Washington Township School District

The mission of the Washington Township Public Schools is to provide a

safe educational environment for all students to attain the skills and
knowledge specified in the New Jersey Core Curriculum Content Standards
at all grade levels so as to ensure their full participation in our global society
as responsible, self-directed, and civic-minded citizens.

Course Title: Science

Grade Level(s): 2nd

Duration: Full Year: X Semester: Marking Period:

The Washington Township School District first grade curriculum uses an integrated approach to general
Course Description: science that focuses on units in physical, life, and earth science. By using this approach, teachers are
able to meet the needs of all students while aligning with the new Jersey Model Curriculum and the
Next Generation Science Standards. Hands-on activities are stressed and include student discovery
experiments, problem solving, model building, cooperative learning, technology integration, classroom
discussion, teacher demonstrations, and writing opportunities for research and self-expression.
Interdisciplinary subject areas are incorporated whenever possible. Students are introduced to the use
of scientific tools and methods used for investigations. The course is designed to be implemented
using the 5E Model of Instruction: Engage, Explore,Explain, Extend/Elaborate, and Evaluate.
The major topics of study for second grade are taken specifically from the Next Generation Science
Standards:
 Structure and Properties of Matter
 Interdependent Relationships in Ecosystems
 Earth's Systems: Processes that Shape the Earth
 Engineering Design

Grading Procedures: Refer to individual unit tests for percentages that equate for Secure, Developing and Beginning grades.

Primary Resources: National Geographic Learning Exploring Science Second Grade Program

Washington Township Principles for Effective Teaching and Learning

▪ Implementing a standards-based curriculum
▪ Facilitating a learner-centered environment
▪ Using academic target language and providing comprehensible instruction
▪ Adapting and using age-appropriate authentic materials
▪ Providing performance-based assessment experiences
▪ Infusing 21st century skills for College and Career Readiness in a global
society
Designed by: Lindsay Minton and Caroline Williams

Under the Direction of: Linda Thomas, Elementary Supervisor

Written: _____________________________________
Revised: _____________________________________
BOE Approval: ________________________________
Unit Title: Structures and Properties of Matter (Physical Science)
Unit Description: Students will investigate matter. First students will explore solids and liquids.
Then they will explore the properties of matter. Students will identify shape, color and texture. Next
students will recognize how matter can change. Throughout the unit, students will engage in
activities to think like a scientist and engineer. At the conclusion of the unit the students will connect
the concepts of matter, properties, and changes in matter with the work of a Materials Scientist.
Unit Duration: Marking Period 2
Desired Results
Standard(s):
2-PS1-1. Plan and conduct an investigation to describe and classify different kinds of materials by their observable
properties. [Clarification Statement: Observations could include color, texture, hardness, and flexibility. Patterns
could include the similar properties that different materials share.]

2-PS1-2. Analyze data obtained from testing different materials to determine which materials have the properties
that are best suited for an intended purpose.* [Clarification Statement: Examples of properties could include,
strength, flexibility, hardness, texture, and absorbency.] [Assessment Boundary: Assessment of quantitative
measurements is limited to length.]

2-PS1-3. Make observations to construct an evidence-based account of how an object made of a small set of
pieces can be disassembled and made into a new object. [Clarification Statement: Examples of pieces could
include blocks, building bricks, or other assorted small objects.]

2-PS1-4. Construct an argument with evidence that some changes caused by heating or cooling can be reversed
and some cannot. [Clarification Statement: Examples of reversible changes could include materials such as water
and butter at different temperatures. Examples of irreversible changes could include cooking an egg, freezing a
plant leaf, and heating paper.]
Indicators:
PS1.A: Structure and Properties of Matter
• Different kinds of matter exist and many of them can be either solid or liquid, depending on temperature. Matter
can be described and classified by its observable properties. (2-PS1-1)
• Different properties are suited to different purposes. (2- PS1-2),(2-PS1-3)
• A great variety of objects can be built up from a small set of pieces. (2-PS1-3)
PS1.B: Chemical Reactions
• Heating or cooling a substance may cause changes that can be observed. Sometimes these changes are
reversible, and sometimes they are not. (2-PS1-4)
Understandings: Essential Questions:
Students will understand that… U
• Recognize that everything is made of matter and • What is matter?
that different kinds of matter exist.
• What are properties of matter?
• Describe the properties of a liquid, including that
• How can matter change?
water is a liquid when the temperature is above
freezing.
• Identify solids as a kind of matter and describe
the properties of solids.
• Observe solids and liquids in different containers.
• Conclude that a solid has a definite shape and a
liquid takes the shape of its container.
• Recognize that matter can be described and
classified by its properties.
• Recognize that color is a property of matter.
• Define texture and recognize that it is a property
of matter that can be observed and described.
• Describe objects as hard or soft.
• Recognize bending and stretching as
characteristics of flexibility, a property of
materials.
• Recognize that the ability to sink or float is a
property of objects.
• Plan and conduct an investigation to observe and
classify objects based on their properties.
• Make predictions about the absorption of
different materials.
• Draw evidence-based conclusions about which
materials absorb the most water.
• Describe how large objects can be built from
many small pieces.
• Observe and conclude that objects made of many
pieces can be disassembled and made into a new
object.
• Identify water in its solid and liquid states.
• Describe how water changes when it is cooled.
• Describe how ice changes when it is heated.
• Recognize that freezing and melting can happen
over and over again.
• Recognize that heating causes some changes to
matter that cannot be reversed.
• Construct an argument based on evidence that
some changes caused by heating or cooling can
be reversed and some cannot.
• Connect the concepts of matter, properties, and
changes in matter with the work of a materials
scientist
 Assessment Evidence
Performance Tasks: Other Evidence:
Investigate Lessons – Students will practice Students will demonstrate their understandings
performance tasks in cooperative groups engaging in through:
scientific steps of an investigation.
• Lesson 4 (Pg. 10)- Investigate Solids and • Science Notebook Entries
Liquids – Demonstrate that a solid had a definite • Science in a Snap (Additional Investigations) in
shape and a liquid takes the shape of its Lessons 7, 8, 9, 15, 16)
container. Unit Test
• Lesson 12 (Pg. 26)- Investigate Materials that
Absorb– Demonstrate how different materials
absord liquid.
• Think Like A Scientist: Plan and Investigate Lessons –
Students will engage in performance tasks in
cooperative groups to plan and conduct an
investigation, provide evidence and use that evidence to
explain results. This task will be recorded in their
science notebook and evaluated by a Teacher Rubric
and Student Rubric.
• Lesson 11 (pg. 24) – Show how to classify
objects based on their properties.
• Lesson 14 (Pg. 30) Show how many small
objects can be made into one larger object.
Lesson 18 (Pg. 38) – Construct an argument based on
evidence.
Benchmarks:

Unit Test Percentages (Based on 20 questions):

Secure = 80% - 100%
Developing = 60% - 79%
Beginning = Below 60%

Learning Plan
Resources: National Geographic Learning: Exploring Science Teacher’s Guide, Student Book, Interactive
eBook and Website, Student Science Notebook
Learning Activities:

Lesson and Duration Activties Supplemental Materials

Lesson 1 (TG pages 4-5) Engage: Students share knowledge • Wooden, foam or plastic block
Matter about water and sand. (enough for each group to
Explore: Preview then read pages 4- have one).
NGSS PS1.A Different kinds of matter 5. • Small cup filled with water
exist and many of them can be solid or Explain: Define Matter-anything that (enough for each group to
liquid, depending on temperature. (2- takes up space. Describe matter- have one).
PS1-1) observing its color, shape, size, and
how it feels to the touch. Elaborate: In
groups students will observe, describe
Objective: Recognize that everything and write about solids and liquids.
is made of matter
Evaluate: Have students record their
and that different kinds of matter exist answers to the Wrap It Up questions in
their science notebook.
1 Day

Lesson 2 (TG pages 6-7) Engage: Students recall that water is • Pitcher/bucket
Liquids a liquid. Ask students what happens • 2 transparent containers of
to liquids as they are poured from one different shapes/sizes
PS1.A: Structure and Properties of container to another. • Water
Matter Different kinds of matter exist Explore: Have students look a photo • Food coloring
and many of them can be solid or liquid, of river and record observations in • Honey
depending on temperature. (2-PS1-1) science notebook. Preview and read • Hand Soap
pages 6-7. • Safety goggles
Objective: Describe the properties of a Explain: Define liquid and its
liquid, including that water is a liquid properties. Students will observe as
when the temperature is you pour liquid into a pitcher and then
above freezing. into two different transparent
containers. This shows that liquids
1 Day flow and change shape.
Elaborate: Investigate further with
different colored liquids, honey and
hand soap. Record observations in
science notebook.
Evaluate: Have students record their
answers to the Wrap It Up questions in
their science notebook.

Lesson 3 (TG pages 8-9) Engage: Have students discuss a time • Cups
Solids where they have gone ice skating, • Ice cubes
sledding or ice fishing. Then ask about • Cloth
NGSS PS1.A: Structure and Properties a time they went swimming in a lake, • foil
of Matter Different kinds of matter exist pool or ocean. How do you think ice,
and many of them can be solid or liquid, snow, and water are
depending on temperature. (2-PS1-1 alike? How are they different?
Explore: Preview then read pages 8-
9.
Objective: Identify solids as a kind of Explain: Define and Identify Solids,
matter and describe Contrast solids and liquids, describe
the properties of solids. how liquids become solids.
Elaborate: Extend your thinking about
1 Day how solids change. conduct mini
experiment on p.9.
Evaluate: Have students record their
answers to the Wrap It Up questions in
their science notebook.

Lesson 4 (TG pages 10-11) Engage: Recall what was learned

Investigate: from the previous lessons using a **For Groups of 4**
Solids and Liquids Venn diagram. • Graduated cylinder
Explore: Guide students through • 2 plastic cups
PS1.A: Structure and Properties of investigation read pages 10-11. • Marble
Matter Matter can be described and Explain: Have students share their • Water
classified by its observable properties. • Containers of various sizes
observations and conclusions with • Variety of liquids
(2-PS1-1) other groups.
Elaborate: Have students repeat the
Objectives- experiment using different solids and
-Observe solids and liquids in different liquids as well as a variety of different
containers. containers.
Evaluate: “Wrap It Up” - Describe and
-Conclude that a solid has a definite Identify understandings.
shape and
a liquid takes the shape of its
container.
1 Day

Lesson 5 (TG pages 12-13) Engage: Choose an object to show Object of your chocie for class to
Properties the class then have them describe the observe.

