students will stick out three fingers on each hand to form W's. Rhythmically, they will slam their W's together to represent the breaking of rocks. During the erosion portion of the chant, instruct students to move their hands in a sideways wave motion, similar to a hula dancer. If your classroom has enough room, allow students to slide sideways to model the movement of erosion. Finally, when students chant "De-po-si-tion," they should make a downward motion with their hands and kneel to the ground, showing how particles eventually deposit or stop. Students will want to perform this chant and dance repeatedly due to the movement involved. The dance is great for those kinesthetic learners!