Grade 2 Life Science Unit (2.L.2)

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1 Grade 2 Life Science Unit (2.L.2) Decision 1: What will students learn in this unit? Standards Addressed: 1. Science 2.L.2 Remember that organisms differ from or are similar to their parents based on the characteristics of the organism 2.L.2.1 Identify ways in which plants and animals closely resemble their parents in observed appearance and ways they are different. 2.L.2.2 Recognize that there is variation among individuals that are related. 2. Reading Informational Text RI.2.8 Describe how reasons support specific points the author makes in a text. RI.2.9 Compare and contrast the most important points presented by two texts on the same topic. 3. Math 4. Writing 5. Technology 6. Other What do I want my students to KNOW, UNDERSTAND and be able to DO at the end of this unit? Know Understand Do People and plants can be similar and different from their parents. People and plants that are related have similar needs. How traits are passed down from parents. Recognize that there are differences among people and plants that are related. Decision 1 What will students learn in this unit?

2 Decision 2: Assessment Plan for how students will indicate learning and understanding of the concepts in the unit. How will you assess learning? Possibilities/options: Pre-assessment Short answer tests or quizzes Student logs, journals and informal writing Lab activities Formal writing assignments Informal or formal student Interviews, conferences, observations etc. Describe the performance, product, or project that will be the culminating activity for the unit. The student s assignment for the Culminating Activity includes: Unit essential question or I Can statement for the culminating activity. A thorough description of the activity including steps or task analysis in completing the culminating activity. A copy(ies) of the rubric(s) you will use to assess the culminating activity or any other aspects of the unit. Decision 2 Assessment

3 Indicators What does each number or adjective in your scale mean? Decision 2: Assessments Rubric Reminders: Scale Criteria (Proficient) 4 Decision 2 Assessment: Rubric Reminders

4 Decision 3: Student Learning Map Key Learning Targets: Remember that organisms differ from or are similar to their parents based on the characteristics of the organism (animal, plant and human). Concept: Genetic Traits (body parts/personality of the organisms). Concept: Needs and interactions with the environment among related organisms. Concept: The different needs of the young. Lesson EQ(s): I can identify way in which plants and animals resemble their parents. Lesson EQ(s): I can compare the different environmental interactions of youthful plants and animals with their adult parents. Lesson EQ(s): Vocabulary: Vocabulary: Vocabulary: I can tell that a baby or youth has different needs than those of the parents. Concept: Similarities and differences between related organisms. Concept: How traits are passed down. Concept: Lesson EQ(s): I can compare characteristics of an adolescent plant or animal with its parents. I can analyze groupings of organisms/animals that are similar. Lesson EQ(s): I can recognize that recessive and dominant genes can affect the appearance and personality of offspring. Lesson EQ(s): Vocabulary: Vocabulary: Vocabulary: Decision 3 Student Learning Map

5 Decision 4: Launch Activities Hooks and Links Develops student interest and links prior knowledge. Provides the Student Learning Map and the key vocabulary to students. Guiding Questions: 1. How are you going to get students engaged? 2. How are you going to develop student interest and link their prior knowledge? 3. How are you going to start the Student Learning Map of the unit with students? 4. How are you going to preview key vocabulary with students? Decision 4 Launch Activities