NGSS PS1.A: Structure and Properties object's physical characteristics.

of Matter Matter can be described and
Explore: Preview then read pages 12-
classified by its observable properties.
(2-PS1-1) 13.
Explain: Define properties, identify
Objective: Recognize that matter can shape as a property of matter, use
be described and classified by its properties to describe matter.
Elaborate: Working in pairs students
properties.
will create a scavenger hunt based on
properties. They will exchange
1 Day notebooks with another group and
complete their hunt.
Evaluate: Have students record their
answers to the Wrap It Up questions in
their science notebook.

Lesson 6 (TG pages 14-15) Engage: Ask each student to name • Small objects (e.x. paperclips,
Color his or her favorite color. Record counters, crayons, attribute
shapes.)
responses on a bar graph. • Paper plates
PS1.A: Structure and Properties of Explore: Preview then read pages • Cotton Swabs
Matter. Matter can be described and 14-15. • Red, yellow and blue finger
classified by its observable properties. Explain: Describe properties and paint.
(2-PS1-1) color by asking probing questions.
Objective: Recognize that color is a Sort a variety of objects by size and
property of matter. color.
Elaborate: Using red, yellow and blue
finger paint allow students to mix
1 Day
different combinations of colors.
Evaluate: Have students record their
answers to the Wrap It Up questions in
their science notebook.

Lesson 7 (TG pages 16-17) Engage: Write the words rough, smooth, • Shoe box or some small box (1
Texture hard, and soft for each group
• Objects of various textures
on the board. Invite volunteers to share (enough for 4-5 per box).
NGSS PS1.A: Structure and Properties what
of Matter. Matter can be described and
classified by its observable properties. (2- each word means.
PS1-1) Explore: Preview then read pages 16-17
Explain: Define Texture, compare textures
Objective: Define texture and recognize by completing the science in a snap
that it is a property of matter that can be activity.
observed and described. Elaborate: In groups give students a
1 Day box with objects of various textures.
Each student will close their eyes and
feel each object recording in their
notebooks what they think the objects
are. Once all group members have
had a turn they will open the box and
share their results.
Evaluate: Have students record their
answers to the Wrap It Up questions in
their science notebook.
Lesson 8 (TG pages 18-19) Engage: Write the words hard and
Hard and Soft soft on the board.
NGSS PS1.A: Structure and Properties Invite volunteers to use each word in a
of Matter Matter can be described and sentence.
classified by its observable properties. Then ask students to give examples of
(2-PS1-1) objects
Objective: Describe objects as hard or that can be described as either hard or
soft. soft.
Explore: Preview then read pages
1 Day 18-19
Explain: Describe Objects as Hard and
Soft, Contrast Hard and Soft Objects.
Elaborate: Analyze Clues about
Objects activity in pairs.
Evaluate: Have students record their
answers to the Wrap It Up questions in
their science notebook.
Lesson 9 (TG pages 20-21) Engage: Ask students to reach up, • Glue
Bend and Stretch discuss what you are doing. Then do • Water
• Food coloring
NGSS S1.A: Structure and Properties of the same after they bend down to • Borax
Matter Matter can be described and touch their toes. • Bowl and spoon
classified by its observable properties. Explore: Preview then read pages • Safety goggles
(2-PS1-1) 20-21
Objective: Recognize bending and Explain: Define Flexibility, Compare and
stretching as Contrast Bending and Stretching,
characteristics of flexibility, a property of Demonstrate Flexibility.
materials. Have students do the SCIENCE in a SNAP
activity
to investigate the flexibility of different
1 Day objects.
Elaborate: Make slime with the class
and discuss how it bends and
stretches. Also discuss if they think it
is a solid or liquid and why.
Evaluate: Have students record their
answers to the Wrap It Up questions in
their science notebook.
Lesson 10 (TG pages 22-23) Engage: Have students share • Small clear storage tub
Sink and Float experiences they have had while • Water
• Paper clip
NGSS PS1.A: Structure and Properties swimming. • Rock
of Matter Different properties are suited Explore: Preview then read pages • Pencil
to different purposes. (2-PS1-2), (2-PS1- 22-23 • Wooden block
3) • Marble
Explain: Contrast Floating and Sinking, • Golf ball
Objective: Recognize that the ability to Experiment With Sinking and Floating, • Ping pong ball
sink or float is a Recognize Why Some Objects Must Sink
property of objects. or Float.
Elaborate: In small groups, give
1 Day groups a golf ball and a ping pong ball.
In their notebooks they will write
predictions and findings if the balls will
sink or float.
Evaluate: Have students record their
answers to the Wrap It Up questions in
their science notebook.
Lesson 11 (TG pages 24-25b) Engage: Read the opening paragraph For groups of 4: Students will need a
Plan and Investigate- classify objects on page 24 together, discuss. Plan wide range of objects to conduct the
based on their properties investigation.
and carry out an investigation. Objects should come in a variety of
NGSS 2-PS1-1. Plan and conduct an Explore: Preview then read pages sizes, shapes,
investigation to describe and classify 24-25. Have students make a table for and colors. Some suggestions include
different kinds of materials based on recording their observations in their paper clips,
their observable rubber balls, marbles, crayons,
properties. [Clarification Statement: science notebook. erasers, blocks,
Observations could include color, Explain: Analyze and interpret data. counters, unifix cubes, rubber bands,
texture, hardness, and flexibility. Share and explain your results. rocks, shells,
Patterns could include the Elaborate: Tell students to suppose and clay. You may also suggest that
similar properties that different materials that they have to repeat the students use a
share.] investigation using only their sense of hand lens to observe objects up close
sight. Have each group redesign their
Objective: Plan and conduct an investigation around this change.
investigation to observe and classify Have students share with the class
objects based on their properties. how their original plan was affected.
Evaluate: Check to make sure
students have
1 Day answered questions, added drawings,
planned their investigation in steps,
and recorded their
observations in their science
notebook. Then ask
students these questions. Have them
record the
answers in their science notebook.
• How are the materials you
classified alike and different?
• If you were to repeat this
investigation, would you do anything
differently?
Student Rubric
Teacher Rubric
Lesson 12 (TG pages 26-27) Engage: Have students recall a time For groups of 4: Water; measuring
when they spilled cup
water or another liquid. (8 oz); 4 plastic cups (10 oz); timer;
NGSS 2-PS1-2. Analyze data obtained Explore: Guide students through the paper; aluminum
from testing different materials to investigation. Read pages 26–27 foil; cotton cloth; paper towel
determine which materials have the together. Complete investigation.
properties that are best Explain: At the end of the experiment,
suited for an intended purpose. have students share their observations
[Clarification Statement: Examples of and conclusions with other groups.
properties could include, strength, Elaborate: tell students that while
flexibility, hardness, some materials absorb water, other
texture, and absorbency.] [Assessment materials seal it out, or repel it.
Ask: What are some materials that
Boundary: Assessment of quantitative might repel
measurements is limited to length. water?
Evaluate: Have students record their
answers to the Wrap It Up questions in
Objective: Make predictions about the their science notebook.
absorption of
different materials.
Draw evidence-based conclusions
about
which materials absorb the most
water.

1 Day
Lesson 13 (TG pages 28-29) Engage: Ask students to describe
Build It buildings and other structures, such as
NGSS PS1.A: Structure and Properties bridges and monuments, in their
of Matter A great variety of objects can neighborhood or community.
be built up from a small set of pieces. (2- Explore: Preview then read pages
PS1-3) 28-29.
Objective: Describe how large objects Explain: Describe Structures,
can be built from many small pieces. Describe Materials.

1 Day
 Elaborate: Have students gather
information about Roosevelt Arch.
Present findings to the class.
Evaluate: Have students record their
answers to the Wrap It Up questions in
their science notebook.

Lesson 14 (TG pages 30-31b) Engage: Have students look again at Students will need to gather materials
Think Like a Scientist the photos on pages 28–29. that can be used to build a larger
Make Observations object. Some
Explore: Preview then read pages suggested materials include plastic, or
NGSS 2-PS1-3: Make observations to 28-29 and ask probe questions. foam
construct an evidence-based account of Explain: Carry out an investigation. blocks; snap together blocks; building
how an object made of a small set of Observe and record. Use evidence. logs; unifix
pieces can be cubes.
disassembled and made into a new object.
Share and explain your results.
[Clarification Statement: Examples of Elaborate: In small groups have
pieces could include blocks, building students choose and research a
bricks, or famous structure to find out what it is
other assorted small objects.] made of. Share findings with the
class.
Evaluate: Check that students have
Objective: Observe and conclude that
objects made of many pieces can be recorded
disassembled and made their observations and conclusions
into a new object. in their science notebook. Then ask
them these questions and have them
1 Day record their
answers in their science notebook.
• How did you and your partner
use the same materials differently?
• How do your results answer
the
question?

Lesson 15 (TG pages 32-33) Engage: Ask students whether any of For groups of 4: water in a plastic
Cooling them use ice trays to make ice at cup (100 mL); modeling clay (1 stick);
home. Explain to students that in this small
NGSS PS1.A: Structure and Properties lesson, they will explore how and why paper plate For teacher use: freezer
of Matter Different kinds of matter exist water changes from a liquid to a solid. Advance Preparation Arrange to have use
and many of them can be either solid or Explore: Preview then read pages of
liquid, 32-33. a freezer for at least 4 hours. Put 100 mL
depending on the temperature. (2-PS1- Explain: Describe What Happens of tap
1) When Water Is Cooled. Have students water into each of the plastic cups.
PS1.B: Chemical Reactions Heating or observe how cooling can change
cooling a substance may cause changes water from a liquid to a solid by
that can be observed. (2-PS1-4) completing the SCIENCE in a SNAP
activity.
Objective: Identify water in its solid Elaborate: Tell students that fresh
and liquid states. Describe how water water and
changes when it is cooled. salt water freeze at different
temperatures. Help
students conduct research to find out
1 Day
what the
freezing points are for fresh water and
salt water
and record their answers in their
science notebook.
Evaluate: Have students record their
answers to the Wrap It Up questions in
their science notebook.

