Unit Plans for Grades 2/3: Earth, Air and Water Understanding Earth and Space Systems

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1 Unit Plans for Grades 2/3: Earth, Air and Water Understanding Earth and Space Systems Grades 2 and 3 Grade 2 Air and Water in the Environment Grade 3 Soils in the Environment What sequence of teaching and learning experiences will enable students to develop and demonstrate the desired knowledge? Before Learning (Diagnostic) Subtask 1: Overview of Unit Brief description of unit including the Fundamental Concept(s), Big Ideas, and Overall Expectations. Introduction of the Culminating Performance Task(s) and the accompanying rubric(s) Note: Depending on the task chosen, teachers may need to ensure that students have the knowledge and skills to create a research-based report with media presentation Before (diagnostic) assessment: What do you know about Air, Water, and Soil? Vocabulary Jeopardy Game Air/Water/Soil Audit (at home) We Think We Know Chart (large group) Pick at least one (based on student needs). Subtask 2: Cycles in Nature 1. Large group lesson: Discuss the nature of cycles in nature. 2. Complete Subtask 2 (grade specific activities) During Learning (Formative) Subtask 2: Water Cycle Stages of water cycle (Scientific Inquiry/Research) Sources of water in environment (Scientific Inquiry/Research) Water Cycle Learning Centres: non-fiction reading, written response, experiment and report Subtask 2: Soil Cycle Importance of recycling organic materials (Scientific Inquiry/Research) Soil Cycle Learning Centres: non-fiction reading, written response, experiment and report

2 learning? CONTENT Provide organizers to guide note-taking Demonstrate ideas in addition to talking about them Provide texts at varied reading levels as well as audio-taped materials PRODUCT Provide a range of scaffolded (simple to complex) formats (e.g. cut and paste, graphic organizer provided, open ended, computer presentation) Checkpoint #1 Science and Technology: Describe a water cycle. Identify and order the stages. Language/Reading: Identify the purpose of a labelled non-fiction graphic organizer. Explain how each part helps to promote understanding of the material. (Understanding Form and Style) Checkpoint #1 Science and Technology: Describe a soil cycle. Identify and order the stages. Language/Reading: Identify the purpose of a labelled non-fiction graphic organizer. Explain how each part helps to promote understanding of the material. (Understanding Form and Style) Subtask 3: Procedural Writing and Investigation 1. Large group lesson: procedural writing to communicate steps of an experiment. 2. Play a vocabulary game to promote investigation of the elements to be studied. 3. Complete Subtask 3 (grade-specific activities). Assessment Strategy/Tool: Labelled diagram of the water cycle Subtask 3: Air & Water Characteristics and Uses Characteristics and uses of air Characteristics and uses of water Three states of water in environment Changes to air caused by heating and cooling Assessment Strategy/Tool: Labelled diagram of the soil cycle Subtask 3: Soil Components and Types Components of a variety of soils and added substances to soils Types and conditions of soils Air and Water Characteristics/Uses Learning Centres: non-fiction reading, written response, experiments and report Soil Components/Uses Learning Centres: nonfiction reading, written response, experiments and report learning? PROCESS Use like-readiness or mixed-readiness work groups Encourage students to work together or independently in collegial or competitive work arrangements Provide teacher-led mini workshops on varied skills PRODUCT Allow students to use a range of product formats/visual presentation styles

3 Checkpoint #2 Science and Technology: Identify the characteristics of air and water. Describe their uses. Language/Writing: List steps or actions necessary to complete the experiment. Explain why air and water are important. (Classifying Ideas, Organizing Ideas, Form) Checkpoint #2 Science and Technology: Identify the components of soil. Describe the uses of each type. Language/Writing: List steps or actions necessary to complete the experiment. Explain why soil is important. (Classifying Ideas, Organizing Ideas, Form) Subtask 4: Research Skills 1. Review research skills, strategies and sources (book pass, website list, visit school library, etc.) 2. Share and defend opinions in order to formulate a point of view in relation to environmental issue. 3. Review persuasive letter writing format. 4. Complete Subtask 4 (grade-specific activities). Assessment Strategy/Tools: Observation/Anecdotal Records Procedural Writing Performance Task Response Journal Subtask 4: Impact and Dependence of Living Things on Air and Water Actions of humans affect (help or harm) quality of air and water Ability of air and water to sustain life Ways air and water affect living things and help them meet basic needs Living things use air and water Living things depend on wind and moving water Plan a course of action to encourage maintenance of air and water. Write a persuasive letter to the local government (mayor, alderman, MP, etc.) encouraging the maintenance of air and water. learning? PROCESS Provide resource materials at varied levels of readability including audio text Use like-interest or mixed-interest work groups Use jigsaw cooperative strategy to allow for specialization in a topic Provide teacher-led mini-workshops on varied levels of complexity Assessment Strategy/Tools: Observation/Anecdotal Records Procedural Writing Performance Task Response Journal Subtask 4: Impact and Dependence of Living Things on Soil Actions of humans affect quality of soil Characteristics of soil types affect how living things use them Ways in which components of soil provide shelter/nutrients for living things Plan a course of action to encourage maintenance of soil. Write a persuasive power point/keynote presentation to the Ministry of the Environment/Provincial Park superintendent encouraging the maintenance of soil.

4 Subtask 5: Culminating Performance Task Environmental Research Fair: research an environmental issues topic prepare and present a report/display include pictures, labelled diagrams, models, etc. defend a point of view to an audience. Gr. 2: Issues relate to air and water in the environment Gr. 3: Issues relate to soils in the environment (Scientific Inquiry/Research) performance task/rubric Range of written formats (e.g., essay with diagrams, poster board, file folder, computer presentation, etc.) Provide internet sites at different levels for internet research sources Checkpoint #3 Science and Technology: Describe the human actions that help or harm air and water in the environment. Language/Writing: Use correctly the persuasive letter format to convince the reader to accept a point of view. (Form, Voice, Point of View) The Arts/Drama: Speak in role assuming the attitude of the characters. (Creative Work) Persuasive letter performance task Role-playing classroom presentation/rubric After Learning (Summative) Subtask 5: Culminating Performance Task Design and build a terrarium, recording the stages of the water cycle as they are observed. OR Create a game or toy that uses air as the propelling force. (Technological Problem Solving) performance task/rubric PROCESS: Tiered level of difficulty focused on the same learning goals Checkpoint #3 Science and Technology: Describe the human actions that help or harm soil the environment, including composting/recycling. Language/Writing: Use correctly the persuasive letter format to convince the reader to accept a point of view. (Form, Voice, Point of View) The Arts/Drama: Defend a point of view through speaking & writing in role. (Creative Work) Persuasive letter performance task Role-playing classroom presentation/rubric Subtask 5: Culminating Performance Task Conduct a series of experiments that use a variety of soil types and/or conditions to determine which will sustain life. performance task/rubric PROCESS: Tiered level of difficulty focused on the same learning goals

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