6 Decision 5: Acquisition Lesson One Language Objective(s), where appropriate: 2.SL.1b Build on others talk in conversations by linking their comments to the remarks of others. Lesson Essential Question(s) or I Can Statement(s): I can identify ways in which plants and animals resemble their parents. Activating Strategies: (Learners Mentally Active) Parents and Offspring activity from Smartexchange. Acceleration/Previewing: (key vocabulary) Teaching Strategies: (Explain and Model Collaborative Pairs; Distributed Guided Practice; Distributed Summarizing; Graphic Organizers) Teacher will reinforce vocabulary highlighted in Smartboard activity: inherit, traits and learned other vocabulary to be introduced: life process, needs, and organism. Using the Frayer map with categories of: definition (student created), sentence, picture example, picture nonexample of assigned vocabulary: inherit, traits, and learned. Students will identify similarities in appearance, needs and life process of a mature maple tree and a sapling via Powerpoint presentation. Use Powerpoint notes to guide: 1. Compare the appearance of the two maple trees. 2. Read Life Cycles of a Plant to identify the needs of each tree & discuss and chart with class 3. Use Powerpoint to introduce students to life processes. 4. Read A Tree is Like a Hungry Kid and discuss how plants make their food Is it the same for a mature tree and a sapling? 5. Discuss and chart with class. 6. Students will choose partner to review the three ways in which plants are like their parent Would this be the same for animals? Why or why not? 7. Students will create a foldable comparing and contrasting an animal and its young based on appearance, needs and a life process (nutrition). (Students can either glue or illustrate on the back of their foldable pictures of the animal and its offspring.) Students will share their findings. Teacher will ask if that trait is inherited or learned. Distributed Guided Practice/Summarizing Prompts: (prompts designed to Initiate Periodic Practice or Summarizing) Summarizing Strategies: Learners Summarize and Answer Essential Questions Write a letter to your teacher explaining the three ways that plants and animals resemble their parents. (Check for content writing for using commas for greetings and closings.) Lesson Resources Smartboard Exchange Powerpoint with links to supplemental material such as reading passages. Decision 5 Acquisition Lessons

7 Decision 5: Acquisition Lesson Two Language Objective(s), where appropriate: I can compare the different environmental interactions of youthful plants and animals with their adult parents by using a Venn diagram. Lesson Essential Question(s) or I Can Statement(s): I can compare the different environmental interactions of youthful plants and animals with their adult parents. Activating Strategies: (Learners Mentally Active) Use Smart Exchange lesson Animals and Their Habitats authored by Kathryn Anderson. This power point has the different habitats (i.e., forest, grasslands, ponds and lakes, desserts, oceans, arctic and rainforest). As a class you are to discuss the different habitats and identify the animals that are present in each habitat. Discuss as a class the plants that you would find in each habitat and why are able to live in their habitat. Use graphic organizer (e.g., Frayer map) having students write the vocabulary word, definition, picture representing the word, examples/non-examples. Acceleration/Previewing: (key vocabulary) Environment: Habitat: Diet: Behaviors: The surroundings or conditions in which a person, animal, or plant lives or operates. The natural home or environment of animal, plant or other organism. Food and drink regularly provided or consumed. The way in which an animal or person acts in response to a particular situation or to its environment. Teaching Strategies: (Explain and Model Collaborative Pairs; Distributed Guided Practice; Distributed Summarizing; Graphic Organizers) Students will work in pairs or small groups and choose an animal from one of the seven habitats previously discussed in the smart exchange activating strategy. The teacher needs to make sure that all the habitats are being represented. They will research their animal focusing on its diet, habitat and behaviors. They will compare and contrast how the diet, habitat and behaviors affect their environmental interactions between a youth and adult. (e.g., baby bird and adult bird, the baby bird is dependent on the adult bird to provide their diet where as the adult uses its behaviors within the environment to survive and provide its own diet). A Venn diagram is a great tool to help organize this information. As a class, discuss how you can relate what you learned about how young and adult animals interact within their environment to how young and adult plants interact within their environment. Extension Possibility: Students could use their graphic organizer and start a research project tying in technology and the 21st Century Skills. Distributed Guided Practice/Summarizing Prompts: (prompts designed to Initiate Periodic Practice or Summarizing) Summarizing Strategies: Learners Summarize and Answer Essential Questions Ticket Out The Door Choose an animal that you have learned about and write an explanatory piece on how both the child and adult s characteristics help them adapt to their environment. Lesson Resources Smart Exchange lesson: Animals and Their Habitats authored by Kathryn Anderson. Learning Focused Strategy Notebook: Frayer Map model page 40 Acceleration/Previewing Internet and resource books for students to research the animals. Decision 5 Acquisition Lessons