Lesson 16 (TG pages 34-35) Engage: Have students think about For groups of 4: 20 cm (8 inch)
Heating the ice they put into a beverage to cool square of foil; small paper plate; ice
it. cube; clock
NGSS PS1.B: Chemical Reactions Explore: Preview then read pages 34-35 or timer (for class use)
Heating or cooling a substance may cause Explain: Describe the Effects of
changes that can be observed. Sometimes Heating. Have students complete the
these SCIENCE in a SNAP
changes are reversible and sometimes activity to observe how heating can
they are not. (2-PS1-4 cause ice to
Objective: Describe how ice changes change back to liquid water.
when it is heated. Recognize that Elaborate: Have groups brainstorm a
freezing and melting can happen over list of materials that could insulate ice,
and over again. or keep it from melting.
Evaluate: Have students record their
answers to the Wrap It Up questions in
1 Day their science notebook.

Lesson 17 (TG pages 36-37) Engage: Have students describe their • quart-size and gallon size
Change It? experiences with plastic bag
• ½ cup of milk
NGSS PS1.B: Chemical Reactions helping cook food. • ½ cup of heavy whipping
Heating or cooling a substance may Explore: Preview then read pages Cream
cause changes that can be observed. 36-37. • ¼ cup of sugar
Sometimes these Explain: Identify Changes, Describe • ¼ teaspoon of vanilla.
changes are reversible and sometimes • \½ cup table salt
they are not. (2-PS1-4) Reversible and Nonreversible • 2 cups of ice
Changes. • gloves
Objective: Recognize that heating Elaborate: Make ice cream in a
causes some changes baggie to show
to matter that cannot be reversed. students how cooling can change
matter.
1 Day Evaluate: Have students record their
answers to the Wrap It Up questions in
their science notebook.
Lesson 18 (TG pages 38-39) Engage: Remind students that in
Make an argument previous lessons, they
NGSS 2-PS1-4: Construct and learned about heating and cooling and
argument with evidence that some how
changes caused by heating or cooling these processes can cause matter to
can be reversed and some change.
cannot. [Clarification Statement:
Examples of reversible changes could Explore: Preview then read pages
include materials such as water and 38-39.
butter at different Explain: Make Arguments, Explain to
temperatures. Examples of irreversible students that they are going to make
changes could include cooking an egg,
freezing a plant leaf, and heating paper. an argument about whether the
changes
Objective: Construct an argument shown in the text can be reversed.
based on evidence Elaborate: Organize students into
that some changes caused by heating
or cooling can be reversed and some small
cannot. groups. Tell groups to suppose that
they have to design an investigation
1 Day that will prove that one of the
changes in the photos on this spread
either can or cannot be reversed.
Evaluate: Have students record their
answers to the Wrap It Up questions in
their science notebook.
Lesson 19 (TG pages 40-41) Engage: Tap Prior Knowledge, class
Materials Scientist discussion using probe questions in
manual.
NGSS Science Models, Laws, Explore: Preview then read pages
Mechanics, and Theories Explain Explain: Describe the Work of a
Natural Phenomena. Science searches Materials
for cause and effect Scientist, Connect Materials Science
relationships to explain natural events. With Matter
Objective: Connect the concepts of and Properties.
matter, properties ,and changes in Elaborate: Research Other Careers
matter with the work of a materials Involving
scientist. Matter and Properties
Evaluate: Have students record their
answers to the Wrap It Up questions in
1 Day their science notebook.
 Unit Learning Goal and Scale
(Level 2.0 reflects a minimal level of proficiency)
Standard(s):
2-PS1-1. Plan and conduct an investigation to describe and classify different kinds of materials by their
observable properties. [Clarification Statement: Observations could include color, texture, hardness, and
flexibility. Patterns could include the similar properties that different materials share.]
4.0 Students will be able to:
In addition to planning and conducting investigations at 3.0, students can
• Explore, research and connect on the unit topics through the elaboration activities in each
lesson.
3.0 Students will be able to:
• Plan and conduct an investigation to describe and classify different kinds of materials by their
observable properties. [Clarification Statement: Observations could include color, texture,
hardness, and flexibility. Patterns could include the similar properties that different materials
share.]
Students will be able to:
2.0 • Define properties.
• Name different properties of matter..
1.0 With help, partial success at level 2.0 content and level 3.0 content:

0.0 Even with help, no success

Standard(s):
2-PS1-2. Analyze data obtained from testing different materials to determine which materials have the
properties that are best suited for an intended purpose.* [Clarification Statement: Examples of properties could
include, strength, flexibility, hardness, texture, and absorbency.] [Assessment Boundary: Assessment of
quantitative measurements is limited to length.]
4.0 Students will be able to:
In addition to planning and conducting investigations at 3.0, students can
• Explore, research and connect on the unit topics through the elaboration activities in each
lesson.
3.0 Students will be able to:
• Analyze data obtained from testing different materials to determine which materials have the
properties that are best suited for an intended purpose.* [Clarification Statement: Examples of
properties could include, strength, flexibility, hardness, texture, and absorbency.] [Assessment
Boundary: Assessment of quantitative measurements is limited to length.]
Students will be able to:
2.0 • Define properties.
• Identify materials that absorb and/or repel water.
1.0 With help, partial success at level 2.0 content and level 3.0 content:

0.0 Even with help, no success

Standard(s):
2-PS1-3. Make observations to construct an evidence-based account of how an object made of a small set of
pieces can be disassembled and made into a new object. [Clarification Statement: Examples of pieces could
include blocks, building bricks, or other assorted small objects.]
4.0 Students will be able to:
In addition to planning and conducting investigations at 3.0, students can
• Explore, research and connect on the unit topics through the elaboration activities in each
lesson.
3.0 Students will be able to:
• Make observations to construct an evidence-based account of how an object made of a small
set of pieces can be disassembled and made into a new object. [Clarification Statement:
Examples of pieces could include blocks, building bricks, or other assorted small objects.]]
Students will be able to:
2.0 • Observe that objects made of many pieces can be disassembled and made into a new object.

1.0 With help, partial success at level 2.0 content and level 3.0 content:

0.0 Even with help, no success

Standard(s):
2-PS1-4. Construct an argument with evidence that some changes caused by heating or cooling can be
reversed and some cannot. [Clarification Statement: Examples of reversible changes could include materials
such as water and butter at different temperatures. Examples of irreversible changes could include cooking an
egg, freezing a plant leaf, and heating paper.]
4.0 Students will be able to:
In addition to planning and conducting investigations at 3.0, students can
• Explore, research and connect on the unit topics through the elaboration activities in each
lesson.
3.0 Students will be able to:
• Construct an argument with evidence that some changes caused by heating or cooling can be
reversed and some cannot. [Clarification Statement: Examples of reversible changes could
include materials such as water and butter at different temperatures. Examples of irreversible
changes could include cooking an egg, freezing a plant leaf, and heating paper.]
Students will be able to:
2.0 • Define heating and cooling
• Explain how heating and cooling can change matter.
1.0 With help, partial success at level 2.0 content and level 3.0 content:

0.0 Even with help, no success

 Unit Modifications for Special Population Students
Advanced Learners • Allow students to complete Investigations, Think Like a Scientist, Think
Like an Engineer independently.
• Use “Elaborate” sections of the lessons to extend student thinking.
• Introduce advanced vocabulary (flexible, absorb)
Struggling Learners • Refer to Learning Assessment Masters for pre-made charts to use in
science notebook. (Investigations, Think Like a Scientist, Think Like an
Engineer)
• Pair with higher ability students when completing Investigations, Think
Like a Scientist and Think Like an Engineer Lessons.
• Assign different roles for group members in the investigations so all
members contribute to the group.
English Language Learners • Vocabulary: matter, liquid, solid, property, (provide visual, verbal and
written examples together) (pair related words to these vocabulary words.
Help students understand the correct structure of questions and
statements (jumble words and have students place in correct structure
order depending on whether it is a question or statement).
Special Needs Learners • Refer to Learning Assessment Masters for pre-made charts to use in
science notebook. (Investigations, Think Like a Scientist, Think Like an
Engineer)
• Conduct Investigations, Think Like a Scientist, and Think Like an
Engineer by dividing into parts or modeling side by side to monitor student
understanding.

Interdisciplinary Connections
Common Core State Standards Connections:
ELA/Literacy
RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key
details in a text. (2-PS1-4)
RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical
procedures in a text. (2-PS1-4)
RI.2.8 Describe how reasons support specific points the author makes in a text. (2-PS1-2),(2-PS1-4)
W.2.1 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 connect opinion and reasons, and
provide a concluding statement or section. (2-PS1-4)
W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a
report; record science observations). (2-PS1-1),(2-PS1- 2),(2-PS1-3)
W.2.8 Recall information from experiences or gather information from provided sources to answer a question. (2-PS1-
1),(2-PS1-2),(2-PS1-3)
Mathematics
MP.2 Reason abstractly and quantitatively. (2-PS1-2)
MP.4 Model with mathematics. (2-PS1-1),(2-PS1-2)
MP.5 Use appropriate tools strategically. (2-PS1-2) 2.
MD.D.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 problems using information presented in a bar graph. (2-PS1-1),(2-
PS1-2)
 Integration of 21st Century Skills
Indicators:
8.1.2.A.4 Demonstrate developmentally appropriate navigation skills in virtual environments (i.e. games, museums).
8.2.2.A.4 Choose a product to make and plan the tools and materials needed.
8.2.2.B.1 Identify how technology impacts or improves life.
8.2.2.B.3 Identify products or systems that are designed to meet human needs.
8.2.2.B.4 Identify how the ways people live and work has changed because of technology.
8.2.2.C.1 Brainstorm ideas on how to solve a problem or build a product.
8.2.2.C.2 Create a drawing of a product or device that communicates its function to peers and discuss.
8.1.2.E.1 Use digital tools and online resources to explore a problem or issue.
8.2.2.D.1 Collaborate and apply a design process to solve a simple problem from everyday experiences.
8.1.2.D.1 Develop an understanding of ownership of print and nonprint information.
8.2.2.D.3 Identify the strengths and weaknesses in a product or system.
8.2.2.A.5 Collaborate to design a solution to a problem affecting the community.
9.2.4.A.1 Identify different types of work and how work can help people achieve personal and professional goals
9.2.4.A.3 Investigate both traditional and nontraditional careers and relate information to personal likes and dislikes.
Unit Title: Interdependent Relationships in Ecosystems (Life Science)
Unit Description: Students will investigate plants and animals. First students will identify what
plants need to live and grow. Then they will explore how different plants can only grow in certain
areas. Students will describe how plants depend on animals . Next students will recognize there
are many different kinds of living things in any area, and they exist in different habitats. Throughout
the unit, students will engage in activities to think like a scientist and engineer. At the conclusion of
the unit the students will connect the concepts of wildlife and habitat conservation with the work of a
field biologist.

Unit Duration: 4th Marking period

Desired Results
Standard(s):
2-LS2-1. Plan and conduct an investigation to determine if plants need sunlight and water to grow. [Assessment
Boundary: Assessment is limited to testing one variable at a time.]

2-LS2-2. Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.*

2-LS4-1. Make observations of plants and animals to compare the diversity of life in different habitats. [Clarification
Statement: Emphasis is on the diversity of living things in each of a variety of different habitats.] [Assessment
Boundary: Assessment does not include specific animal and plant names in specific habitats.]
Indicators:
LS2.A: Interdependent Relationships in Ecosystems
• Plants depend on water and light to grow. (2-LS2-1)
• Plants depend on animals for pollination or to move their seeds around. (2-LS2-2)
LS4.D: Biodiversity and Humans
• There are many different kinds of living things in any area, and they exist in different places on land and in
water. (2-LS4-1)
ETS1.B: Developing Possible Solutions
• Designs can be conveyed through sketches, drawings, or physical models. These representations are
useful in communicating ideas for a problem’s solutions to other people. (secondary to 2-LS2-2)
 Understandings: Essential Questions:
Students will understand that…U
• What do plants need to live
•Identify what plants need to live and grow. and grow?
•Observe and recognize that plants depend on • How do animals help plants?
water and light. • How do living things depend
•Predict and investigate the growth of plants when the amount of light is on their habitat for survival?
Q
altered.
•Explain how plants depend on animals for pollination.
• Explain why plants and humans depend on bees for pollination.
•Recognize why a decline in the bee population is a problem and identify
possible solutions.
• Describe how animals help move a plant’s seeds.
• Develop a model that shows how animals disperse seeds.
• Conduct an investigation using the model and revise the model as
necessary.
• Recognize that living things exist everywhere.
• Identify some living things that live on land
and in water.
• Describe the living and nonliving things onthe sandy coast.
• Describe how living things depend on their habitat for survival.
• Describe a wetland habitat.
• Identify living things in a wetland.
• Describe a grassland habitat and some living things that are found
there.
• Observe and interpret a map to compare the diversity of living things in
different African habitats.
• Connect the concepts of wildlife and habitat conservation with the
work of a field biologist.
 Assessment Evidence
Performance Tasks: Other Evidence:
Investigate Lessons – Students will practice performance tasks in Students will demonstrate their
cooperative groups engaging in scientific steps of an investigation. understandings through:
• Lesson 2 (p.46) – Observe and recognize that plants depend on
water and light. Predict and investigate the growth of plants when the • Science Notebook Entries
amount of light is altered. • Unit Tests
Think Like A Scientist: Plan and Investigate Lessons – Students will engage in
performance tasks in cooperative groups to plan and conduct an investigation,
provide evidence and use that evidence to explain results. This task will be
recorded in their science notebook and evaluated by a Teacher Rubric and
Student Rubric.
• Lesson 3 (p.48)– Plan and conduct an investigation to determine
whether plants need water to grow. Use evidence from an
investigation to explain what happens if plants do not get water.
• Lesson 7(p.58) – Develop a model that shows how animals disperse
seeds.Conduct an investigation using the model andrevise the model
as necessary.
• Lesson 12 (p.70)– Observe and interpret a map to compare the
diversity of living things in different African habitats.
Think Like An Engineer Lesson: - Students will engage in performance tasks in
cooperative groups to design, build and test a prototype device and analyze
and improve results. This task will be recorded in their science notebook and
evaluated by a Teacher Rubric and Student Rubric.
• Lesson 5 (p.52)- Explain why plants and humans depend on bees for
pollination. Recognize why a decline in the bee population is a
problem and identify possible solutions.

Benchmarks:
Plants - Unit Test Percentages (Based
on 12 questions):
Secure = 75% - 100%
Developing = 50% - 74%
Beginning = Below 50%
 Learning Plan
Resources: National Geographic Learning: Exploring Science Teacher’s Guide, Student Book, Interactive
eBook, Website and Student Science Notebook

Learning Activities:

Lesson and Duration Activties Supplemental Materials

Lesson 1 (TG pages 44-45) Engage: Ask students whether they
What plants need have houseplants or an outdoor
garden at home. Follow up with probe
NGSS LS2.A: Independent questions in manual.
Relationships in Ecosystem Plants Explore: Preview then read pages 44-
depend on water and light to grow. (2- 45.
LS2-1). Explain: Explain That Plants Depend
on Light and Water, Describe How
Objective: Identify what plants need to Plants’ Needs Are Met.
live and grow. Elaborate: Organize students into
small groups.
1 Day Assign a common flowering plant to
each group.
Then help students conduct research
to find out
more about the needs of each plant
and how the
plant meets its needs where it lives.
Evaluate: Have students record their
answers to the Wrap It Up questions in
their science notebook.
Lesson 2 (TG pages 46-47) Engage: Have students recall what For groups of 4: 2 radish plants;
Plants and Light they learned in the previous lesson masking tape; plastic spoon; water
about what plants need to grow. For teacher use:
NGSS LS2.A: Interdependent Explore: Preview then read pages 46- approximately 10 clear plastic cups (9
Relationships in Ecosystems Plants 47. Have students make a table for oz); radish
depend on water and light to grow. (2- recording their observations in their seeds; potting soil; water
LS2-1) science notebook.
Explain: At the end of the
Objective: Observe and recognize that investigation, have students share
plants depend on water and light. their predictions, observations,
Predict and investigate the growth of andconclusions with other groups.
plants when the amount of light is Continue with probe questions in
altered. manual.
Elaborate: Ask students to infer how
plants in these extreme environments
are able to thrive despite not having
very much water or light.
1 Day Evaluate: Have students record their
*See classroom management box in answers to the Wrap It Up questions in
manual for advance preparation. Also their science notebook.
this lesson includes a 7 day
observation period.
Lesson 3 (TG pages 48-49b) Engage: Invite a volunteer to read the For groups of 4: clear plastic cups (9
Plan and investigate opening oz);
paragraph on page 48. Then have potting soil; seeds (sunflower, corn, or
NGSS 2-LS2-1. Plan and conduct an students pinto bean)
investigation to determine if plants need recall the Investigate activity they or previously grown seedlings;
sunlight and water to grow. [Assessment performed in masking tape for
Boundary: Assessment is limited to the previous lesson. Set the scene labeling; plastic spoons; water; rulers;
testing one variable at a time.] and plan an investigation. hand lenses
Explore: Preview then read pages 48-
49. Conduct an investigation.
Suggest that students make a table for
Objective: Plan and conduct an recording their observations in their
investigation to science
determine whether plants need water notebook.
to grow. Explain: Review your results.
Use evidence from an investigation to Elaborate: Share your results.
explain Evaluate: Have students record their
what happens if plants do not get answers to the Wrap It Up questions in
water. their science notebook. Complete
teacher and student rubrics.

1 Day
*See classroom management box in
manual for advance preparation.
Lesson 4 (TG pages 50-51) Engage: Discuss with students how
Animals Pollinate Flowers people depend on
specific things every day in order to
NGSS LS2.A Interdependent live.
Relationships in Ecosystems Plants Explore: Preview then read pages 50-
depend on animals for pollination or to 51.
move their seeds Explain: Differentiate Between Pollen
around. (2-LS2-2) and
Pollinates, Explain Why Plants
Objective: Explain how plants depend
on animals for pollination. Depend on Animals
for Pollination, Describe How Animals
1 Day Pollinate Plants.
Elaborate: Find Out More About
Pollinators. In small groups have
students conduct research on animals
that pollinate.
Evaluate: Have students record their
answers to the Wrap It Up questions in
their science notebook.
Lesson 5 (TG pages 52-55) Engage: Remind students that they
Save the bees! learned about
pollination in the previous lesson.
NGSS LS2.A: Interdependent Continue discussion with probe
Relationships in Ecosystems Plants questions in manual.
depend on animals for pollination or to Explore: Preview then read pages 52-
move their seeds 53
around. (2-LS2-2) Explain: Identify the Problem, Identify
the Solution.
Objective: Explain why plants and Elaborate: Research the Dependence
humans depend on bees for of Plants on Pollination. Organize
pollination. students into small groups and
Recognize why a decline in the bee help them use the Internet to conduct
population is a problem and identify research
possible solutions. on plants and which ones are the most
and least
1 Day dependent on bee pollination.
Evaluate: Have students record their
answers to the Wrap It Up questions in
their science notebook.
Lesson 6 (TG pages 56-57) Engage: Ask students to recall a time
Animals spread seeds when they have
taken a walk or hike in the woods.
NGSS LS2.A Interdependent Explore: Preview then read pages 56-
Relationships in Ecosystems Plants 57.
depend on animals for pollination or to Explain: Review Why Plants Need
move their seeds Animals, Describe How Animals Move
around. (2-LS2-2) Seeds.
Elaborate: Compare the Ways
Objective: Describe how animals help Animals Help
move a plant’s Plants.
seeds. Evaluate: Have students record their
answers to the Wrap It Up questions in
1 Day their science notebook.
Lesson 7 (TG pages 58-61) Engage: Set the scene. Direct For groups of 4: hook tape; feather;
Develop a model students to the photo of the burrs from fake
fur (9" × 9"); leather
NGSS 2-LS2-2. Develop a simple the burdock plant on page 58. Ask
model of the function of an animal in probe questions in manual. In their
dispersing seeds or pollinating plants.
K-2-ETS1-2. Develop a simple sketch, science notebook, have
drawing, or physical model to illustrate students draw how they think burdock
how the shape of an object helps it seeds could travel far from their parent
function as plants. Explain that they will
needed to solve a given problem. compare their ideas with the physical
ETS1.B: Developing Possible Solutions model
Designs can be conveyed through that they make during the
sketches, drawings, or physical models. investigation.
These representations are useful in Explore: Conduct an investigation.
communicating ideas for a problem’s Have students make a table for
solutions to other people. (K-2-ETS1-2, recording their observations in their
secondary science notebook. They can use the
to 2-LS2-2) example below or come up with their
Objective: Develop a model that own. Preview then read pages 60-61.
shows how animals disperse seeds. Explain: Explain your model. At the
Conduct an investigation using the end of the investigation, have students
model and revise the model as review the observations they made in
necessary. their science notebook during the
1 Day investigation.
*See classroom management box in Elaborate: Organize students into
manual for advance preparation. small groups.
Have them choose a kind of seed to
investigate
and draw the seed in their science
notebook.
Then help them use the Internet to find
out how
animals might help spread or move
the seeds.
Evaluate: Have students record their
answers to the Wrap It Up questions in
their science notebook.
Complete teacher and student
rubric.