8 Decision 5: Acquisition Lesson Three Language Objective(s), where appropriate: I will use a graphic organizer to compare and contrast. Lesson Essential Question(s) or I Can Statement(s): I can compare and contrast adolescent plants and animals to their parents using a graphic organizer. Activating Strategies: (Learners Mentally Active) Read-a-loud The Ugly Duckling or view on www. Have students turn and talk to discuss why the ugly duckling does not look like her mother, but the other ducklings do. Acceleration/Previewing: (key vocabulary) Teaching Strategies: (Explain and Model Collaborative Pairs; Distributed Guided Practice; Distributed Summarizing; Graphic Organizers) Engage: 1. Show a picture of a young animal (e.g., your pet) for the students. 2. Ask students to describe the animal. List observations on a circle map or chart paper. 3. Ask how old the animal is and have them tell how they know. 4. Show the picture of the same animal at an older age and discuss how the pictures are alike and how they are different. 5. Discuss any changes. Explore: 1. Give each pair of students a copy of the Animals and Their Babies picture sheets. 2. Have students cut out pictures and sort into 2 piles. 3. Allow some students to explain how they sorted the pictures. 4. Tell students they may work with their partners to play a memory game by matching the adult animals with the animal babies. Student pairs will mix up one set of pictures and lay them face down on the floor. One at a time each student will pick two pictures. If the pictures match (adult animal to baby animal), the student should keep the two pictures and take another turn. If the pictures are not an adult/baby match, the student will turn the pictures back over and let the partner take a turn. The game is over when all pictures have been matched. 6. Tell the students to sort the pictures into two groups: the offspring that look like their parents the offspring that do not look like their parents Explain: Ask: Do animals change as they grow? How do some animals change as they grow? Do all animals change in the same ways? Do you change as you grow? Do animal babies move like adult animals? If not, what are the differences in movement? Do animal babies eat the same things as their parents? Which offspring look like their parents? Which offspring do not look like their parents? Decision 5 Acquisition Lessons

9 Will they ever resemble their parents? What are some ways you look like your parents? Extend and Apply: With students, complete a Venn Diagram or Double Bubble Map similar to the one below. Ask students to suggest things a baby can do, what an adult can do, and what both can do. Help students think about why animals change as they make their suggestions and discuss them. Babies Adults Distributed Guided Practice/Summarizing Prompts: (prompts designed to Initiate Periodic Practice or Summarizing) Summarizing Strategies: Learners Summarize and Answer Essential Questions Ticket out the Door: Describe one trait that you and your parent have in common. Lesson Resources Teacher : Per pair of students: Picture of a young animal when it is a baby and when it is older Two pairs of scissors Class observation chart Crayons or markers Venn diagram (for animal and plant sorting cards). Decision 5 Acquisition Lessons

10 Decision 5: Acquisition Lesson Four Language Objective(s), where appropriate: Lesson Essential Question(s) or I Can Statement(s): I can explain how babies have different needs from their parents. Activating Strategies: (Learners Mentally Active) Give One Take One: Students brainstorm a list in their journal about what babies need. After brainstorming, students walk around the room and give and take needs lists. Bring group back together whole group and create class list of baby needs. Acceleration/Previewing: (key vocabulary) Teaching Strategies: (Explain and Model Collaborative Pairs; Distributed Guided Practice; Distributed Summarizing; Graphic Organizers) Read aloud Love You Forever and discus how the character s needs change as he gets older. Create a flow map of how the needs of baby changes from baby through adulthood. Distributed Guided Practice/Summarizing Prompts: (prompts designed to Initiate Periodic Practice or Summarizing) Summarizing Strategies: Learners Summarize and Answer Essential Questions Compare and Contrast chart showing what baby and parents need. Lesson Resources Love You Forever Chart paper Decision 5 Acquisition Lessons