Lesson 8 (TG pages 62-63) Engage: Have students list places

Living things are everywhere where living things are found in and
around their neighborhoods or
NGSS LS4.D: Biodiversity and Humans communities.
There are many different kinds of living Explore: Preview then read pages 62-
things in any area, and they exist in 63.
different places Explain: Describe Where Animals
on land and in water. (2-LS4-1) Live, Differentiate Between Water and
Land Animals.
Objective: Recognize that living things Elaborate: Research Where Animals
exist everywhere. Live. Organize students into small
Identify some living things that live on groups. Assign a land or water plant or
land and in water. animal to each group. You may
choose to use the plants and animals
from the text or any others that are not
1 Day shown. Then help groups conduct
research on the assigned plant or
animal.
Evaluate: Have students record their
answers to the Wrap It Up questions in
their science notebook.
Lesson 9 (TG pages 64-65) Engage: Have students list and Various magazines, books , newspapers
Living things on the coast describe plants and and internet access for elaboration activity.
animals that they have observed in
their home,yard, or neighborhood.
NGSS LS4.D: Biodiversity and Humans Explore: Preview then read pages 64-
There are many different kinds of living 65
Explain: Describe Coasts, Describe
things in any area, and they exist in the Living Things on the Sandy Coast,
different places Describe the Way Living Things
on land and in water. (2-LS4-1) Survive
in Their Environment, Explain How an
Ecosystem Supports Living Things.
Objective: Describe the living and Elaborate: Help students use
nonliving things on the sandy coast. magazines,
Describe how living things depend on books, newspapers, the Internet, and
their habitat for survival. other sources to find examples of
different coastal habitats.
Evaluate: Have students record their
answers to the Wrap It Up questions in
their science notebook.
1 Day
Lesson 10 (TG pages 66-67) Engage: Remind students that they
Living things in a wetland have learned about
the sandy coast habitat. Explain to
NGSS LS4.D: Biodiversity and Humans students that in this lesson, they will
There are many different kinds of living be learning about a habitat called a
things in any area, and they exist in wetland.
different places Explore: Preview then read pages 66-
on land and in water. (2-LS4-1) 67.
Explain: Observe the Characteristics
of a Wetland, Describe How a Wetland
Habitat Supports Living Things.
Objective: Describe a wetland Elaborate: Help students conduct
habitat.Identify living things in a research to find out more about a
wetland that
wetland. is located in the community or a
nearby area.
Evaluate: Have students record their
answers to the Wrap It Up questions in
1 Day their science notebook.
Lesson 11 (TG pages 68-69) Engage: Have students recall what
Living things in a grassland they know or have heard about
Australia.
NGSS LS4.D: Biodiversity and Humans Explore: Preview then read pages 68-
There are many different kinds of living 69.
things in any area, and they exist in Explain: Define Grassland, Explain
different places How Living Things in a Grassland
on land and in water. (2-LS4-1) Meet Their Needs.
Elaborate: Research Grassland
Ecosystems in the United States.
Objective: Describe a grassland Help students
habitat and some living things that are conduct research on prairies in the
found there. United States.
Evaluate: Have students record their
answers to the Wrap It Up questions in
their science notebook.

1 Day

Lesson 12 (TG pages 70-71) Engage: Remind students that most of

Think like a scientist- Make the habitats shown on the map are
observations habitats they have learned about,
including grasslands and coasts.
NGSS 2-LS4-1: Make observations of Explore: Preview then read pages70-
plants and animals to compare the 71.
diversity of life in different habitats. Explain: Analyze the Map. Follow
[Clarification Statement: with probe questions from the manual.
Emphasis is on the diversity of living Elaborate: Organize students into
things in each of a variety of different small groups and assign each
habitats.] [Assessment Boundary: group one of the following areas
Assessment does not from the map: Sahara Desert, Congo
include specific animal and plant names Basin,
in specific habitats.] Kalahari Desert, Lake Victoria, or the
island of
Madagascar. Help students conduct
Objective: Observe and interpret a research
map to compare the diversity of living about their assigned area to find out
things in different African habitats. more about its climate and wildlife.
Evaluate: Have students record their
answers to the Wrap It Up questions in
their science notebook.
1 Day

Lesson 13 (TG pages 72-73) Engage: Invite students to share what

Science Career- Field Biologist they know about photography.
Explore: Preview then read pages 72-
NGSS Scientific Knowledge Is Based on 73.
Empirical Evidence Scientists look for Explain: Describe the Work of a Field
patterns and order when making Biologist, and Connect Photography
observations With Wildlife Conservation.
about the world. Elaborate: Organize students in pairs
and help
them conduct research to find out
Objective: Connect the concepts of more about
wildlife and habitat conservation with field biology.
the work of a field biologist. Evaluate: Have students record their
answers to the Wrap It Up questions in
their science notebook.
1 Day
 Unit Learning Goal and Scale
(Level 2.0 reflects a minimal level of proficiency)
Standard(s):
2-LS2-1. Plan and conduct an investigation to determine if plants need sunlight and water to grow.
[Assessment Boundary: Assessment is limited to testing one variable at a time.]
4.0 Students will be able to:
In addition to planning and conducting investigations at 3.0, students can
• Explore, research and connect on the unit topics through the elaboration activities in each
lesson.
3.0 Students will be able to:
• Plan and conduct an investigation to determine if plants need sunlight and water to grow.
[Assessment Boundary: Assessment is limited to testing one variable at a time.]
Students will be able to:
2.0
• Explain what plants need to live and grow.
1.0 With help, partial success at level 2.0 content and level 3.0 content:

0.0 Even with help, no success

Standard(s):
2-LS2-2. Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating
plants.
4.0 Students will be able to:
In addition to planning and conducting investigations at 3.0, students can
• Explore, research and connect on the unit topics through the elaboration activities in each
lesson.
3.0 Students will be able to:
• Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating
plants.
Students will be able to:
2.0
• Describe how plants depend on animals for pollination.
1.0 With help, partial success at level 2.0 content and level 3.0 content:

0.0 Even with help, no success

Standard(s):
2-LS4-1. Make observations of plants and animals to compare the diversity of life in different habitats.
[Clarification Statement: Emphasis is on the diversity of living things in each of a variety of different habitats.]
[Assessment Boundary: Assessment does not include specific animal and plant names in specific habitats.]
4.0 Students will be able to:
In addition to planning and conducting investigations at 3.0, students can
• Explore, research and connect on the unit topics through the elaboration activities in each
lesson.
3.0 Students will be able to:
• Make observations of plants and animals to compare the diversity of life in different habitats.
[Clarification Statement: Emphasis is on the diversity of living things in each of a variety of different
habitats.] [Assessment Boundary: Assessment does not include specific animal and plant names in
specific habitats.]
Students will be able to:
2.0 • Define habitat
• Identify different habitats and what living things you can find there.
1.0 With help, partial success at level 2.0 content and level 3.0 content:

0.0 Even with help, no success

 Unit Modifications for Special Population Students
Advanced Learners • Allow students to complete Investigations, Think Like a Scientist, Think Like
an Engineer independently.
• Use “Elaborate” sections of the lessons to extend student thinking.
• Introduce advanced vocabulary (pollinates)
Struggling Learners • Refer to Learning Assessment Masters for pre-made charts to use in science
notebook. (Investigations, Think Like a Scientist, Think Like an Engineer)
• Pair with higher ability students when completing Investigations, Think Like a
Scientist and Think Like an Engineer Lessons.
• Assign different roles for group members in the investigations so all members
contribute to the group.
English Language Learners • Vocabulary: depend, pollen, coast, wetland, grassland (provide visual, verbal
and written examples together) (pair related words to these vocabulary words.
Help students understand the correct structure of questions and statements
(jumble words and have students place in correct structure order depending
on whether it is a question or statement).
Special Needs Learners • Refer to Learning Assessment Masters for pre-made charts to use in science
notebook. (Investigations, Think Like a Scientist, Think Like an Engineer)
• Conduct Investigations, Think Like a Scientist, and Think Like an Engineer by
dividing into parts or modeling side by side to monitor student understanding.

Interdisciplinary Connections
Common Core State Standards Connections:
ELA/Literacy
W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a
report; record science observations). (2-LS2-1),(2-LS4-1)
W.2.8 Recall information from experiences or gather information from provided sources to answer a question. (2-LS2-
1),(2-LS4-1)
SL.2.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of
experiences when appropriate to clarify ideas, thoughts, and feelings. (2-LS2-2)
Mathematics
MP.2 Reason abstractly and quantitatively. (2-LS2-1),(2-LS4-1)
MP.4 Model with mathematics. (2-LS2-1),(2-LS2-2),(2-LS4-1)
MP.5 Use appropriate tools strategically. (2-LS2-1) 2.
MD.D.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 problems. (2-LS2-2),(2-LS4-1)

Integration of 21st Century Skills

Indicators:
8.1.2.A.4 Demonstrate developmentally appropriate navigation skills in virtual environments (i.e. games, museums).
8.2.2.A.4 Choose a product to make and plan the tools and materials needed.
8.2.2.B.1 Identify how technology impacts or improves life.
8.2.2.B.3 Identify products or systems that are designed to meet human needs.
8.2.2.B.4 Identify how the ways people live and work has changed because of technology.
8.2.2.C.1 Brainstorm ideas on how to solve a problem or build a product.
8.2.2.C.2 Create a drawing of a product or device that communicates its function to peers and discuss.
8.1.2.E.1 Use digital tools and online resources to explore a problem or issue.
8.2.2.D.1 Collaborate and apply a design process to solve a simple problem from everyday experiences.
8.1.2.D.1 Develop an understanding of ownership of print and nonprint information.
8.2.2.D.3 Identify the strengths and weaknesses in a product or system.
8.2.2.A.5 Collaborate to design a solution to a problem affecting the community.
9.2.4.A.1 Identify different types of work and how work can help people achieve personal and professional goals
9.2.4.A.3 Investigate both traditional and nontraditional careers and relate information to personal likes and dislikes.
Unit Title: Earth Systems: Processes that Shape the Earth (Earth
Science)
Unit Description: Students will explore process that shape the Earth. First students will learn about
events that happen quickly like earthquakes and volcanic eruptions. Then students will learn how
earthquakes volcanic eruptions, weathering, erosion, flooding, wind, and water can all change the
shape of the land quickly or slowly. Next students will learn about rivers, oceans, lakes and ponds.
They will learn how these are formed. Then students will study how water can be found as a solid in
formations like glaciers and icebergs. The unit will conclude with students studying the career of a
glaciologist.

Unit Duration: Making Periods 2/3

Desired Results
Standard(s):
2.ESS1-1. Use information from several sources to provide evidence that Earth events can occur quickly or slowly.
(Clarification Statement: Examples of events and timescales could include volcanic explosions and earthquakes, which
happened quickly and erosion of rocks, which occurs slowly.) (Assessment Boundary: Assessment does not include
quantitative measurements of timescales.)

2-ESS2-1. Compare multiple solutions designed to slow or prevent wind or water from changing that shape of the
land.*(Clarification Statement: Examples of solutions could include different designs of dikes and windbreaks to hold
back wind and water, and different designs for using shrubs, grass, and trees to hold back the land.

2-ESS2-2. Develop a model to represent the shapes and kinds of land and bodies of water in an area. (Assessment
Boundary: Assessment does not include quantitative scaling in models.)

2-ESS2-3. Obtain information to identify where water is found on Earth and that it can by solid or liquid.

Indicators:

ESS1.C: The History of Planet Earth

• Some events happen very quickly; others occur very slowly, over a time period much longer than one can. (2-ESS1-
1)

ESS2.A: Earth Materials and Systems

• Wind and water can change the shape of the land. (2-ESS2-1)

ESS2.B: Plate Tectonics and Large-Scale System Interactions

• Maps show where things are located. One can map the shapes and kinds of land and water in any area. (2-ESS2-2)

ESS2.C: The Roles of Water in Earth’s Surface Processes

• Water is found in the ocean, rivers, lakes, and ponds. Water exists as solid ice and in liquid form. (2-ESS2-3)

ETS1.C: Optimizing the Design Solution

• Because there is always more than one possible solution to a problem, it is useful to compare and test
designs. (secondary to 2-ESS2)
Understandings: Essential Questions:
Students will understand…
• what happens during an earthquake • What natural weather occurrences can change the
• how volcanic eruptions can cause rapid change to shape of land?
Earth's surface. • What events change the shape of the land quickly?
• how wind and water can change the shape of the • What events change the land slowly?
land.
• that some events happen very quickly, and others
occur very slowly.
• how wind can change the shape of the land.
• how water can change the shape of the land.
• how wind and water can move sand and change
the shape of the land.
• how water can change the shape of the land
quickly.
• how to devise a way to slow or prevent erosion of
soil.
• how to observe pictures of Earth events to
determine whether an event happened quickly or
slowly.
• how to cite evidence drawn from the pictures to
support interpretation.
• how to identify a problem caused by an Earth event
that happens quickly.
• how to identify the solution to the problem caused
by water changing the shape of the land.
• how to compare multiple solutions designed to slow
or prevent wind or water from changing the shape
of the land.
• how to interpret the symbols on a map to identify
the shapes and kinds of land and water shown.
• how rivers form and connect to the ocean.
• how water is found in lakes and ponds.
• how lakes and ponds form.
• how to develop a model to represent the shapes
and kinds of land and bodies of water in an area.
• how models help understand how a land is shaped.
• how to describe Earth's water that exists as solid
ice.
• how to obtain information from a map to identify
where solid and liquid water can be found on Earth.
• how to connect the concept of looking for patterns
and order when making observations about the
world with the career of a glaciologist.
 Assessment Evidence
Performance Tasks: Other Evidence:
Investigate Lessons – Students will practice performance Students will demonstrate their understandings
tasks in cooperative groups engaging in scientific steps of through:
an investigation.
• Lesson 7 (Pg. 88) – Observe how water can • Science Notebook Entries
change the shape of the land quickly. • Science in a Snap (Additional Investigations) in
Lesson 3 (Pg, 80)
Think Like A Scientist: Plan and Investigate Lessons – • Unit Tests
Students will engage in performance tasks in cooperative
groups to plan and conduct an investigation, provide
evidence and use that evidence to explain results. This
task will be recorded in their science notebook and
evaluated by a Teacher Rubric and Student Rubric.
• Lesson 8 (Pg.90) – Observe photographs of
events that change the shape of the land, identify
the cause of each change, and use evidence
from photos to support whether change occurred
quickly or slowly.
• Lesson 14 (Pg. 106)- Develop a model to
represent the shapes and kinds of land and
bodies of water in area.
• Lesson 16 (Pg. 110)- Obtain information about
where solid and liquid water can be found on
Benchmarks:
Earth.
Unit Test Percentages (Based on 18 questions):
Think
Secure Like
= An Engineer Lessons: - Students will engage in
78% - 100%
performance tasks in cooperative groups to design, build
Developing = 61%device
and test a prototype - 77% and analyze and improve
results.
Beginning This= task will be60%
Below recorded in their science notebook
and evaluated by a Teacher Rubric and Student Rubric.
• Lesson 9 (Pg. 92)-Identify a problem caused by
flooding. Find a solution to the problem.
• Lesson 10(Pg. 96)- Compare solutions designed to
slow or prevent wind or water from changing the
shape of the land.
 Learning Plan
Resources: National Geographic Learning: Exploring Science Teacher’s Guide, Student Book, Interactive
eBook, Website and Student Science Notebook

Learning Activities:
Lesson and Duration Activties Supplemental Materials
Lesson 1- (TG pages 76-77) Engage: Ask students to share what Website about different pictures of
Earthquakes they know about earthquakes. earthquakes or google images of
Explore: Students observe the picture earthquakes.
NGSS ESS1.C Some events happen of the church in Haiti on page 76-77
very quickly; others occur very slowly, and describe what they see. Ask Books from library with pictures of
over a time period much longer than probing question to encourage earthquake damage.
one can observe. (2-ESS1-1) exploration. Set a purpose to read to
be able to describe what happens
Objective: Describe what happens during an earthquake. Read pages
during an earthquake. 76-77.
Explain: Define earthquake. Ask
1 Day students to describe what happens
during an earthquake and what kind of
damage it could cause.
Elaborate: Show different pictures of
earthquakes on-line or from library
books. Observe and journal about
damage caused.
Evaluate: “Wrap it Up” Recall and
Observe understandings in Science
Notebook.

Lesson 2 (TG pages 78-79) Engage: Have students draw a picture Website with different pictures of
Volcanos of what comes to mind when they hear volcanos erupting.
the word volcano. Share.
NGSS ESS1.C Some events happen Explore: Students observe the
very quickly; others occurs slowly, pictures on pages 78-79 and ask
over a time period much longer than probing questions to encourage Or goggle different images of
one can observe. (2-ESS1-1) exploration. Set a purpose to read in volcanos.
order to explain how volcanic
Objective: Explain how volcanic eruptions can cause rapid change in
eruptions can cause rapid change to Earth's surface. Read pages 78-79.
Earth's surface. Explain: Define the words erupt and
volcano. Students describe how
1 Day volcanic eruptions can cause changes
in Earth's surface.
Elaborate: Students find out more
about volcano's by looking up pictures
on National Geographic kids' website.
Journal.
Evaluate: “Wrap it Up” Explain and
Predict understandings in Science
Notebook.

Lesson 3 (TG pages 80-81) Engage: Ask students to think about a *Website or pictures to show how
Weathering and Erosion windy day they experienced. weathering and erosion can change
Explore: Write the word arch on the the shape of the land.
NGSS ESS1.C Some even happen board and draw. Ask probing
very quickly; others occur very slowly, questions. Set a purpose to read in
over a time period much longer than order to explain how water and wind
one can observe. (2-ESS1-1) change the shape of the land. Read
pages 80-81. Science in a Snap Materials:(groups
NGSS ESS2.A: Wind and water can Explain: Ask questions to determine of 4)
change the shape of land. (2-ESS2-1) how weathering and erosion are alike -sandstone
and different. Investigate by doing -plastic jar with screw on lid
Objectives: Science in a Snap activity. Discuss -water
- Explain how wind and water can caption on pg. 81 and determine -hand lens
change the shape of the land. whether the event happened slowly or
-Recognize that some events happen quickly.
very quickly, and other occur very Elaborate: Students find out more
slowly about weathering and erosion by
exploring things on the internet that
1 Day can change the shape of the land (ex.
Ice forms a crack in a rock, tree roots
break a rock apart.) Model with clay.
Evaluate: “Wrap it Up” Recall and
Explain understandings in science
notebook.

Lesson 4 (TG pages 82-83) Engage: Have students share their Website pictures of rock formations. (or
Wind Changes the Land experiences with wind blowing in their google images)
faces. Ask probing questions to
NGSS ESS1.C Some events happen
encourage students responses.
very quickly; others occur very slowly,
Explore: Have students observe the
over a time period much longer than
large picture on pages 82-83. Ask
one can observe. (2-ESS1-1)
probing questions and review the
definition of weathering. Set a purpose
NGSS ESS2.A: Wind and water can
to read in order to explain how wind
change the shape of the land.
can change the shape of the land.
Read pages 82-83.
Objectives:
Explain: Have students look at the
-Explain how wind can change the
small picture on page 83. Ask probing
shape of the land.
questions to help explain how wind
-recognize that some events happen
can change the shape of the land and
very quickly, and other occur very
how quickly or slowly it can occur.
slowly.
Elaborate: Help students find out
more about how the wind changes the
1 Day
land by searching for unique rock
formations online. Make a clay model.
Evaluate: “Wrap it Up”, Explain and
Predict understandings in science
notebook.