11 Decision 5: Acquisition Lesson Five Language Objective(s), where appropriate: I can make predictions about the appearance and personality of offspring based on the traits of the parents. (Discuss appearance and personality.) Lesson Essential Question(s) or I Can Statement(s): I can recognize that recessive and dominant genes can affect the appearance and personality of offspring. Activating Strategies: (Learners Mentally Active) (Day One) Turn and Talk/Group discussion about why you think you look and act the way you do. Watch Heredity Video on Brain Pop Acceleration/Previewing: (key vocabulary) recessive, dominant, DNA, chromosomes Teaching Strategies: (Explain and Model Collaborative Pairs; Distributed Guided Practice; Distributed Summarizing; Graphic Organizers) Read pages in What Makes You, You? Students can use their books to complete Frayer Maps for vocabulary words (work in groups) Students can share their maps with other groups. Lower groups can do the Inherited Traits Vocabulary Match. To form a base of concepts, students will use one inch blocks that are labeled XX or XY. Boys and girls can line up behind their symbol. Before a baby is born, guessing the sex of a child is like flipping two colored chips. A math lesson can be devoted to charting the results of such flipping and guessing. You can organize this activity to be whole group or small group. Distributed Guided Practice/Summarizing Prompts: (prompts designed to Initiate Periodic Practice or Summarizing) Summarizing Strategies: Learners Summarize and Answer Essential Questions Snowball Write down one interesting fact you learned from the video-ball up the paper, students can take turns pulling a ball out of the pile and sharing it with the class. Discuss the Note for Parents with students. Send home today because this will be needed tomorrow. Lesson Resources Note for Parents Reading A-Z book: What Makes You, You? Brain Pop Website Inherited Traits Vocabulary Match Frayer Map Templates Decision 5 Acquisition Lessons

12 Decision 5: Acquisition Lesson Six Language Objective(s), where appropriate: I can make predictions about the appearance and personality of offspring based on the traits of the parents. Lesson Essential Question(s) or I Can Statement(s): I can recognize that recessive and dominant genes can affect the appearance and personality of offspring. Activating Strategies: (Learners Mentally Active) (Day Two) Students can share their Frayer Maps from yesterday with the class. Create Dominant and Recessive Anchor chart to go over concepts and vocabulary learned yesterday. Acceleration/Previewing: (key vocabulary) recessive, dominant, DNA, chromosomes Teaching Strategies: (Explain and Model Collaborative Pairs; Distributed Guided Practice; Distributed Summarizing; Graphic Organizers) Read pages in What Makes You, You? Inherited Traits T-Chart Model Punnett s Square Students can complete their own Punnett s Square for eye color based on information in their Inherited Traits T-Chart If students finished early they can complete another Punnett s Square related to another trait. Distributed Guided Practice/Summarizing Prompts: (prompts designed to Initiate Periodic Practice or Summarizing) Summarizing Strategies: Learners Summarize and Answer Essential Questions Whole Group: Bar Graph Dominant and Recessive Traits using information from the Inherited Traits T- Chart. Lesson Resources Note for Parents Reading A-Z book: What Makes You, You? Inherited Traits T-Chart Decision 5 Acquisition Lessons

13 Decision 6: Extending Thinking Activities Include extending activities for several lessons in the essential units. Cause/Effect Compare/Contrast Deduction Justification Induction Analyzing Perspective Error Analysis Abstracting Evaluation Classifying Constructing Support Writing Prompt Decision 6 - Extended Thinking Activities

14 Decision 7: Differentiating the Unit What accommodations will you make in order to meet the varied interests, learning styles, and ability levels of all students? choice menus compacting grouping seating visual, auditory, kinesthetic activities scaffolding real world meaning interests Decision 7 Differentiating the Unit

15 Decision 8: Unit Calendar Determine the most viable sequence for the experiences, activities, and lesson and create a timeline. Decision 8 Unit Calendar

16 Decision 9: Resources and Research Provide graphic organizers, links, book titles, websites, etc. that provide support for teaching this unit. Provide ideas about how to integrate Big 6 or Super 3 research framework. Decision 9 Resources

17 Unit Designers: Date: Griffin Mains Patton Kilby Daniels Fendley Lee Wolfe Name School ATK EDN FLE HIL MAR MRS SUG UPW Unit Designers

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