Lesson 5 (TG pages 84-85) Engage: Have students share their Website pictures of soil erosion
Water Changes Land experiences with moving water in a
river.
NGSS ESS1.C Some events happen
Explore: Students observe the picture
very quickly; others occur very slowly
of the river first on pages 84-85. Ask
over a time period much longer than
probing questions to encourage
one can observe. (2-ESS1-1)
exploration. Set a purpose to read in
order to explain how water can change
NGSS ESS2.A: Wind and water can
the shape of the land. Read pages 84-
change and shape the land. (2-ESS2-
85.
1)
Explain: Define Gorge and Gully. Ask
probing questions to explain how
Objectives:
water can change the shape of the
-Explain how water can change the
land and recognize how slowly it
shape of the land.
takes.
-Recognize that some events happen
Elaborate: Students examine more
very quickly, and other occur very
pictures of soil erosion. Extend student
slowly.
thinking about the erosion by drawing
two examples to compare and contrast
1 Day
in science notebook.
Evaluate: “Wrap it Up” Compare and
Contrast and Infer understandings in
science notebook.
Lesson 6 (TG pages 86-87) Engage: Have students share their Groups of Four:
Wind and Water Move Sand experiences with sand and sand • 8x12x2 plastic container.
• Dry play sand
dunes. • Plastic straws
NGSS ESS1.C Some events
Explore: Students observe the picture • Safety goggles
happened very quickly; others occur
of the sand dune on pg. 86-87. Ask
very slowly, over a time period much
probing questions, Set a purpose to
longer than one can observe. (2-
read in order to explain how wind and
ESS1-1)
water move sand and change the
NGSS ESS2.A: Wind and Water can
shape of the land. Read pages 86-87.
change the shape of the land. (2-
Explain: Ask probing questions to
ESS2-1)
help understand how wind and water
Objectives: can change the shape of the land.
-Explain how wind and water can Help students recognize that wind and
move sand and change the shape of water can move sand quickly.
the land. Elaborate: Students find out more
-Recognize that some events happen
very quickly, and others occur very about how wind and water can change
slowly. the shape of the land by making mini
sand dunes. Blow on dunes with a
1 Day straw. Record observations.
Evaluate: “Wrap it Up” Summarize
and Apply understandings in science
notebook.

Lesson 7 (TG pages 88-89) Engage: Have students look at the For Groups of 4:
Investigate – Erosion pictures of the gully on page 85 and • 2 plastic trays (8x12x2)
• Potting Soil (2 cups)
the eroded beach on pg. 86. Review • Water (200ml)
NGSS ESS1-C Some events happen
the effects of water on soil and sand. • Measuring cup (8oz)
very quickly; others occur very slowly, • Gravel (¾ cup)
Explore: Guide students through the
over a time period much longer than
investigation steps on pages 90-91. • 5-6 small rocks
one can observe. (2-ESS1-1) • 3-4 chenille stems
Explain: Students share their • 2-3 craft sticks
observations and predictions. Ask
NGSS ESS2.A-Wind and water can For Teacher Use:
what evidence shows ways to prevent
change the shape of the land. (2-
erosion. • Spray Bottle with
ESS2-1) Water (16 oz)
Elaborate: Students repeat the
investigation by using hills with greater
Objective:
or lesser slopes.
- Observe how water can change the
Evaluate: “Wrap it Up” Describe and
shape of the land quickly.
Compare and Contrast understandings
-Devise a way to slow or prevent
in science notebook.
erosion of soil.

1 Day
Lesson 8 (TG pages 90-91b) Engage: Have students name events *Google pictures of erosion in
Think Like a Scientist-Make and processes that change the shape New Jersey.
Observations
of the l Students observe the
NGSS 2-ESS1-1 Use information from photographs on pages 88-89 and
several sources to provide evidence identify the objects or events shown.
that Earth events can occur quickly or Define the task-Students will work
slowly. (2-ESS1-1) together to find evidence in each
picture to show whether the change in
Objectives: each picture happened quickly or
-Observe pictures of Earth events to slowly.
determine whether an event happened Explore: Students analyze what they
quickly or slowly.
-Cite evidence drawn from pictures to see and record their observations in
support their interpretation. their science notebooks.
Explain: Students interpret and share
1 Day data using evidence to support their
statements and share how they
thought like a scientist.
 Elaborate: Show students pictures of
erosion from New Jersey. Repeat the
activity.
Evaluate: “Wrap it Up” Identify and
cite evidence in science notebook.
Lesson 9 (TG pages 92-95) Engage: Have students share any • Plastic Tray with edges
Think Like and Engineer-Case Study- experiences they have had with • Deep, round, clear dish
Protecting New Orleans • Long, narrow deep
flooding or their memory of seeing container
NGSS ESS1.C Some events happen pictures of a flooded area. • Small boxes
very quickly; others occur very slowly, Explore: Observe and discuss the
pictures on pages 92-93 and 94-95. Google images of natural and
over a time period much longer than human made levees.
one can observe. (2-ESS1-1) Ask probing questions. Set a purpose
to read in order to identify the problem
NGSS ESS2.A Wind and water can that New Orleans has and the solution.
change the shape of the land. (2- Read pages 92-95.
ESS2-1) Explain: Using a model show and
explain the problem of building a city
Objectives: below sea level. Ask probing questions
-Identify a problem caused by an Earth to identity a solution. Define levee.
event that happens quickly. Elaborate: Students find out more
-Identify the solution to a problem
caused by water changing the shape about levees by researching for
of the land. pictures of natural and human made
levees. Draw a picture to describe.
1 Day Evaluate: “Wrap it Up” Explain and
You may want to break this into two
days. Day 1-Pg. 92-93 Day 2-Pg. 94- Summarize understandings in science
95 notebook.
Lesson 10 TG (Pages 96-99) Engage: Have students review pages Google images of plants native to a
Think Like an Engineer 82-87 to recall how wind and water rain garden.
Compare Solutions can change the shape of the land.
Explore: Have students observe the
NGSS 2-ESS1.1 Compare multiple picture of the rain garden on pg. 96-
solutions designed to slow or prevent 97. Have students observe pictures on
wind or water from changing the pages 98-99 and describe what they
shape of the land. see. Set a purpose to read in order to
NGSS K-2-ETS1-3 Analyze data from compare multiple solutions designed
test of two objects designed to solve to slow or prevent wind or water from
the same problem to compare the changing the shape of the land. Read
strengths and weaknesses of how pages 96-99.
each performs. Explain: Define runoff. Examine
NGSS ETS1-C Because there is solutions for reducing runoff and
always more than one possible erosion. Have student compare
solution to a problem, it is useful to solutions.
compare and test designs. Elaborate: Students find out more
about deep rooted plants that will help
Objective: Compare multiple solutions in a rain garden. Search for an area
designed to slow or prevent wind or around the school that would be a
water from changing the shape of the good place to create a raingarden to
land. help with runoff. Journal what it would
look like. Visit a rain garden if
1 Day possible.
Evaluate: “Wrap it Up” Explain,
differentiate, compare and contrast
understandings in science notebook.

Lesson 11 TG (Pages 100-101) Engage: Have students share their • Paper

Understanding maps experiences with using a map. • crayon
Explore: Observe the map of South
NGSS ESS2.B Maps show where America on page 100. Ask probing
things are located. One can map the questions. Set a purpose to read in
shapes and kinds of land and water in order to find out what shapes and
any area. (2-ESS2-2)
 kinds of land and water this map
Objective: Interpret the symbols on a shows. Read pages 100-101.
map to identify the shapes and kids of Explain: Guide students to interpret
land and water shown. the symbols on a map (map key, map
scale and compass rose.)
1 Day Elaborate: Students find out more
about map symbols by creating their
own physical map of an imaginary
place. Students will label all text
features on the map.
Evaluate: “Wrap it Up” Draw
Conclusions and Interpret
understandings in science notebook.

Lesson 12 TG (Pages 102-103) Engage: Students share their -National Geo. Kids Website
Rivers and Oceans observations about rivers and oceans. -Venn Diagram
Explore: Read the lesson title, Rivers
NGSS 2-ESS2-C Water is found in the and Oceans, have students compare
ocean, rivers, lake and ponds. Water and contrast the two. Look at the
exists as solid ice and in liquid form. picture of he Amazon River on pages
102-103 and ask probing questions.
Objective: Explain how rivers form and Set a purpose to read in order to find
connect to the ocean. out about how rivers form and connect
to the ocean.
1 Day Explain: Ask probing questions to
help students understand how rivers
form and connect to the ocean.
Elaborate: Find out more about
streams, rivers and oceans by
searching the NGK website. Guide
students findings and help them create
a Venn Diagram comparing the bodies
of water. Students can extend their
thinking by choosing a specific river to
research.
Evaluate: Students Compare and
Contrast and Explain understandings
in science notebook.

Lesson 13 TG (Pages 104-105) Engage: Students share experiences Websites/Library Books about Salt
Lakes and Ponds they have with lakes and ponds. Lakes.
Explore: Have students observe
NGSS ESS2.C-Water is found in the pictures on pages. 104-105 and ask
ocean, rivers, lakes, and ponds. Water probing questions. Set a purpose to
exists as solid ice and in liquid form. read in order to find out about lakes
(2-ESS2-3) and ponds. Read page 104-105.
Explain: Describe how lakes and
Objectives: ponds form. Compare and Contrast
-Explain that water is found in lakes similarities and differences.
and ponds. Elaborate: Students research more
-Describe how lakes and ponds form. about lakes and ponds by learning
about salt lakes using the internet of
1 Day library books. Students create a travel
poster using faces about a lake they
have researched to entice tourists to
visit.
Evaluate: Students Explain and
Analyze understandings in science
notebook.
Lesson 14 TG (Pages 106-107b) Engage: Set the scene by having For Groups of Four
Think Like a Scientist-Make a Model students look at the pictures on page. (Provide a variety of materials to
106-107. Tell students they will design construct a model of land and water.)
NGSS 2-ESS2-2 Develop a model to a model of the land and water they -modeling clay
represent the shapes and kids of land see. Guide students by asking -sheets of strudy cardboard
and bodies of water in an area. probing questions. -sand
Explore: Using the materials -glue
Objectives: provided students will take their -light blue tissue paper
-Develop a model to represent the drawing and construct a model. -white tissue paper
shapes and kinds of land and bodies Explain: Students will share their -shredded green construction paper
of water in an area. model they created with the class. -markers
-Explain how their model helps them They will cite evidence from the -crayons
understand how land is shaped. pictures to support their model. -scissors
Elaborate: Students will find out more
1 Day about models by comparing an object
with a model of that object. Students
will create a Venn Diagram to
compare and contrast.
Evaluate: Students Analyze and
Compare their understandings in their
science notebooks. Teacher will use a
rubric to guide assessment of work.

Lesson 15 (TG Pages 108-109) Engage- Have students share their Websites about glaciers:
Ice on Earth experience with ice.
Explore- Preview the lesson on pages
NGSS ESS2.C-Water is found in the 108-109. Set a purpose to read in Websites about Icebergs:
ocean, rivers, lake and ponds. Water order to find out about Earth's water
exists as solid ice and in liquid form. that exists as solid ice. Read pages
108-109.
Objective- Describe Earth's water that Explain- Students will describe ice on
exists as solid ice. Earth. Ask probing questions to guide
their thinking and understanding.
1 Day Elaborate- Students will find out more
about glacier/icebergs and living
things on them by researching on the
internet. Record observations and
share with classmates.
Evaluate- Students Interpret and
Recall understandings in their science
notebooks.

Lesson 16- (TG Pages 110-111) Engage- Have students look back on -An orange
Think Like a Scientist- the map of South American on pages
Obtain Information 100-101. Review text features of a
map.
NGSS 2-ESS2-3- Obtain information Explore- Have students look at the
to identify where water is found on world map on pages 110-111. Set a
Earth and that it can be solid or liquid. purpose to read in order to obtain
information about where solid and
Objective- Obtain information from a liquid water can be found on Earth.
map to identify where solid and liquid Read pages 110-111.
water can be found on Earth. Explain- Obtain information from the
map. Guide students thinking and
1 Day understanding by asking probing
questions. Help students use the map
key and compass rose.
Elaborate- Compare and Contrast the
similarities and differences between a
 map and globe. Use an orange to help
model.
Evaluate- Students Identify and
Interpret understandings in their
science notebooks.

Lesson 17 (TG Pages 112-113) Engage- Have students recall what -Library books or websites about
Science Career-Glaciologist they learned about the glaciers in a Glaciologists.
previous lesson.
NGSS-Connection to the Nature of Explore- Preview the lesson by
Science-Scientists look for patterns looking at the pictures on pg. 112-113.
and order when making observations Introduce the word glaciologist. Set a
about the world. purpose to read in order to connect
the concept of looking for patterns and
Objective- Connect the concept of order when making observations
looking for patterns and order when about the world with the career of a
making observations about the world glaciologist. Read pgs. 112-113.
with the career of a glaciologist. Explain- Ask probing questions to
help guide understanding of a
1 Day glaciologist. Connect science
concepts like patterns to the career of
a glaciologist. Introduce Erin Pettit.
Elaborate- Have students us the
internet of library books to find out
more about what glaciologist do.
Evaluate- Students will Recall and
Analyze understandings in their
science notebooks.
 Unit Learning Goal and Scale
(Level 2.0 reflects a minimal level of proficiency)
Standard(s): 2.ESS1-1. Use information from several sources to provide evidence that Earth events can occur
quickly or slowly. (Clarification Statement: Examples of events and timescales could include volcanic explosions
and earthquakes, which happened quickly and erosion of rocks, which occurs slowly.) (Assessment Boundary:
Assessment does not include quantitative measurements of timescales.)
4.0 Students will be able to:
In addition to planning and conducting investigations at 3.0, students can
• Explore, research and connect on the unit topics through the elaboration activities in each
lesson.
3.0 Students will be able to:
• Use information from several sources to provide evidence that Earth events can occur quickly or
slowly. (Clarification Statement: Examples of events and timescales could include volcanic
explosions and earthquakes, which happened quickly and erosion of rocks, which occurs slowly.)
(Assessment Boundary: Assessment does not include quantitative measurements of timescales.

Students will be able to:

• Define earthquake and volcano
2.0
• Name one event that changes the shape of the earth quickly.
• Name one event that changes the shape of the earth slowly.
1.0 With help, partial success at level 2.0 content and level 3.0 content:

0.0 Even with help, no success

Standard(s):2-ESS2-1. Compare multiple solutions designed to slow or prevent wind or water from changing that
shape of the land.*(Clarification Statement: Examples of solutions could include different designs of dikes and
windbreaks to hold back wind and water, and different designs for using shrubs, grass, and trees to hold back the
land.
4.0 Students will be able to:
• In addition to planning and conducting investigations at 3.0, students can
• Explore, research and connect on the unit topics through the elaboration activities in each
lesson
3.0 Students will be able to:
• 2-ESS2-1. Compare multiple solutions designed to slow or prevent wind or water from changing that
shape of the land.*(Clarification Statement: Examples of solutions could include different designs of
dikes and windbreaks to hold back wind and water, and different designs for using shrubs, grass,
and trees to hold back the land.
Students will be able to:
2.0 • Define lake and pond
• Name one way that you can prevent either wind or water from changing the shape of the land.
1.0 With help, partial success at level 2.0 content and level 3.0 content:

0.0 Even with help, no success

 Standards: 2-ESS2-2. Develop a model to represent the shapes and kinds of land and bodies of water in
an area. (Assessment Boundary: Assessment does not include quantitative scaling in models.)

4.0 Students will be able to:

• In addition to planning and conducting investigations at 3.0, students can
• Explore, research and connect on the unit topics through the elaboration activities in each
lesson
3.0 Students will be able to:
• 2-ESS2-2. Develop a model to represent the shapes and kinds of land and bodies of water in an
area. (Assessment Boundary: Assessment does not include quantitative scaling in models.)
Students will be able to:
2.0 • Identify the shapes of land and bodies of water on a premade model.

1.0 With help, partial success at level 2.0 content and level 3.0 content:

0.0 Even with help, no success

Standard:2-ESS2-3. Obtain information to identify where water is found on Earth and that it can by solid or
liquid

4.0 Students will be able to:

• In addition to planning and conducting investigations at 3.0, students can
• Explore, research and connect on the unit topics through the elaboration activities in each
lesson
3.0 Students will be able to:
• 2-ESS2-3. Obtain information to identify where water is found on Earth and that it can by solid or
liquid
Students will be able to:
2.0 • Define Iceberg and Glacier
• Understand that water has two states, solid and liquid.
1.0 With help, partial success at level 2.0 content and level 3.0 content:

0.0 Even with help, no success

 Unit Modifications for Special Population Students
Advanced Learners • Allow students to complete Investigations, Think Like a Scientist, Think
Like an Engineer independently.
• Use “Elaborate” sections of the lessons to extend student thinking.
• Introduce advanced vocabulary (weathering, erosion, sediment, runoff,
levee, gorge, gully)
Struggling Learners • Refer to Learning Assessment Masters for pre-made charts to use in
science notebook. (Investigations, Think Like a Scientist, Think Like an
Engineer)
• Pair with higher ability students when completing Investigations, Think
Like a Scientist and Think Like an Engineer Lessons.
• Assign different roles for group members in the investigations so all
members contribute to the group.
English Language Learners • Vocabulary volcano, earthquake, lake, pond, iceberg, glacier, erupt
(provide visual, verbal and written examples together) (pair related words
to these vocabulary words. Help students understand the correct structure
of questions and statements (jumble words and have students place in
correct structure order depending on whether it is a question or
statement).
Special Needs Learners • Refer to Learning Assessment Masters for pre-made charts to use in
science notebook. (Investigations, Think Like a Scientist, Think Like an
Engineer)
• Conduct Investigations, Think Like a Scientist, and Think Like an
Engineer by dividing into parts or modeling side by side to monitor student
understanding.

Interdisciplinary Connections
Common Core State Standards Connections:
ELA/Literacy –
RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key
details in a text. (2-ESS1-1)
RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical
procedures in a text. (2-ESS1-1),(2-ESS2-1)
RI.2.9 Compare and contrast the most important points presented by two texts on the same topic. (2-ESS2-1)
W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in
collaboration with peers. (2-ESS1-1),(2-ESS2-3)
W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a
report; record science observations). (2-ESS1-1)
W.2.8 Recall information from experiences or gather information from provided sources to answer a question. (2-ESS1-
1),(2-ESS2-3)
SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other
media. (2-ESS1-1)
SL.2.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of
experiences when appropriate to clarify ideas, thoughts, and feelings. (2-ESS2-2) Mathematics –
MP.2 Reason abstractly and quantitatively. (2-ESS2-1),(2-ESS2-1),(2-ESS2-2)
MP.4 Model with mathematics. (2-ESS1-1),(2-ESS2-1),(2-ESS2-2)
MP.5 Use appropriate tools strategically. (2-ESS2-1) 2.NBT.A Understand place value. (2-ESS1-1) 2.NBT.A.3 Read and
write numbers to 1000 using base-ten numerals, number names, and expanded form. (2-ESS2-2)
2.MD.B.5 Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same
units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to
represent the problem. (2-ESS2-1)
 Integration of 21st Century Skills
Indicators:
8.1.2.A.4 Demonstrate developmentally appropriate navigation skills in virtual environments (i.e. games, museums).
8.2.2.A.4 Choose a product to make and plan the tools and materials needed.
8.2.2.B.1 Identify how technology impacts or improves life.
8.2.2.B.3 Identify products or systems that are designed to meet human needs.
8.2.2.B.4 Identify how the ways people live and work has changed because of technology.
8.2.2.C.1 Brainstorm ideas on how to solve a problem or build a product.
8.2.2.C.2 Create a drawing of a product or device that communicates its function to peers and discuss.
8.1.2.E.1 Use digital tools and online resources to explore a problem or issue.
8.2.2.D.1 Collaborate and apply a design process to solve a simple problem from everyday experiences.
8.1.2.D.1 Develop an understanding of ownership of print and nonprint information.
8.2.2.D.3 Identify the strengths and weaknesses in a product or system.
8.2.2.A.5 Collaborate to design a solution to a problem affecting the community.
9.2.4.A.1 Identify different types of work and how work can help people achieve personal and professional goals
9.2.4.A.3 Investigate both traditional and nontraditional careers and relate information to personal likes and dislikes.